001for >> Okay. Um, welcome everyone. We are here for a board study session on board governance. Um, today is January 8th, um, at 5:00 p.m. So, I will call it to order at 5:02 p.m. And we will stand for this flag. I pledge algiance to the flag of the United States of America and to the republic for which it stands, one nation under God, indivisible, with liberty and justice for all. >> Okay. Can I get a motion for approval of the agenda? >> I'll make a motion to approve the agenda. Second. >> Um, thank you Trusty Brooks for a motion. Trusty Hope for the second. All in favor say I. I. Okay. Um I motion passes and we will go to public state uh sorry five statements public statements related to agenda items. Please limit
002statements to three minutes. Um are there well there's no one really here but um can we check uh do we need to we don't need to do anything right? Okay. So um we'll just move on to item number six uh for the governance workshop and we have some documents here the governance handbook and the and the um kind of the agenda for the evening. So thank you for being here. >> Thank you. Hello everyone and happy happy what day is today? What day is today? >> Thursday. It just feels like it feels like it would be a Friday. I don't know why, but happy Thursday. Happy Thursday to all of you. It's nice to see you. It's nice to see those of you. I had the pleasure of seeing at the conference at AEC. Nice
003to see you again. And Allison, I know you were here back in 21 when I was here. So, nice to see you again. >> Uh, thank you for the invitation to come back and work with you. Thank you for the phone calls. I know those take time and I really appreciate you giving your time and and giving your perspective. So, tonight's agenda is really simple. You can see the agenda. It was on top of your folders. And we're basically going to spend most of our time on your governance handbook. Uh Tatiana has uh hard copies has brought hard copies for all of you. So you don't have to worry about having electronics unless you have notes on them, which is okay. What I'd like to start with is I'd like you to reflect on someone
004along the way as you were growing up, who really inspired you, who empowered you, who is responsible, and it could be more than one person, right? Responsible for you being here today and doing what you do. So, think about it. Write down perhaps their name and couple of qualities that you remember who made such a huge impression on you. So the person and a couple of their qualities please Another Next, everyone ready? And Maggie, can I start with you? Would that be okay? Sure. >> So, here here your the person that you picked and then we'll go this way, Stacy. So we'll circle >> um >> a couple of qualities. >> Sure. So I'm thinking of my sister, my older sister Maria. Um she's 10 years older than me. So she's firmly in Gen X.
005Um and so you know she and I kind of grew up almost as two separate only children in a way. Like we kind of had significant parts of our childhood that were where you know the other was not in um in the house. Um but I think one of the things um that she really taught me was like you know to not be afraid of new experiences and to try new things. um somehow she convinced my parents to let her study abroad in Germany as um you know in as a high schooler and then you know so which is like I think um and you know I think in a lot of ways she kind of pushed the boundaries with my parents so that it was easier for me to to follow my own path.
006So I'm grateful in a lot of ways for her um her her leadership and guidance and also just like her her practical nature. um you know, I talked to her I remember talking to her about my um like my course of study and um she encouraged me as uh the summer before my senior year of high school to come to UC Berkeley and like take some summer courses and so I think without that I probably you know the course of my life would have been very different and so I'm I'm grateful to her and to to everyone who's you know kind of served as a mentor in my life. Thanks for sharing. Thank you, Stacy. >> Um, mine is a is a couple. It's a married couple. Their names are Steve and Mary Park. Um,
007they are the co-founders of an organization called Little Lights Urban Ministries, um, based out of DC. Um, and what I really learned from them, so I was an intern for this organization when I was in grad school. Um, was kind of the intersection of a lot of things that mattered to me. It was like justice, faith, ethnic background, advocacy, and it was kind of all like an intersection of all those different pieces. And I think they taught me especially like what it what my responsibility as an Asian-American is to support kind of racial justice and a lot of different things happening. Um, and I really, so one of their arms that I got, um, more involved in was kind of supporting kids who lived in the projects in DC and like through a tutoring program
008and, um, you know, my church was very involved in volunteering there, but um, being able to see that and see the kids go off to college and be able to witness the work that they were doing um, in real time and seeing it translate into the kids. Um, I think that really it gave me color. I think I already had kind of outlines of these things that I was really passionate about, but they colored it all in for me and helped me see it in a very like real way and what it could look like for me. >> I love that. Thanks for sharing. >> Thank you. All right, Dean. >> So, mine is uh we were talking about San Jose airport earlier. Mine is Norman Metta, who the airport is actually named after. Former
009cabinet secretary, Secretary of Transportation for George Bush, former Secretary of Commerce for Clinton. Before that, he was the first Asian-American mayor of a major city, San Jose, then a congressman. But he was a direct mentor of mine when I was in DC. He was somebody that I worked closely with. Also proud cow bear like me and Maggie. Um I actually met him at a cow alumni event. But he's somebody took me under his wing. So I remember him as being very generous for someone of his stature to take that kind of time with I was 22 and like straight out of college at the time um mentoring me and other folks to kind of start our journey in public service. But I think one reason he comes to mind is also his personal story. He
010grew up in an internment camp. He's somebody who saw the US government at its absolute worst. Um, turning against the community within the country and he's somebody who took that and still chose to pursue service, chose to keep believing in the vision and the idea of what the country could be even when he saw the polar opposite right in front of him. And I think especially in the current climate, it's a good reminder that this project moves forward because people like him and people like us continue to serve, continue to step up. And so he's been someone very top of mind for me. passed a few years ago. Uh but someone who I knew personally and then admired, you know, before that. So someone who's been very I definitely would not be on the board
011today if not for the experience, the mentorship and the relationship I had with someone like Norm. >> Matisa. Um, for me, I actually have a few, but the one that um stands out the most and has been um most impactful in my um upbringing and as my um transition into adulthood is my grandmother who um was an educator. Um her qualities that she displayed in the years of um being very instrumental in my life um just being strong willed, caring, loving and the I would say one of the greatest qualities that sticks out the most is um being ethical. Um she really taught um her family ethical behavior and um equity and um she was uh very strong in her community. Um she educated a lot of kids um a lot of um even adults
012who um look up to her as a mentor. um and she has really shaped how I um think and how I stand and advocate and things like that. So anyway, my grandmother has been very instrumental in uh our family and to me particularly passing that on. >> Thanks for sharing. >> Yes, >> um hi, my person is my dad. His name is Charlie was Charlie Proctor. He passed away 11 years ago yesterday. Um he taught me to have a strong work ethic. Um lead with integrity. Um give back to my community and always be a good person. That's like the one thing he always said was just be a good person. So um he died by suicide. And so because of that, I'm I feel very strongly about making sure we have um strong mental
013health services, especially in schools and taking care of our kids and making them feel good. >> I'm sorry to hear that, but thank you for sharing. >> Been 11 years. Okay. Diego, >> I'm going to talk about my two grandparents on my mom's side and um they were actually both um they had a unique experience um in that they were both born in Kansas at a time when um for reasons having to do with the war that was taking place at the time, a lot of Mexican um farm laborers came up to the US to work on on ranches and on farms. Um and he was here his first his first 10 years and my grandmother's his wife's first six years. And then um there was a a whole movement at the time of repatriation
014basically expelling um American citizens back to without um any due process. So I think a little bit of that feeling of like >> he really never lost hope about what this country could be. >> And he was in Mexico for 30 years. And then um when they came back to the US, he he and and my grandmother basically drove the family to think about helping others. So that's just like deeply ingrained in our family is like if you can help somebody in any way, try to help them. And not necessarily financially, but just help them. And then um he and and my grandmother didn't get to go to school past just the first couple of grades of school. So I think that always hurt him. You know, it was always something missing for him that
015he didn't get to study. So his biggest thing for our whole family was just education. Just don't ever stop educating yourself. >> Um, and he didn't necessarily equate having the degree with being a better person or he didn't make that connection, but he saw it as like what a gift to be able to learn something new. So I carry that with me, you know, not not uh sort of making determinations about people based on how much education they have, but thinking about what a great gift it is to be able to learn something new and obviously in the work that we all do. That's it's really special to think about all the kids in our district who who have those opportunities every day. My grandparents, >> thank you. Thanks for sharing. Lots of great qualities,
016right? And how much of what you shared did you already know of each other of each other's stories? Probably not learned a lot. >> So one of the ways to to build and strengthen trust is sharing personal stories is connecting on personal level. Um so much research on that. Uh effective highly effective leaders who spend the time with their teams to get to know them on personal level. The work you do is so valuable and it's serious work. It's very serious in nature. However, coming together and deciding how you're going to work together, right? That's going to create the highest level of functioning um for your governance team. So, I forgot to ask you at the beginning. Is everyone okay with first names? >> Not trust. Okay. I just want to make sure I should
017have and I had a note to ask. I always ask at the beginning because some boards are governance teams are a bit more formal. I want to honor that. So, thank you. All right. So, with that, with that um in the folders, if you open your folders, there's one page. So, we'll have a couple of different things to warm up and then we'll get right into your your handbook. It says personal beliefs. You may have seen this. You may have seen something similar to it. Just spend maybe just a couple minutes and select your top 10 top 10 personal beliefs that you feel are really important in your life. And sometimes I'm asked, do do you do this for the work setting? Is it personal? You pick. I think it's it's most likely it's going
018to be the same values and beliefs. If you're done with your top 10, you can go ahead and narrow it down to top five. >> Take five away, please. Again, another just a minute. And if you're done with that, you're going to narrow it down to your top two top two values, beliefs that you feel you cannot Leave it out. You're not going to give them up no matter what. And then I'm putting in front of you two pieces of post-it notes. Write each of your two on the post-it note. So your top two based on the five, then you narrow down them from the 10. So on each piece, put the back one one on each your top two. If you're done with that, you can bring them over just because I want to
019make sure you get steps in. We are going to do some moving around right here. Strength of or strength of our board. They can put your values there and as you put them on so that you tell your team why you what you picked as you put it up. So put your first one on. So what >> personal development for me because I'm always in a growth mindset. I'm always I'm a lifetime learner. So I believe everything else comes after that because all of those things between and living a life of integrity. >> Integrity. Okay. Thank you. All right. >> Diego, go ahead. >> I'm defining this very broad include my family. >> But just the idea of being from a big family community is really >> it's a source of strength. It's a source
020of inspiration. It's I can't live without it. And then quality to me that's as you said it's something I can't compromise. >> Thank you. All right. Um shockingly the exact same as Latisa >> but different reasons. Um personal development. Um so I like the like the parentheses living up to my fullest potential. I think when I was growing up, I had a lot of like I still do like imposter syndrome and didn't think I was good. And I think a lot of my life is like accepting what my strengths and weaknesses are and trying to live to my best potential. Um, and integrity. Um, and I think for me it's like my words, my character, my actions. I really want them to be honest, you know, and that people can trust me. And that's >>
021Thank you. All right, Alison. Okay. Well, I'll join the integrity group >> and that's just I think and making sure that people can again trust me but also being my authentic self and helping other people just something I always do. >> That includes family too. Sorry. >> Can I? >> Um, sure. Um, so I have to a little bit kind of like personal development, but just growth in general. I think >> um, you know, I think you can always I I feel like I'm a little bit cursed and that I always like remember things that I like would have done differently or said something um, if I could go back, right? that like that's part of the learning process is like becau you know developing and then also like um so I have a garden
022and each year I learn from like my previous mistakes um and the you know the the conditions are always different right um the next year and so there's a lot of adaptation um and so and then the next thing is optimism I think that we can't really do the work that we do or you be leaders without having optimism in what we can achieve and even if we fall short like I think we should still try to get there. Um, I think that, you know, you don't I think that your mindset about whether something can be accomplished changes the odds of you accomplishing it. And that's like a big um thing that I is is important. >> Sharing the person won't surprise anybody here. Uh, community like Diego. I think everyone here knows how much
023I really enjoy that personal engagement, mobilization, growth. Um, it's probably one of the things I enjoy most about being in trusty role, but even without it, it's something that I wouldn't be who I am. That wasn't one of my top lines, including family. Um, and then second, jumping analysis, right? It's helping other people. Um, it's just been a consistent throughout my life even before my time in government. And so, I will outsource my integrity and optimism to the rest of the board. But those are my top. >> So, as you look and you can come closer so you can see them. I mean, you probably know because you wrote them. What do you think? What comes to mind as you look at this cluster of qualities and and beliefs? >> A team that can achieve
024the highest of heights together. >> A lot of overlap. Yeah, >> it's sort of like >> sort of like what we want to achieve and how we want to be >> and why we're trying to do sort of like there's a little bit of to me >> I think also they're um they're all very selfless like there were some choices you could have picked like wealth or like you know things that are really more I think um self- serving than I think also a lot of like our mission, you know, >> like growth and like like learning, right? And how do these qualities how can they serve you and serve as the strength for you as a governance team the board and the superintendent? How can you how can you utilize these qualities to um
025to gain strength as you fulfill your role as a superintendent as a board? What are your thoughts? Sorry, can you ask the question? >> Yeah. How can you utilize these qualities or what do they represent when you think of these qualities and how strong you can be or you are as a governance team? >> I think knowing what each person's like top two are, it is helpful to know like where they're the place they're coming from when they talk and um do comments or lead um just to know like this is what's important to all of us. Exactly. Exactly. Beautiful. All right. So from that I want you to now switch gears a bit and think about qualities of high functioning teams and boards. Right? Because you're a team just happen to be a board
026of education and a governance team. What qualities do they have in common? All right. So I'm going to grab some markers. And so select someone who likes to write. someone who has who can write big um who can be yours and I I like everyone to participate so please make sure that I don't think this is a quite move anyway but make sure that what you're selecting makes it on the on the board who would like to be >> I would because I just have always wanted to be a teacher whenever you >> I do all the time >> I Yeah, I was >> so sorry. Just shut out qualities of high functioning boards. What do they have in common? What's important? >> Trust. >> If you have trust, >> thank you for saying that.
027>> Points. >> I am glad that you're starting with that because what happens if there's no trust? >> Everything falls apart. You can't have conversations that are meaningful, right? Leadership I was say ambition. >> Okay. >> Like you know you're you want whatever you're governing to be the best that it can be. shared vision, values, something >> in times of crisis and in turbulent times. Shared vision is what really helps governance teams decide what needs to be done, right? And focusing on that shared vision. You think we can add that to what you say? >> I think like communication, but like within the the bounds of the Brown Act. >> Well, there's so many different components to communication, right? You need information communicated to you from your superintendent to have the information you need to
028make the decisions you need to make. Right? So, communication is is u what else? Anyone else who hasn't shared? Um I always say or I've said before um like assuming positive intentions um even if we disagree it's we're all coming from a a good place. Beautiful. That's positive intent, right? >> Having diverse perspectives, >> so your job as the board, and it's really interesting because I'm a former board member, so I've done the work that you do as the board. And at the time our kids were in elementary and middle school when I started on the board of education which really led me to do the work I do now because I just fell in love with um with the work. So um your job is really unique because you are the board of education
029the five of you if it's three five seven or nine your case there five five of you I want you to think of yourself and your role as sitting in the control tower of an airport. Okay. So because I fly quite a bit and I always think about this analogy and in my mind it makes a lot of sense. So I always see the board being in the control tower with the superintendent traveling between the control tower and the terminal the terminals right to communicate the the goals objectives making sure planes are taking off and landing and everybody's safe and all that. When you when you hear that analogy, what comes to your mind and how do you see it in your mind as far as your role as the board being at that high
030level overseeing the whole terminal in your case, your district. I think for me it's like, well, I'm not the one running up and down the stairs like Diego is, right? So, I get to stay up on the top and, you know, I think and and keep that bird's eye view and everything that's kind of going on and being able to see the larger picture. Um, but yeah, it's not my job to run down and tell people what to do. Like, I just just get to stay up there. >> Well, and also to trust the people who are who is who can see >> up close and are actually doing the work. It's an interesting analogy because you know I think in some ways we have so many people in our organization who you know without
031their contribution things don't work well >> but you have to let them do the work but you also connected to the work and it can't work in isolation they have to a center of the school have to be connected to all the teachers but let the teachers you know, and so um thinking about how what it must be like for boards to see it all >> but also not be involved in moving the pieces around. >> I think it sort of takes you back here to what >> what sort of is the glue that keeps it really healthy. >> Absolutely. Because there are many things out there. There are many boards, many governance teams, right? Uh I think there's something just under a thousand school districts, K- through2 school district um public in California. And
032so you think about all the the different functions of the school district and and then you think about the ones that are really healthy and high functioning. What do they have in common? And your list, this is exactly what they have in common, right? High level of trust. It begins with that because if you don't trust each other then there's no you model the behaviors we want to see >> down to the classrooms with the your duties your your playgrounds and so the behaviors that you exhibit, how you treat each other, how you behave, how you look at each other, how you listen to comments, how you respond, all of those matter, right? and and so much so the the body language and the tone of voice which you know is like 93% of communication
033only 7% words right so it all matters but coming together doing what you need to do to gain the trust being able to trust each other trusting your superintendent and trusting that everyone who's within your organization is doing their best and means well okay anything else that you want to add Yeah. >> Beautiful. >> Which I believe all of you are dedicated to. I've seen you at the conference. You have taken masters in governance, other type of trainings that are offered, books that you're reading. So great. Yeah. I think it's kind of similar to that, but listening, >> there's a lot of, you know, opinions that we hear and things that come our way and being able to listen and digest. So, talk about that a bit more. The listening, um, I think most of
034us think that we're good listeners. However, I know that most of us as we're listening, we formulate a response >> because we want to make sure that we are responding right. And in that process of figuring out how we want to respond, you're not really listening and you're not listening to understand. You're just listening to respond. There's a big difference. So, what are some ways that you can work on your listening skills to be able to listen to understand and not just listen to to respond? What do you think? What are some ways? Um, we have a former trustee that I always used to kind of make fun of because um, she would take this long pause >> and so I'm talking about Noia, but um, but I think her ability to like just sit
035with some silence for a minute while she would think about her comments. I always admired even though I kind of like laughed about it because I knew something good was coming like when she would take a pause. So >> also we are not comfortable with that as humans. It's like you you want something. There needs to be someone needs to say something, right? You're not comfortable with the pause. But that's one way for sure. >> I'm listening. Right. >> Yeah. >> Nodding of the head. Right. Which I don't know if I I shared this with you when the phone, but when I served on the board, I had a friend of mine go be in the audience. probably the first or probably the second uh my second board meeting not you know being in the
036audience and I said just let me know what you see and you know how I you know body language and all and she said you know you're not a lot and it just seems like you're agreeing with everybody and I thought that's not the case but for me personally nodding means I'm here but I'm hearing you not I'm agreeing with you so so but I had to make it note to myself, you know, no, just keep your head still. Um, but definitely the pause. And the other interesting fact is that all of us here, seven of us here, right? We could hear the same story and the same statement or take away something different. Because what we hear enters our system, goes through all of our filters, and we take away what we think, okay?
037which is very different for each of us depending on childhood and you know childhood experiences and all that. So, all right. Beautiful. Do you know um the Chinese character for listening? >> And I don't think I have. Yeah, Google it. Google it. Yeah, I don't I don't need you to sign theology signs or different >> I'll have to find it and show it to you. But sometimes I show that. I said, "What do you see?" And almost everyone says, "I see an ear." But I see a lot more. It's more about listening not just with the ears but with the heart and with the eyes. And there's so much that can be communicated without any words, right? Which is really interesting about communication and listening. All right. Anything else before we move on? You're good.
038>> That's a great list. Thank you so much. You can come back. I know. I know. I know. somewhat like it's like hitting on my one my biggest >> I'll be sure to down >> let me know that in this room there are refreshments >> if you want to grab something and come back you can do you want to do that now you can do it later however >> kind of refurious >> oh you know what Not yet. >> Okay. All right. So, she's not back here. All right. With that, >> here is what I like you to do. Take out from the left side of your folder. You have this two page that says working styles governance working styles questionnaire together five sections to it. So listen to the instructions because sometimes it's not
039done um correctly and then you don't get the right um category. So, as you're reading each of the sections, so section one, you have A, B, C, D, and E, right? For each of those, you're going to put one next to the one that best describes you, okay? And five for the one that least describes you. And then the ones in the middle. So, every statement A, B, C, D, and E will have a number between one and five. one most best describes you and five least. Okay. Sorry, we're doing one and five or one through five. >> One through five. Sorry. Yes. And if you're done, you can turn it over and you'll have the uh scoring grid. You can go ahead and transfer your numbers. That's okay. Take your time. It feels like
040there's like um when you have to on your phone and like you have to you know put in the code remember it >> double I don't know login it's like this is a bunch of these Yeah, 228532. Yeah, exactly. Two factor. Thank you. When you're done, you'll have five for the for each of the columns, you'll have a number, a total, right? >> You can circle your lowest number. >> You said circle lowest. >> Your lowest. So either if it's data driven, bottom line, relationship, visionary or historian. So that's your primary style. Your lowest score is your primary working style and the second lowest is your secondary. So I posted notes again for you. Sorry. Could you repeat that again? The highest is >> the lowest number. The lowest. >> Yes. >> Oh, your primary.
041I was like I was thinking the reverse. I was like make sense, right? It didn't make sense. >> Is broken. >> Okay. Okay. I feel better now. All right. So, on each of these pieces um on each of them, please write your name. First name. Just first name on each of these two pieces. And on each one, write your write your lowest on one. So what's your lowest, Latisa? >> Visionary. So you can put visionary and then the number. So whatever the number was. >> Okay. And the second one, your second lowest. >> And the number, please. Yes. And then when you're done, come on over and bring them to the board. It says working style. You can also bring your your um your template. All right. So, go ahead and put yours. Remember that
042you need your style and the number, right? So, put it where it belongs. some historians. >> And then stay here. Don't go anywhere. Like number >> number was it like the >> or the one, two? Okay. Yeah. >> What was your What was your >> Yeah. Um she was >> um data driven was my number one. >> Okay. And your second? Number two is visionary. Visionary. Okay. What about you, Diego? >> My lowest score was >> all right Maggie. I also had driven 11. That was my second one. Visionary. >> Okay. >> Mine was data driven for eight and visionary as well. >> I think it was data driven was 12 visionary was 10. >> Yeah. And then secondary. >> So as we looked at this, what do you see? actually. >> So let's take
043>> we're all like sacrificing relationship. >> So this actually do you feel that this is an accurate representation >> of the culture of our >> and district as a whole? >> I'm not really surprised. >> I'm not >> Is anyone surprised? >> I think a little bit. I do think we care about relationships. >> Yeah, I guess notision. My next point, but like I don't steam roll, right? And so being in this role, we can't really have relationships. I mean, we can, don't get me wrong, I'm talking about the terms of partnerships, things like that. But we have to independently be able to come up with, you know, based on the information we have. I mean, it's rarely that we are able to congregate. So we are in a in a very >> you know
044position. >> Yeah. It's a different different position and situation. >> Yeah. >> Also think that this activity is asking us to think about how we work which is different than why >> and so like >> over there it's like pretty much all relationship >> almost everything is about how we relate to others, how we can help others. This is we're also like bringing how we think the end result can be achieved through knowing what we want to get and committing to some systems to be able to monitor. >> Okay. This is definitely it's um it's different. I usually Usually at least there's one person in relationship bottom historian which is so important because those are the individuals who can say we have been there we did this this work that didn't work because of this
045reason everything in life is about relationships right um and you have a unique relationship with each other because of the nature of your work right and then the bottom line um individuals always push the agenda forward right um talked about this enough. Let's move on. Let's take a vote. Um, how do you think this is playing into how you're managing your role as the board? Reflect on your board meetings, length of time, discussions. Um, let's just just briefly talk about that. How do you think this plays plays out in you know what you have to do within your role as board members? >> Well, I think when we talked over there about I forget what exactly it was, but um just like the bigger picture, it says visionaries are big picture like staying out of
046the weeds and I think that's like that's a positive word. >> Absolutely. Yeah. And on our phone call, you know, you and I talked about that quite a bit because in our business, you working and supporting so many school boards, there are school boards that are really struggling because they don't have strong governance training. You know, one of the bigger conversation pieces that we had was to what extent does the board manage from 30,000 people rate? That's not always the case. And that's where maybe >> yeah, some of those other stuff. Well, being visionaries is is really important with what you do, right? You have to be visionary. You have to always be thinking about designing education for tomorrow. Not even forget about today, right? You have to really um quickly evolve and pivot and
047and and decide what you need to do. And you need data, right? to form your decisions, you need information. So, it's good that you're heavy on those two. Um, and as long as you understand the value of relationships, right, that's really important, starting with this relationship that you have with each other on the governance team, building trust. Um and and for all of you to be historians, right? To serve in that role of understanding the past of the district, making sure that you're not you're not putting yourselves in the same situations, making the same mistakes and of course bottom line. So, and let's let's take a look at the bottom line. So, Jean, would you please read the description of bottom line? bottom line people want to see tasks completed, risk checks and projects tackled.
048They're actionoriented wanting to make a decision and move forward which is really it's important and maybe one or two of you served in that role and it's not your primary to be able to get things moving. Yeah, that was our worst. >> That was your >> president. >> I'm curious, what was everyone's third >> Relationship. Okay. >> And bottom line, a historian was kind of last >> or on fire. Okay. >> All right. Okay. Well, we'll leave this here. You can revisit it. But what I like you to do is as you sit down, take a look at the descriptions and especially the very last page right here, you find your style, whichever your primary and working with someone who is a different style. So there's a lot of good information there what to do.
049Were you looking already? >> Yeah. So if your relationship, if your style is relationship, how would you work with someone who's data driven? >> Stacy, can you read that box? >> Oh, >> so yeah. How work with someone >> relationship? Yeah. Start your communications with the impact on children and families before reporting. What happens with a bottom line and uh historian memories of the um past experience of the war encouraging for the current decision. So honoring the historians's experience and expertise but being able to move forward. So this you can keep and you can look at maybe this weekend when you have time and especially looking at well for you it's not as hard because all of you fell in this too because when we have individuals all over then I would say look at
050your colleagues and see but here maybe look focus on historian relationship and bottom line see how you can uh tap into those styles as you continue to work together. Okay. All right, let's go back. And I think I heard someone in the room. Do you want to remind her? >> Um, what are the choices again? >> Oh, not okay. I can't remember now. >> Myers. >> Yeah. >> It's I or E. or S >> sensing or perceiving, right? >> EJ, >> judging or >> Oh, is this Myers? >> All right. So, now with that, let's go ahead and I think there's stuff there now. Is there Maggie? >> Yes. Okay. You can go and grab something if you like. >> What was there was like some time snacks. >> Light snacks. So, something to drink,
051refreshments, snacks, and then come back and go get going. >> We just dropped off our big kids at the airport and they were flying back to San Diego and and Seattle and we're like, "Oh, we found two places that we're really excited to try and they were both closed and you know, it wasn't like online or whatever." kind of bummed out. So I said, "Let's just walk down the street." It was kind of a nice little Sacramento, you know, little run of um restaurants. >> And my wife loves Taurus. I said, "Let's go in here." Oh, >> okay. And I, you know, I told the person which is like shellfish, like crab. No, but yeah, I mean I can imagine >> and it was like a soft shell where you just actually eat the ent.
052>> Um and and then so like as we're waiting for the food, we're like googling it. We're like, "Oh, this is like one of three Michelin star restaurants >> in Sacramento." >> In Sacramento. >> Incredible Thai restaurant that my wife and I were just like, >> "We're coming back here again for sure." We love Sacramento. >> There's so many restaurants, right? >> Yeah. Down. Well, it's because all those legislators got to have something to eat. That's great food. >> How far are you? >> They're growing all the food at I'm really close to they're growing all the food. >> Went to San All right, >> I'm going to be happy now that I have snacks. >> Well, it's important to have snacks. It can't work when you know. So, you each should have a copy
053of the governance your governance handbook. >> I was telling um Maggie that my wife and I stumbled into this like Michelin starred restaurant serves Thai food, etc. It was like our totally unplanned dinner. Just these other two places we wanted to go to were just closed because it was like really rainy. And then we're like, "Oh, this is cool." And we walk in. I'm like, "This is a Michelin star restaurant." And then they proceeded to just bring out like the best time we had. >> Oh my gosh. I'm sure they were happy too that you guys like enjoyed it so much. >> What's our Thai place here? What do we call in city? >> Um there's sweet basil. >> Sweet basil. chin as well. >> Yeah, >> it's like in the JCC by Starbucks kind
054of. >> Oh, okay. The newer part over here by the gym. >> All right. So, did you get the opportunity to look at your handbook? >> You did. >> Was it helpful when I sent an email with the areas, specific areas I wanted to focus on? because I don't know some of it is going to be the same right some of the information you have in here is is from CSBA the same language doesn't change because the board changes or the superintendent but I think there's some areas that really um need your attention and I think we're starting let me look at my notes Oops. Let's see. Starting with roles and responsibilities, right? That's not my And for roles and responsibilities, I have some documents to share with you that you can utilize. So, let
055me just make sure. Yes. So we are starting with roles and responsibilities. What I asked Katiana to make copies of are four documents. Two board bylaws. Board bylaw 9,000 role of the board 9200 which is limits on board member authority. Um board policy 2000 and board policy 2110. So concept of administration and role of the superintendent. So let me do this. Let me give you the first two. Actually, no. Let me let me do this. Let me I want you to work in pairs. There's six of you, right? >> Okay. So, 9,000 2,000. So, let me do 9,9200 together. Okay. So, let's see. clean. You're going to work with Leta and you're going to look at 9,000 and 9,200. Did I give you 9,200? I give you 9,000. >> There you go. Okay. So you
056two have those you and Diego will have 2,000. You only have one. >> Oh, we just do one twice. >> So as you look at the at your hand where it says role and responsibilities, you can refer to that as well. and then look at the document that you're reviewing um individually first. You're looking at it individually and then you're going when you're done reading it, have a conversation together about what you're taking away from it. Kind of highlights of the document and be ready to share with your colleagues highlights of your the document that you're reviewing. Okay. So related to the documents on pages 7 to nine actually just eight and nine are your discussion on ro responsible. Thank you. You're supposed to discuss yes together with your partner. Just a couple minutes because
057I really want all of you I would like all of you to spend more time on your protocols. >> Oh, really? similar um kind of funny like >> yeah which may intentionally um constrain trust ability to independently build their governance responsibility. >> It's on you. >> We have to observe. >> Yeah. So like We don't need that as an older requires access to information that operational should not limit. >> Oh, interesting. >> It has the switch. I don't know if we have that one in. >> Yeah. I mean I think yeah you should just like us to do the same like we don't >> Yeah. This is a sample one. >> Yeah. >> So I'm just wondering that we might want to. Yeah. Yeah, >> because like I think it is interesting like if we
058vote no on usually we do say like >> what our reasons >> but I think making expectations you know when they do the end of the something about that. >> That was one of the things I highlighted in our day is like >> how often >> do this like >> So this says we're going to do it every year, but we haven't really done it every like there was like a little bit. >> I saw that too. >> No, it doesn't. like about that and I was like, "Oh, I haven't even heard of that." >> Yeah, there's part of CSBA like certainly not since I've been on the board. That's process. >> We did we did like a training that was the only Yeah. Yeah. It was >> Yeah, it was before. >> Okay. >>
059So, it was like Ken more. >> Okay. >> Everyone done? >> No, that was some stuff that didn't happen. >> I don't remember getting copy of the Brown Act when I joined the board. No retreat. Where's the retreat? >> You're supposed to have a a training when you on board. >> Oh, I mean we were several of us were special appointees. >> It should be something. >> I shouldn't have the board was special, right? >> Well, you were all three of you were I'm trying to remember. Well, I think I went to the first time like first time trustee thing, >> but then >> yeah, county. >> No, not the county. The CSBA one. Oh, they have Oh, yeah. >> the county does. >> Yeah. Yeah. I did see. >> Okay. So, let's talk about
060each run. So, um Maggie and and Stacy, what was yours 2110 or 2000 role of the super? >> Okay. Do you want to share with your colleagues what you read and highlights of your board policy? Um so this was about the superintendent responsibilities and duties. Um and so like we both kind of highlighted student learning and achievement um attainment of the district's vision and goals and that the board will clarify expectations and goals at the beginning of every evaluation year. Um what else did you just like implementing board decisions? um remaining accountable to the board >> all areas of operation. Yeah, I mean we didn't really have any like suggested changes but we that's our what we kind of focused on. >> Okay. I'm sorry. Which one did you >> This is 2110 superintendent responsibilities.
061>> Oh, got it. Okay. >> Diego and Alison, you had 2000, right? concept of administration >> concepts and roles >> and rules. Yeah. >> Yeah. And we thought we read through a lot of things that sounded familiar to us, just ways that we operate. Um, we talked a little bit about the last sentence which says that as superintendent, I have the the right to assign duties to others, but in the end, I'm responsible whether or not I assign the duties to somebody else. And that's where all the white hair comes in. >> Y >> most of the time I'm not the person doing it. I'm the person facilitating it. But at the same time, what really stood out to us and I'll let Carlson add anything else she wants to, but um was really just
062this idea of us working together as a team. I I can't succeed on my own and the board really plays a crucial part in teamwork and in helping the districts of the world. >> Yeah. I um I underlined the section that talks about that um our expectation is that the superintendent will help shape the culture and environment of the district and focus on um enhancing student achievement, encouraging positive relationships within the community and instill confidence in the district, which I think then the next sent or next paragraph is talking about working together as a team. So I think it's like we expect that, but also we're here to support that and work together on all these things. They won't be able to do it alone. >> All right. And what? And you had two. You
063had board bylaw 9,000 and 9200, right? >> All right. So share with us highlights of your documents. >> I don't have I'll do a quick summary. So 9,000 is just the role of the board. Um encompasses a lot of what we talked about earlier. Board being high level. um to provide leadership and citizen oversight, establishing uh effective and efficient organizational structure, providing support to superintendent, ensuring accountability to the public, um a lot of clarification the role of the board as the more high level big picture entity and not necessarily in the weeds or running individual pieces. And then 9200 is the limits of board authority. Um which I think is an important one. I know it's something that's come up in a lot of boards that we've seen. Um and so talks about the fact
064that we don't have individual authority but we have authority collectively as a board. Um individual board members shall not exercise administrative responsibility with respect to the schools or command of services of any school employee directly. Um all requests should go through the superintendent. We don't have the authority to resolve complaints ourselves. Again that should go be sent to the proper processes. Um, and this one I didn't wasn't aware previously, but I guess given our role and stature, I know a lot of us are mindful when dealing with our own kids in their schools, but I guess we are also obligated to let the superintendent or design know before we volunteer in any of our kids' classrooms. >> Oh. >> Um, yeah. So, it's good to have a refresher. Um and then last just reminders about
065the brand act. The fact that we're bound by the brand act even before we formally assumed office and that each of us should have received a copy of the brand act um once we were elected to the board but had not yet assumed office had more. >> Um let's go back. >> Yeah. >> Okay. >> Any surprises? >> Yeah. I didn't realize I was supposed to tell Diego's when I volunteered at the school. >> So, we'll talk about that because that's actually an important protocol that you need to talk about and agree on. How many of you have kids in the children in the school district? >> Okay. >> Yeah. Yeah. So, um it is important to talk about it and and agree on what you're going to do. Um every every district does it
066differently. every governance team, every board decides something different. Some are less formal, some are more formal. Um the main idea is that Diego knows what's going on in his district, right? Who is where. The other challenge when you show up as a parent, you're never seen as a parent. You're seen as a board member. And so and and the minute you become a board member, your role changes from just being a mom or a dad or, you know, a parent, a guardian to the board member. And as soon as you walk into any space, people are on guard. Individuals are on guard. Even though you you have no authority to change anything or fire anyone or but you're showing up and you're a board member. And so um being really mindful of that. But when
067we talk about role of the board, one of the major responsibilities is being prepared. Right? I know those packets are on their um online or electronic, but you used to get the the hard copy. Uh those are big packets, lots of information. I know for me it took the first two years of serving on the board to even understand all the materials, the policies, the documents and so it's a huge role that you play and so being prepared I what I like to know is what's your process once you get your packet what's your process for asking your questions from Diego? Do you have a formal process? No. Yeah. On the agenda, we just have a agenda item flow. So um there's an opportunity when information is presented um for the board to >> at
068the board meeting. >> Yeah. It's always >> So I'm talking before. So when you get your packet prior to your meeting, you get your packet. >> No. >> What do you do? When do you So when do you get your packet? What day of the week? >> Friday. >> Okay. And then when is your meeting? >> Thursday. >> So you get That's actually good. You get it on Friday and the meeting is on Thursday. >> Yeah. >> And we can ask clarifying questions. They're very good with giving a document that if we have uh questions that's um inside of the packet, we can uh we have access to this document that we can look at any um board members questions regarding any item. So we have the ability to uh communicate before >> and get
069the answers you need. >> Yeah. >> And is that sufficient? Is that working for all of you? >> So, I use that and as well, you know, my one-on- ones with Diego, like if I have questions, I will save a lot of them for our meeting. I'm like, "Okay, here's here are my questions." Right? So, um because I think the document that you're referring to, there's like a time stamp like, "Oh, please submit it before this day and time." And so, sometimes I don't always have it together and get it on the document in time. Um, but I definitely at least save it for >> And we cycle through. So when we post the agenda, we create the document that everybody has access to and then we cycle through Monday morning, we check it. Tuesday
070afternoon or Monday afternoon we check it Tuesday morning, Tuesday afternoon. Um, and almost always the questions can be resolved by staff or provided by staff. So then I try to pull staff in to say, "Hey, sit with me for a few minutes and let's go into this." Um Stacy and I think is our standing on Tuesdays at 2:45. Yeah. So a lot of times that's like kind of a perfect time when it's a board meeting week because then she's she'll just tell me and we'll talk through it during that meeting. Um and then that way know me show up. I hope like she's got information. Um and then what we it was new for me when I came here to post the agenda on a Friday or a Thursday. That shocked me. I thought, "Oh
071man, I'm gonna have to up my game." >> Because in almost every other district, it is posted exactly 72 hours before the meeting because it's hard to coales on that stuff. So, my first few months, they were hard. I was like calling my friends asking for a lot of advice and help. But after a while, I kind of got used to it. And I think it's really good for the public because they have more time. And I think it's really good for the board because you some of you want to look at it over the weekend and others want to take care of that weekend time with their families. So it does still give you all of Monday, all of Tuesday, all of Wednesday in order to basically get ready for it. >> Ask your
072questions. So my other question I wrote here besides, you know, the prep time and asking questions is one-on- ones. They're so critical. And so every governance team that I work with, I always ask, do you have scheduled one-on- ones? Because those need to be said. Even if you don't think you have anything to talk about and you have no questions, show up, talk about vacations, talk about what you do, your interest. Use that time to connect on personal level. Chances are you'll have questions because sometimes you look at the agenda or in general and you think, well, I I can skip this meeting. I don't have anything to to talk about. Just go make that time and be there. That connection, that one-on-one is really really critical. So, I don't know if you So, you
073have it. Do you all have your one-on- ones? >> No, I don't have a one-on-one. Well, I'm And probably through the duration of me being on the board. So, I think um that's something originally in the first couple of years. Um I was more frequent um in the one-on- ones, but now it's mostly just, you know, in a way that if we're following up, we'll just schedule our time together, but it's not a regularly scheduled weekly meeting. I think Diego and I have been really good with being able to if there was issues that came up or things that need to be addressed, we pretty much has have a system in place that we schedule our time together. Um but it's not a regular one-on-one weekly and and we my perspective is like whatever is
074going to work best for the trustee. I I've worked with um trustees who it's always going to be by phone and others who the in person is really important. >> Um in my first superintendency I worked with almost all grandparents. None of them had kids in the school. So they would say and we would go have breakfast. So I would eat at >> Black Bear Diner five times a week. >> So funny. and we were going sick and so I knew their order. I knew which ones liked Coke versus Pepsi. But it was because they were retirees. So it kind of but this is a working board. You everybody's like, >> you know, >> raising kids and working and and doing everything they do. So um I still think for me I I agree that
075connection to at least say, "Hey, do you do you have time to meet? If not, then just text me later. will, you know, find a time. Sometimes when we have meetings like this, we'll push one or more of us will push a meeting and say, "Hey, just have something I can't get out of. Can we do it on Zoom or um but I agree. I think it is really important to have time. >> It's really important and and I know you're all busy or just reading your bios. It's just really impressive that you make time to give back and serve on the board of education." Um, but the one-on- ones are really and it's important for Diego. It's important for the superintendent to connect. So even if you don't think there's much to discuss, well,
076schedule it and again a call, a quick call if it's not in person, right? >> I actually really enjoy them because I kind of get to hear from Diego like what his ideas are like even if they never come to fruition. Like I think he's like sorry they do obvious but just like you know I think he has big ideas, right? And I think that like that's one of the things that we think is so great about him is that he has these big ideas, but like it has to start somewhere. And I I really enjoy hearing like what his like his ideas for like where we could be and what we could what we could do. Um and we can't do all of them, but like we can do some of them. And so,
077you know, I'm always happy to kind of support that process. Um because I know it's it's almost like brainstorming in a way or just seeing like sometimes I walk in and I see um you know like data on the whiteboard and like this school has this many you know like these numbers and this other school has these numbers. >> And so it's helpful to kind of see like from his like with his professional expertise like what he's thinking about and how to run the system. Um, so yeah, I really enjoy that part and um I think that that would be difficult to replace. >> So if you don't already have a regularly time allocated for that, try to get that on your schedules. It's really important. >> But do the numbers count if we spend
078a lot of time doing educational opportunities together? Is that a different You say, "No, it has to be the one." >> Cuz we do spend a lot of time together, but it's not in that format. I mean, >> it's just different. >> We spend Yeah. Yeah. >> It's a different time and a different connection. It really is. >> Um, and you may not see it till you actually start scheduling it. >> And then the conversations that come up and the connection points really important. So, it's it's those little tiny details that make a difference, right? Think of water how it's boil at the temperature, right? What temperature does water boil at? >> 212. >> So, what happens at 211? It's not boiling yet, right? So, one degree one degree difference, right? That's that's what this
079is, right? Because you see each other, you may see each other all the time, but the one-on- ones. All right. with that. That's a wonderful segue into protocols, but I want to give you Do you need to stand up, use the restroom, do anything? Are you good? >> I'm going to get water, but >> get water. Okay. Okay. >> Okay. I'm still in the room. >> All right. Because what I like us to do is to move into the next section that I had highlighted for all of you, which is what you need, the five of you, from your superintendent and what Diego needs from you. And that's really important because if you don't know and this was done by the previous board I believe. So this was not done by you. It's on page
08011 only. Yes Allison. That's right. Thanks for the reminder. >> I don't like all the things we said. >> Well that was a different time different board right. You had I think that was when you had first come together wasn't it >> when I worked with you 2021 or was the first time 18 >> maybe >> I think there was an edit to this document in 2018. >> I joined 2019 >> but I think it was during that time that the 1819 school year. >> When did you join? >> Uh I was elected November 2018. >> Okay. So maybe it wasn't that this that this document got updated. >> So regardless, it wasn't done by this team, right? But now we have So page 11. Yeah. Yeah. 11. Yeah. >> But it wasn't I >>
081Yeah. 19. >> Oh no. That's why my term is um three years and then four years. >> But was it was it um drafted or was just some information adopted? because I know for a long time in the beginning of my um tenure there was no handbook available and then it >> popped up in 2024 I think it was >> you had this >> this one >> this format >> yeah oh is okay it looked okay got it okay okay all right this is >> on page 11 kind of halfway to the middle of the page what does the board need from the superintendent in order to fulfill its responsibilities and we have some bullets there. The next page we have on page 12 what the superintendent needs. I want to spend a little bit
082of time on this and then move on to your protocol. So take a look um and maybe Diego you can look at what you need from your board and the board look at what you need from Diego. any bullets that you feel it just doesn't doesn't is not uh relevant you can strike or if there are new information or new bullets that you need to add. Okay. And for this what I like the board to do is to get together. So the five of you need to sit together and look at the bullets what you need from Diego. So Diego maybe you move out if that's okay. Yeah. >> Or even Is that good? >> Can kind of collaborate. >> You bring the chair closer because what I like you to do is to take
083a look at what already exists. Some of it may be relevant, some of it may not. You may have different needs from your superintendent. So, go ahead and work on start with the first and begin the conversation. Probably have about I don't know six, seven minutes because I really want to spend more time on on your protocols. Okay, sorry because I already some stuff um uh the mutual expectation section is constructive. However, um it would benefit from um a clear uh reciprocity while trustee communication protocols are detailed. Um corresponding expectations regarding timelines um completeness and follow through on trustee um requests could be more explicitly defined. >> So where are you reading from? Is that No, these are I've already went over the book. So I just kind of have some notes um okay >>
084regarding this part specifically but um just as a suggestion um to include expectations regarding response uh timelines follow-up reporting >> and documentation when trustee concerns involve districtwide um or systemic issues. >> Okay. Okay. >> And definitely bring it up here. You can also bring it up at the end when you're working on protocols. Yeah, >> some of that can be discussed there too, but certainly this is this is the place. Okay. All right. So, the board needs let's look at that first um bullet. >> No accurate information. Yes. >> Yes. So, that one relevant. >> Second bullet. What? Third everyone good to >> I had a question I mean I think you know the system that we have now which is so great you know getting the reports on Fridays and having so many days
085to to look through things could we add like a clause like president reports at least 48 hours >> um because you we're happy with what this is, but I want to be able to preserve for, you know, continuity. So, maybe at least 48 hour like preferably and then whatever that Friday mark is because it's it's so helpful for us as a working board to have time with these documents. >> So, that's the third bullet. So, what would you add? >> Um, I would like to add the word at least before the 48 hour. Um, and then perhaps like a I don't know if it would be appropriate, but say something like um >> like preferably the Friday before. >> Yeah, preferably the Friday before. >> Um, isn't it it's required to post the agenda 72
086hours? Sorry. >> At least 72 at least 72 hours. So, I think this is >> in addition, right? This is not the agenda. I think I think what that group had meant was >> okay >> any additional items. Does that make sense? >> That's how I'm reading it. But um going back to the historian that were missing um it used to be that the agenda was posted but the attachments were not. Okay. >> So I think that's where this was attachments were >> later. >> Yeah. So now it doesn't really happen that way. We get it all kind of for the same time. >> I think usually there's like if there's some like edits that need correction happens before, but >> So, does the bullet still need to be here? We get everything. >> Yeah.
087And because it has to be and that's the other thing is um what's locally adopted versus what's law you know what is required and I think the 72 hours like you said is absolutely required but then any updates after that maybe the 48 hour notice is that a local >> I don't know I don't know where this came from the 48 >> it was just because we didn't we used to get the presentations attached to the >> so is it better to just take it out do you need it there? Well, we probably should have some guidelines because there are some issues around um agenda I think items. So, it probably would be best to really identify what because if a new trustee come they don't know and it's not fair if they are trying
088to you know move forward some agenda item and they don't know how to request for it to be posted. >> Okay. Okay. >> How does everyone else feel? >> Yeah. Yeah, I mean I think um I think that's more Oh, sorry. Um and they keep trying to calm me. I keep missing the call. I'm sorry I walked that way. >> I mean I think um that makes sense, but it is maybe not like in the specific um section. Um I think that's more one of the protocols maybe. >> Yeah. Yeah. >> Yeah. I think so. I think so. Usually when you go over expectations, it's usually really short bullets like accurate and timely communication, trust, support, you know, whatever it might be. So, I think it makes it also easier to read especially because you'll
089be using your handbook as an onboarding tool, right? Latisa you said when you have a new board member I mean that's a great point because this would be the the booklet that they'll have the governance handbook to understand the rules and the protocols and of course when you have a new board member you have to do this again right go through this again but maybe that's something that you can come up with in the protocol section >> so do you want to take that out of here but just move it into the protocol section yes everyone >> and I think I would like it to have the Friday thing in the protocol section too. >> So make a note in the protocol. So we'll come back to it. >> Okay. And then so then moving
090down receive copies of appropriate emails. Is that where we are? >> The fourth bullet. >> Yeah. >> Okay. I think maybe around that time there were issues around getting um information. Maybe that's why you have this bullet here as well. I don't know. >> I mean, maybe this section should just be reworked so it's not so specific and maybe go back to like accurate information, honesty, like >> that would be my kind of stuff like instead of so detailed and we move this to like the protocols section. >> Yeah, >> a lot of this is very detailed and >> yeah, >> you want to use let's use the board. There's a marker there. Let's use that to just come up with the bullet points that that that you feel are needed to be included in
091your handbook that are more about what it is you need from Diego to be able to fulfill your role. Okay. So, come on over this basically the road a little bit. >> Right. You can you can take some of those. Right. But I think let's specific because this specific section is is really all of it is important. But so come on over and you can actually I think you can write on this board. Okay. There you go. Okay. So spend maybe like a few minutes on >> Yeah. So then we'll change this section. >> Did you want to do the same reward or are you could >> Okay. You haven't changed. >> I'm gonna put some notes here. >> Okay. If you don't want to write it on >> Oh, yeah. I'll put them on
092the on the right hand side. >> On the right hand side. All right. So, I'm asking then I can put the title there. Yeah. >> So we can I think transparency also includes like I like this thing is like bringing alternative options like I like the part but does that kind of go with transparency? I feel like like I think it's I think we can maybe say like like maybe like like an understanding of why a certain like if we're talking about big bigger decisions like why this decision and not like a different way >> but yeah I think or maybe like I don't know just I'm thinking back to when we had people calling in about our calendar our school calendar and like explaining that there was a process that our district went through
093in order to arrive at the calendar and like not everyone understanding that and so I think >> yeah maybe like providing some communication. >> Yeah. Kind of like the rale for >> Yeah. Okay. I was thinking like a longer one like recommendations back data and historical context but I think most process it's like a it's not a single bullet trying to figure out how to come but the questions we would have asked anyway have we got the recommendation is kind of where we came where this come from what we try I'm trying to figure better way than we have alternative options. I think it goes to not just what the recommendation is before >> we should >> that way it won't come down >> no that way it's okay because it was there already right
094>> expectations >> regarding timelines like for instance if there's information that need to come out just >> timely information. >> But but you mean like if if we ask for something >> like follow recording and documentation when trusted concerns involve wire systemic >> issues. So if if like say for instance you brought up is you Stacey bring up an issue your concern about an item that may not have escalated at that point or whatever. But I think the distribution of your concern should be among the board because if if we as a board collectively see that this is an issue, we should be able to as a board collectively say we need to um bring this issue to the agenda. But if you bring up an issue and we don't know you brought up these
095issues, you can't talk to us. And if it's an issue that uh management doesn't want to get out, they're they're not going to share that with us. So I think it need to be some kind of effective strategy in place that if there's a concern that affects s our district systemically, there's an automatic reporting that needs to take place. >> Yeah. like a structured you raise a concern if the information comes out to us and we don't respond and there's no issue with it but if that there's some issue with it or concern it need to be a process that need to escalate >> yeah to try and get resolution or whatever those next steps are >> I don't know how you can put that on the board >> I don't and that can be
096a conversation also what is that >> that can also be a conversation with Diego and maybe he'll have some ideas on how to structure that. >> Yeah. >> But I think just like follow through or something. >> Yeah. So just accountability both ways. So like we're expected to be accountable for certain things then we need to have that process in place in return because there's that one is very Yeah. Exactly. Accountability two-way accountability >> and then you can speak to it right now. >> Sure. Sure. I'd like to edit context a little bit. I would like to see like appropriate context and you know maybe rationale. Um okay. I guess I really like this whole point of like getting communication when there's a crisis, but that's accurate information. >> Yeah, I feel like >> anything
097else. Yeah, I mean a little bit about visioning for like you know ideas for what like what things that we can improve. I think that a lot of times the superintendent is in the best like is best place to see like what are the ley people and what you know >> what are operationally what are the things that would be adjusted but I don't know that's more >> um I would like to know like best practices right so I know I'm an educator but like we don't know who's going to sell on the who has background in this or not, but like I would want to know like what are the best practices in ELA or best practices in math like I would you know from that expertise standpoint so I I would want that
098to help me know if I'm supporting something so I don't know how that is but like access to expertise best practice the right I don't know maybe it's like under data driven practices or something I like falls under >> we could also say data but that was a kind of long sentence I could >> yeah well we can >> yeah respond to I don't know if this falls under but it could I think it could but just um uh clarifying when repeat concerns should be elevated to board discussion study session policy. >> Okay. >> All right. >> Well, Diego is here. So, and I know you worked on >> Yes. You have your own notes. So, from what your board wrote as far as what they need from you to be most successful uh within
099their role, any questions about what they wrote or anything? overheard most of it. >> Yeah. >> But I didn't hear about accurate time information. So I wanted to >> Oh, just some some of these like fall into that same we didn't want to be as specific as >> Yeah. So it was more like >> I think that the way this is written kind of tells you how what was needed at the time. Yeah. >> Um >> and so >> and I I got you know I was very lucky to spend a month with Joan my predecessor before I I started my role and um you know I think she felt this immense responsibility to try to do right by the board but it was during the pandemic when really you couldn't please anybody. If you
100made one decision, half the community sometimes was against it and the other half would cheer for you >> and then a week later you would change the decision and the two sides would flip on you. The one that was for you is now against you. >> Yeah. And as as you recall, Alison, you had so many meetings that you guys had 52 meetings the year before I came >> and you guys were just it was a nonstop agenda creation, agenda review. So some of it was sort of like so if I can I share my mind this board is basically on the cusp of of a process to take the district in a new and better direction through your community strategic plan. But it's going to require more public facing work from you all through
101committee assignments and or through your your service as president and vice president clerk in that. Um I'm glad you brought up the calendar. It's a thorn in everyone's side. The high school district isn't happy about it. We're not happy about it. Parents on both sides are unhappy about it. and getting different school districts to agree on account is really hard and I will do that work at your direction. I can do that work but there may be some compromises that actually disadvantage us but it might be worth doing it in order to create more harmony overall in the city of San the city of city but there's a public facing element to that where one or more of you should come with me to a high school district uh convening and talk about this and
102say hey because right now our calendar is set for 26.7 but it's not set the 278. So the time for that to happen is like the next six months. And so what isn't in this document is like me expressing to you I really need your voice and your position in that public facing um process. And then the same thing goes with the community strategic plan. um when we start to get closer to adopting documents that we bring to you all as a board, it's really in my opinion, it's going to be like six months for you to really reflect on on when you sit and and quiet your take out all the distractions. You're really looking at what could we be in five years and 10 years. You know, you're to some of you, you're
103going to need to do some soularching. Think about what is that way of describing it? What is that change that I want to see for kids that might disrupt the system and cause me and all the staff that works on your behalf a lot of work, right? But it might just be a really important difference to kids. So what I need for you all relative to this community strategic plan is to uh express up there your values the next like six months and sorry I should say nine months and how you express what those values are the ones that we talked about earlier and what it means in terms of how students are educated. I guess I would say um start to um see these next nine months as the formation of the community fund
104because the remarks on the on the day really do you know the text and telephone tree goes when you all say something. So it's a really important time and then I didn't put it up there but also a potential bondage for related to facilities master plan and certain passions that we all have expressing those is going to be important. It's important to be in public spaces and talk about this stuff because all of like this succeeding is really falls on the private view to publicly talk about it and then and the potential fun >> personal local support for it. >> Um and that isn't in there. So I would just maybe add a little bit something about more kind of public facing vocal community leaders >> presenting the district. >> Yeah. >> In a year.
105>> All right. So like champion district initiatives publicly vocally being a voice and a champion for district. >> Do you have talking points on that or no? >> Not yet. You will have that always helps if you have the talking and also strategically us. Okay, perfect. Well, let's go ahead and take a seat. And if you are all You need to take uh stretch your legs, use the restroom. You need to take a break. Are you good? >> You're all good. You don't use the restroom. >> You don't use the restroom. >> Everybody has to hold. >> Oh my goodness. You're funny. >> Stacy. All right. So well I think the last part of this is protocols right I think from the phone calls um what I gathered was that this this last piece agreements
106on how you're going to to um fulfill your role and really agreeing on it and so changing it if you need to change it the first section ction on page 15 I'm sorry 13 is board meetings I know that you have reviewed and have notes so what notes would you like to share what information what needs to go what's not relevant anymore >> um I mean I'm seeing this thing about holding board meetings to three hours and I'm not sure we have ever done that I mean like I think naturally >> naturally um >> is sometimes shorter. But I think we maybe we try a little bit like be more intentional about actually holding that because >> um you know often you know and especially everyone who has to go to work the next day
107which is all of us um I think it it can be um detrimental to have like such a long meeting. So, I was just looking and this is sort of on page 15 as well where it talks about public comment. >> Um, I would maybe um update some of the the guidelines around speaker limits. Um, because I went to a commission meeting recently where they were very explicit about like each, you know, because there's this many speakers, each speaker will have x minutes. And so, um, it's actually, you know, 1 minute is actually plenty if you know what you're going to say. Um, so I think, um, you know, if we have fewer speakers, we could have three minutes, but then like as the speakers get longer, if we are trying to limit the total
108time for public input to 20 minutes, then it really requires like we have a framework for that. I thought there was something about like the board president can decrease the time. >> Yeah. Decrease the time. >> Yeah. But I think if we just have one for like all meetings instead of it being more ad hoc on like >> Yeah. Like a chart. Exactly. >> Because then people >> No, I I'm going to be honest. There's been like meetings that have gone on for a really long time where there's just tons of public comment. And if we had limited it, I feel like the like push back would be that we didn't hear from everybody in the community. Um I think at least in the past the board has been >> like really wanting to hear
109all voices. And I think is it the person the people that sign up first that like >> you know I guess it's just a question of like what is our goal? How do do we want like if it's an important topic I wouldn't mind sitting here for longer and hearing it um >> because I want everyone to get a chance to say what they want to say. Um, but at the same time there's been other times where we've said like, "Okay, there's just a lot we're going to do two minutes each or whatever." So, I don't know. I guess >> I was saying that um I think from my experience of been on board, there's only been a few meetings that has um brought in a lot of people for a topic and I think
110those um are not where I necessarily see the issues are with the public comments. It's mostly the board. I think we can be pretty windy and I think it's good because we have, you know, the abilities to um provide all this context. But I think if if as the board we consider the amount of time versus what the public time um that they're using, I would find that we're are, you know, our board is the most windy um versus the the the public speaker. So maybe that's something we can consider um how we can scale back. I don't know how we can do that. But I mean I love hearing the comments from everyone here. I think the contributions are amazing, but I think they can be pretty long and what contributes to the length
111of the >> There's language in here about like self monitoring. >> Yeah. >> Board member comments. Yes, >> there there's a lot of harmony on this board and there are other boards that have less harmony and what ends up happening sometimes is the group that has the gav will essentially reduce speaker time to try to inhibit kind of the continual on and on argument that happens. So like the group that let's just in an example of a board of seven, the group of four would say let's make sure we limit board comments to three minutes on every item. And then that really puts the group who is likely to vote against the the majority in a position to just attack for the three minutes they have. And it's just I think like if there's language
112in here about either being judicious or being thoughtful about how much time is spent, I I do see Alison's point too of just sometimes the public's perception is you just don't want to listen to the public. >> Exactly. I was going to comment on that too because I agree. I think both the fact that we folks don't always know we can't respond. So sometimes public commenters come expecting us to address the concern but we can't because it wasn't agendaized. And then I think also if they're under their understanding we typically do three minutes and if 40 people show up we tell them actually you only have 30 seconds they're going to blow up in the moment because they're going to feel like they're being artificially constrained because there's so many of them there. And I
113don't know quite how to get around that unless we again normalize this put this out. Again if we knew folks were coming we tell them in advance by the way under our policy if more than 30 people are signed up we're going to have to cut the time or something. But I I see that backfiring because for most people public comment is the first time they engage with our board >> and like to come I think to come to a meeting or to go online for for a community member that takes time out of their day or their evening their time with their families. And this is my personal opinion is I'm here to I'm here for the people. I'm here for the students. So I will sit and listen um for the most part.
114Um I guess if I mean I've been here since I was here during co so I've been on meetings till 3 in the morning and we heard every single person um but I think you know in for the most part these are important topics if if people are willing to show up and so I'm fine with whatever but um also I'm personally okay with listening to everybody >> and I think we can also consolidate the agenda too. I one of the recommendations I had was to consolidate um comment and um uh let's see questions and comments >> and consolidate them into one instead of making it you know this round and then going around again because it just creates a long drawn out process. Um I think if we're dealing with an item if a
115board member has comment try to you know deal with the question and comment all in one. um address versus separately and then um having unlimited time if you can consolidate them into one time frame. That's I mean obviously of course there's going to be some exception because there's going to be issues that we have to discuss that are going to require more in-depth discussions. I think we can um kind of pivot if we need to should that be the case. But I think for the most part it can be drawn out with those items. >> Do you mean you would have the public comment before and then have the like basically board consult like? >> No. So say for instance an item is presented by one of our staff and um the first round is
116is any board questions and then you go into public question or comments um and then you come back and then you go are there any board comments that is a whole another process that prolongs this whole period if that comment and the questions would have been done in the beginning when um it was the board's turn to um uh present their questions or comments. It should be done in that one context in that one um round, the first, you know, the first round instead of coming back a second time to do questions separate from comments. I'd like to add, you know, for me, I actually like that it's separate. I like hearing everyone's questions because sometimes hearing the answers and responses everyone else's questions, it will change my comments. Um because you know maybe I
117had comments prepared and it's like oh wait no it got answered and then I would change it. So I I'm not sure. I I kind of like the fact that questions are first because also you know there's five of us. We're each giving separate questions opinions and it it it would I would imagine if everyone says everything at one time it might prevent others from being able to have an equal voice. You know maybe you know for example if someone goes first I go first and I say everything that I want to say. it doesn't leave much for the following. Um, I don't know, >> but it would answer like for instance, if it's the same information that was going to be considered by another trustee, if it's already addressed. I I like it that
118way, too. I'm going be honest with you, because it's more thorough. But if we're talking about consolidating and being more efficient, >> that means we would have to create a strategy that will allow us to um pair down the time that we spend that's drawing our meetings out so long. So, I mean, I'm just saying for consideration. Um I think if there's a question that you have um when you go first and it was the same thought or you know question that Jean had and you answer and it's answered during your uh time with the board I mean with the um you know with the staff then I I think he can forgo you know yeah he doesn't >> I just have a general question so is is the concern that the meetings are too
119long is that what everybody is feeling Because like in the we have done it in the past where we had two meetings a month and then as a board during that time we said let's go to one meeting a month which meant that we were going to kind of combine more into the agenda. So >> so maybe that's like where this is like from before you went to one meeting a month. >> Which part are we talking? >> I'm just talking about like the three hours like >> I think this is COVID related like we sat here we sat here for you know eight hours in a meeting or sat online. >> Yeah. Um, so, okay. So, then maybe we don't necessarily Okay, I wasn't that. >> Yeah, I was going to comment. I think
120>> it's fine for staff when they're preparing the agenda and superintendent to try to aim for a maximum three-hour meeting, but we can't control public comment. We all still control closed session >> topics and that's typically what takes us over the three-hour mark on average. >> And so, I don't want to restrict either of those necessarily. So I do think it's a when building the agenda if you have four substantive backto-back presentations it might mean one needs to be a study session or kick to the next meeting. Um there are times like I thinking June or usually one of our this meeting is almost always long and that is what it is or what if we do the reorg that's a little bit longer too on that piece but I do think it's fine just
121leave that guidance in as a aspirational piece but it's definitely not a hard tool we're going to be able to stick to. >> Sure. And I think on a case by case basis we can be flexible. Um I think that's something as a board we're willing to do. I think it's it is I mean it just is necessary in cases. >> Have you timed yourselves? Have you done any timing of your own? Yeah. >> In general like first piece you know this much time. Have you done that tool? >> I mean >> that would be good. >> We can just look back at like the time stamp of all the meetings. You can I mean if that's something that you want to look at you have to look and see how much time you're spending
122to figure out if there is a problem and where you can save time if you haven't done if you haven't time that you don't know right and some issues are just going to be more sensitive you're going to get more people more individuals families guardian you know show up because they care they want to come and speak to you um but your own comments and reports those you have control over. And so those are the kind of um uh when you're looking at times, how much time you're spending, take a look and see how much time you're spending in your report time, board report. I think you can gain a lot of knowledge there to see you have to identify the problem first and then figure out how you're going to save time if that's
123what you want to do. >> I don't really see a problem to be honest with you. I know I'm like some of us are more wordy than others, but I can learn a lot from hearing from everybody and I wouldn't want to say that the board has to limit their comments. Um because I think especially when we're trying to make a decision and maybe it's not something you're completely settled on when you get in to the meeting, like I want to hear from everybody even if it's like same and you know like and I feel this way too. I want to hear that. Um and I do think the format of clarifying questions, public comment and then board comments is important because we shouldn't come to meetings like with preconceived like >> you know notions
124and decision decisions because we need to take into account comments. We need to take into account um the board presentation which we haven't heard until we actually come to the meeting. I mean we can interpret slides from home but we won't know um all of the things that come up after that. Um, so I do think the format is important and it works. Um, and I think it's also important to like hold your comments until the public has gotten a chance to say what they want to say. >> Yeah, I agree 100%. And also, I think on our governor's workshop, that was the lowest one for us because I don't think anyone who voted for us is our ability to make a decision in five minutes. >> It's really about do we consider all the
125issues? Are we airing out the concerns? Are we echoing comments from the community? are we asking the right sharp questions and providing appropriate scrutiny to staff and so I don't think there's any benefit for the district other than our personal time and sleep there isn't much benefit in prioritizing expediency over some of the other considerations I agree some of us myself especially can be long-winded but I don't think that for our role and our function it makes sense to prioritize again speed of decision-m or five minutes maximum discussion over what's appropriate for the topic and all of us are trusted to in these roles to provide those perspectives. And so I I definitely think it would be nice if our meetings could be efficient and tight, but I don't necessarily think in our current iteration
126that's our primary issue. >> Okay. >> CO was different story, but I wasn't here for that. So >> all right, shall we move on? So what's your decision on the section on >> Is there anything or do you have any notes on anything that's not relevant? >> I think there's been one thing that comes up sometimes is like the end of the meeting board comments. It's really just for saying your like future agenda items and your comments and it's not a discussion. we don't go we don't get to go back and forth of like oh no actually like this is really what it is and like you know we just state our comments and move on because it's not an agenda that we're allowed to discuss. So I think just keeping that in mind that
127it's really like I say my thing move on. Um just following up what we were saying earlier, you know, we is this the right place to put like oh we would prefer to have the information available the Friday before. >> Is this the location? Is it under board meetings or is it >> um I think it would be let me see thank you for asking that. Would it come under board superintendent communications? >> Yeah on page 16 I think. That's where I thought that would fall under. >> Sure. I'll I'll bring it up. Okay. >> All right. Have you moving on? >> Well, so to the public comment question, do we need to strike what's written here? >> Um, sorry. Which strike? What are we stri >> uh unless we're sticking with it? individual speakers
128may may be allowed three minutes and board shall limit the total time for public input on each item to 20 minutes which I I don't think we've done even on recent issues that happened last year >> and it definitely didn't happen during the pandemic even >> and the shall again maybe we just soften the language but >> so you're on public comment now right >> so that's page 15 >> I would say up to three minutes. We had like a hundred people in the room. I don't know that we need to give all of them. Should we split it because I think there's two um two item two line items on the agenda now that allows public comment in the beginning and then toward the end because remember there was some issues with wanting to
129accommodate like someone if they came late to a meeting then they would have a second chance like if we were to pass up public comment then we would agenda right? >> No we don't have it so far. >> Okay. I thought there was another um opportunity for um a public comment at the >> I don't think it's on the current Oh, it's not in our current agenda format. >> Um >> I think um >> Oh, no. I think we we scratched it and just moved >> We just moved public comment. Yeah. Yeah, we moved the public comment to after the >> Yes, exactly. Yeah. Yeah. Okay. That's what we opted for. So that gives them a little more time to show up, but then also like we're not holding all this, >> but also the
130kids doesn't have to if there's anything. >> Okay, let's move on. >> So you jump to >> public comment roll up the board president. Does that mean we looked at that? You're good with what you already have? >> It's all good. >> That's you know there's nothing there that's new and the role of the president doesn't change. So board deliberation, anything that needed to be revised there? >> Okay. So now you're on board public comment and you wanted to add up to three minutes, right? >> Minutes. Yeah. Oh, sorry that already. >> Can we go back to the board deliberation? There was something that I saw in the sample handbook >> I was talking to Stacy about. Oh, by the way, you do have a sample handbook in your folders, too. I forgot to mention
131maybe some of you. >> There was one there was an issue. Oh, no. It's like we can just add it as a as a bullet point or something. >> Um, the issue was voting no. Okay. >> And the protocol was each trustee respects the right of other trustees to vote no on an issue, but everyone agrees it is a courtesy to the team to explain the reasons for the no vote either during deliberation or before casting the vote. So, I think that that's good. Like I think we do that already but just to set that as an expectation. >> Yeah. So that can that can have its own section. >> Yeah. >> I suggest you know you create the section voting no and then explain the rationale. >> Yeah. >> You all agree? >> Okay.
132All right. Done. Okay. Um let's go back then to public comment. >> Page 15. >> You're on page 15. >> No. my understanding um am I do I understand this correctly that you um or not you but we want to lower the amount of time lessen the amount of time that they have currently it's set at three and they I >> we're saying up to three so it could be less >> well yeah up to three so you have a three minute if you finish before fine but if you um if if they go over I think that's where the problem comes in because we've had some issues with >> some public comment that gone over the three minutes >> I know we're not supposed to be rude but I don't know What we can
133I think >> I mean I think you can still you can say like thank you like your time is up and then have the next person because there's a hard line. >> Yeah. I think it's as long as we're consistent regardless. >> That's the key. Have to be consistent, right? >> You have to be consistent. It can't be just one meeting and the next meeting do something different and then that becomes part of the culture and everyone respects that. I have to make sure that all of my talking points fall within >> the time that that's allocated. >> It happens, you know, naturally when you start enforcing it or just reading it out loud and and people understand. It takes some time till it becomes part of the culture. Kind of like someone's suggestion was
134like, you know, if it's like for example up to 10 people, you can have your three minutes. If it's like 11 to 20, two minutes, right? Like just so it >> there's a Yeah. the rubric >> set, right? And so it's not looking like we're being unfair, but that you know, there's an expectation set depending on, you know, if you're bringing your whole neighborhood to come and talk about this, right? Then, you know, limited to two minutes. I I don't know. It's I felt like whoever made that I agree with you on that, but I just think it's going to be kind of tough to >> Yeah. draw that line. >> And if it doesn't happen a lot, I'm guessing that it probably happens on really hot button issues, right? >> And if it's not
135every single meeting, then >> maybe we don't >> for to to maintain the relationship with your community and you expect those meetings to go longer, right? Because the main thing is to create that safe space for them to come and to give them the time to share with you. Sometimes that means longer meetings. >> So should we strike the second sentence like shall limit the total time to 20 minutes? >> Maybe we could do may limit. >> I'll say I don't 20 minutes. >> You could say the board may limit the total time for public input >> on a specific item. Can that be like discretionary? Like we put a discretionary clause next to it >> just so that we can identify whether our agenda will allow it or not and say hey this we
136have to you know have a hard cut off or today we may be a little flexible because of our agenda items. >> I mean it also says the board president will ask that the public limit their comments to new information. So I think that also helps >> like people to feel heard but still not be >> repetitive. So we could do that more if that comes up. >> Let's go to the second sentence of that first split. I want to make sure that I capture your changes. So the board may limit >> time for public input for specific >> for specific. >> We want to hold the right to be able to um >> okay let me also explain what happens after tonight. So, I will make the changes. I'll make the edits. I will
137send the document to Tatiana >> and you will just have strikes through what you already have with the new language highlighted in a different color. At your next meeting, you'll adopt your handbook at that meeting. So, tonight there's no action taken. It's just revising. Um, and then at your next regular meeting, you can agendaize adoption of your handbook. Does that make sense? >> Okay. All right. So, shall we move on? Anything else under public comment? >> Um, I would maybe one, two, three, four. >> On the fourth, but um bullet I would just delete the last sentence of the second sentence of that. Or I mean, I guess we could delete that whole bullet because we do use a timing device. So, it's I think it's fine. >> Sorry. Which bullet? >> The fourth bullet.
138We That whole bullet. It's a little bit difficult. >> Okay. When a time limit is used, is that what? >> Yeah. >> The timing device. Okay. Everyone agrees. >> It's okay. Take that out. Okay. That entire bullet. Okay. >> Thanks. >> Is the rest of it good? >> This looks good. >> Shall we move on to study sessions, workshops? >> Sorry. Questions from the public will be directed to the board president. Is that our article >> in the bottom? >> Questions from >> We're not allowed to answer. Oh, I guess for agenda items the um the superintendent or somebody to respond facilitate. Okay. >> All right. Study sessions workshop. workshops you already you already do that right I'm okay and the language is fine you want to leave it alone >> close sessions of board
139meeting okay board superintendent communications and that's where I think your point will come under so but is everything that there that you have already is it all relevant I don't know if we're all doing the superintendent should receive copies of all communications between board members and the public. >> I don't know that we all >> do that. Did you want that? I saw this person at Starbucks and we talked about >> again I just think this is a lot of this is co >> people were getting inundated and there were just >> emails flying around at that time >> we take that out >> should receive copies of all >> again it made sense it must have made sense then >> the next bullet or gets one of these procedures. Okay. So, take that one
140out. >> All right. That section good communication. Oh, did you have your addition? Okay. This was the thing that we were saying that yes, you know, if possible like someone can help me with the language. Um making sure the you know board agenda and attachments um and information you know I think we were saying at least 72 hours um preferably by the Friday before something like that is what we were saying. What did you want to Can we just set like an hours because what if we have a meet like a special meeting on Tuesday then I mean >> sometimes there's like an emergency >> we've had some of those yeah >> or I guess e >> sometimes they're so emergency you can't but I think like the goal should be six days prior essentially
141what it is it's currently six days >> okay so how would you want to say all information >> every superintendent in California is groaning right six days. >> Yeah, but the superintendent shall endeavor to um close the board agenda six days prior to any regular meeting. >> But is that regular dates? >> That's what we do. According to the law, we don't have to post it any earlier than this is basically our agreement. >> Yeah. Right. So that was one of the things that we need to understand is um distinguishing um clearly between what is legally required versus what is locally adopted in our policies because if you are addressing a concern, this is what we have to go to. And I understand that we do as a great practice to um uh post them
142six days in advance, but the requirement in case those um those become an issue. There's something to identify clearly what's legal and what is so 72 hours is >> 72 hours, but then as a local adoption, we post it six days in advance or something like that would be something that >> Do you mean to actually have that language in here? I mean in terms of the legal requirements yes the other part not necessarily because that's something like above and beyond and >> even though it's done it's not it's not required um but the requirement I think should be >> how does anyone else feel about that? I mean I think we should say what we want and I think if we say 72 hours and someone like you know in the future if people
143who are not here are looking at this they'll see 72 hours they'll be like okay 72 hours but if we say 6 days that's what we're asking for that's what we want to be the norm then I think that makes sense like I think the 72 hours like any superintendent is going to know 72 hours is the bare minimum >> right so I think I don't we necessarily need to say that it's state the legal requirement because I like we want to operate beyond that. So I don't know that's that's my >> but that's a local adoption that's need to be identified just so that the legal is understood um what it what it is I mean I I understand what you're saying I I I think both ways are correct I mean it is
144because we are going above and beyond but when you looking at the holy grail trying to identify certain things in the future it may be a you know board member who doesn't understand >> certain things if they're um trying to um own in on what their expectations are and what to you know what to expect. They should at le you know they know at least it's here but we're you know well this also shows that you're going above and beyond what's required and that your superintendent is is providing information >> way before you know they're required. I think it's fine to have to add that sentence. >> Absolutely. Absolutely. it won't I don't think it will be harmful >> and I think that you know our sort of even though the six of us haven't
145discussed this thoroughly the general idea is the earlier posting does increase participation increase confidence there are districts that actually post draft agendas so like >> when we post the agenda six days earlier that's great I mean it's way beyond the norm and there are other districts who actually as they're building the agenda, they actually upload it. So, you could look like 12 days before and see, you know, what's already in there. I don't know that that's necessarily a goal for us, but I'm just saying when the the goal of transparency is so important, you think about doing things like that. So, in our case, the six days, it does, you know, give the community basically double the amount of time, which is really nice. >> Okay. So, do we want to repurpose that third bullet
146from what the board needs? Because that was one removing, right, Stacey? Is that same one? If you said something like the superintendent will make every effort to provide presentations and reports at least, should we say six? I was thinking at least five days prior at least five days prior to board meetings so that good decisions can be made and appropriate questions can be asked in order to be prepared for the meetings. >> Yes. >> Six just seems like such an odd number to for say at least five just sounds. >> All right. Request for information. >> This is like could be really broad though. I don't know if I or maybe just >> I can't tell if it's like referring to Pas or Do you think it has the public record? >> It doesn't say
147it's not capitalized. >> Alison, do you remember what this one is? >> Yeah, but which bullet? >> Oh, you're on top. I'm guessing this is like if the board if a board member requests information response to all board >> maybe like from we could add from a board member >> is that >> oh you know what that is sorry um I think this is and I didn't hear the last part of your conversation maybe you already figured it out but I think this is about let's say if Leticia asks a question and then she gets And all of you get the question and the response but you don't know who asked the question right but you'll get a board member asked this question here is the response in case some of you have that same
148I think that is about >> okay that's where I think I mean I wasn't part of creating >> I think that's right >> if one of us had a question then >> all of the response to all of us >> without saying >> right do you want to keep it there I mean it's it's fine everybody it's If she may. >> Yeah, I think they may because like if every random question we ask >> Yeah, he's going to be busy writing us emails on >> Well, the thing I think I think if you were to if he has to respond anyway, it's just a matter of now sending it to all, you know, either blind copy or whatever, however he wants to do it, but he has to respond anyway, right? >> So, if you
149were like, "Hey, Diego, what color is my hair?" >> No, no, no, no. only only only districtwide or systemic issues. >> So that is that you know that's important because we don't know if like if you hear something from somewhere and you who knows um and then it can potentially be a problem over here that Jean heard over here but if he doesn't bring it up but Maggie brings it up >> and you know and then Stacy found out it's happening over you know in her district. So what if it was like what if it was like I asked Diego a question and he responds to me and I say can you please share this information with the rest of the board where I like maybe it's more of a >> like I think this
150is information they would want to know >> predicated on trustee asking that it >> rather than that >> so at a board member's request at the request of the trust >> yeah at the request of trustee superintendent may then share a responsibility Yeah, I think that would work. All right. What about including information regarding um response timelines and follow >> because that's important. Um timeline followup reporting and um >> and that goes along with it. that should probably come under communication >> the board super >> I believe so something about what what it is that you're agreeing you expect so I think sometimes okay let's say we bring up a topic but it doesn't make sense yet to like share a response so maybe that bullet point could be something like if a question or
151an an item is brought up the superintendent will respond with like the timeline not so not setting a specific timeline like you must respond within a week or you must more like he can respond and say okay I'll get like I need this much time to get back to you or this is going to come up next month in the board meeting so we'll incorporate this into that presentation I don't know >> but that's still communicating that's >> yeah so I'm saying like instead of saying setting a specific timeline here allowing the superintendent to respond or determine the appropriate timeline um and then we I Can I suggest that we use this weekly board catching up as a way to help bring information together? Because if I can use a specific example, >> one of
152the things that has been brought up at multiple schoolboard meetings is the issue of traffic and pedestrian safety at highways. And it is really complicated because there are neighbor concerns and there is multiple jurisdictions. The the sort of the desire is like fix this problem. But the solution to get there is really complicated. And before break, right before break, uh, three of our district administrators went to the neighborhood and met with residents, >> um, and had a really, really thorough, really rigorous conversation. And they actually had experts there, um, who could answer questions about like what kind of changes we can make to like student access to the school and and like where we might be able to paint some more red or change the flow of traffic. Um, so that's like a lot of
153information and I can't thinking about how to put that in an email to each of you seems hard, but if I get a really nice summary from Amy Rufo who was there and from Ryan who was there and from Susie who's doing the more pedestrian kind of safe streets part of it, then the place where that could go is in that board catching up. But it's not necessarily like a specific email from me to each one of you because in essence these administrators are I'm tasking them to go work on this and I feel like using that board catching up document allows them to really go into more detail because they each have a section that pertains to their role in it. Does that make sense? And it's kind of the same thing with like
154either enrollment or like you know fiscal like there's sometimes there's like an overlap between HR and and business. So in your catching up sometimes you'll read about the same thing in two different sections but it's just being described a little bit differently. >> Yeah. Well, I also wonder whether we could use that document to be like preview of like upcoming or like things that have been flagged but you know >> like we think we're going to circle back to this and whatever time frame. >> Yeah. >> And then maybe that could be helpful. >> Yeah. >> And now those are more investigatory things that obviously need um it's required time to gather information and then produce whatever results. But then we also have the other issues of like for instance if a trustee bring you
155know a concern to the district regarding like changes for instance in a document that is wrong or something like that. Um those are um those are followup and follow through procedures that um the district doesn't have we don't have in our uh handbook that we should expect at least. Okay. These are corrections. You know, are the district um keeping track of what requests are being made of um the trustees, especially when we're dealing with certain um either financial things or, you know, um requests to, I don't know, investigate something or what have you. if there's corrections. I know that there's been several corrections that has been requested, I would say, by Jean because, you know, he's he's constantly doing asking for edits, which is which is great. It's appropriate, but there's no followup or follow
156through on it, and we don't know if those corrections are actually even being made. So those are I guess the other um the the other uh requests that I think we should have timelines of when we have requests what is the time frame we should expect to get information back. That's just a follow-up follow-through um procedural uh timeline that should be established and identified in our handbook. >> What do you think, Diego? Like what's reasonable? What's >> I think that when um I think that when a trustee asks for a um a change to happen to um either a district as Lat mentioned district form or paperwork work or something that is public facing then I think the timeline for that is 30 days because we have a a sort of you know a meeting
157about every 30 days and if somebody asks for a change that's like a material change like something that that is out there I think when it revol when it has more to do with resolving a a problem that that involves staff or parents or students, it's really hard to put a timeline. Some things take nine months to fix and some things you fix them over the weekend. I I think that the standard that the board could maybe talk about tonight is using some language like reasonable effort or you know professional, you know, deeming the the seriousness of the issue. Place appropriate focus or appropriate emphasis to >> again those things. Oh, >> don't die. >> There we go. The workers, but now you all know there's a cord there. You see, >> tap it down
158really well. So, also everyone is going to find a way to >> just so you know. >> Yeah. So, I would say maybe some language to say the superintendent will exercise appropriate um urgency in responding to um requests for um request for corrections or >> concerns respon in response to in response to board member concerns >> board member concerns >> I think that's fine I mean yeah because there's a big difference between like oh the the water is bro the water pipe is broken at this school versus you know something that's like a little longer term that you need time for staff to kind of work on >> that's fine Um and then let's see. So we um can I request a break? >> Yeah. >> About 20 minutes. Oh, you think I mean I
159mean it in a way like you think we'll be able to cover everything or >> if you have a lot of edits revisions then no but we only have we only have um you know so it shouldn't be >> it shouldn't be it should be able to >> but it all depends on how much you have. >> Yeah. No, I was just curious in terms of what we have left. >> Yeah. Those appetizers were good. >> I can tell that's from Thai basil. >> Yeah, I asked >> one of the faves. Mhm. >> One thing I would encourage the board, you know, aside from the edits we're making tonight and going into next month, the board also, we also have a capacity to to circle back with SEPY and continue um you know, schedule time
160with SEPY to continue this process. um because we do have a handbook and we are having this conversation. So, we can already sort of start to think about weaving that those changes in um because ultimately even in this handbook it's we should have an expectation of board governance every year a board governance >> and you have something there. It's in there. It says it here. Yeah, >> it says it say we have that language in here somewhere. Yeah. Okay. Can I um I'm gonna I can ask Tatiana to or I can send her an email too. But basically um point of contact for each of the committees just to like introduce the >> Yes. >> people. >> Yeah. >> Maybe a chart that has their emails and their phone number. Yeah, that would be awesome
161because um I let Karina know that Stacy would be joining but then like the rest I haven't Yeah. >> Grab some water that machine. >> Yeah, that machine is working. >> Make it happen. Diego the most water machine in the district. Uh you can change room temperature or you can choose. >> There's a little button on there that says that shows like a like some people don't like super cold water. >> That's a new machine. >> That's the one. I think it's been there six months. But >> the other ones are struggling. The water's coming out slow and hot. When you work in an office, you're like, why do we have these machines? All right, let's continue on. And before I forget, in your folders on the right side at the very back, there is
162a QR code for feedback from this session. So, I know that by the end of the the session, everyone is tired. Nobody really wants to give feedback, but I do appreciate it if you can. >> Are we we're able to take these materials with us? >> You can, of course. Yes. Yes. But you can take down also spelling of you can just put SE when it's asked for a name just put SCPI. All right. So back to communication with the community. I think that's where we are right. >> I have the most comments on this section. I don't know if I >> which sorry which one? >> Communication with the community. >> Okay. >> So on the first one I was going to say I'm okay with board members agree to reserve speculation on board
163deliberation and outcome. The second part I guess is reacting to specific climate at the time but it seems very prescriptive unnecessarily prescriptive. I think it is okay to clarify that board members should not speak for the full board or should not speak to where other board members are likely to vote which is already covered in the first part. Um I don't know if there's a better way to say that but essentially board members could share their own views but should not misrepresent the views of the board or you know try to represent the views of the board before public deliberation has taken place. Um, second bullet, I'm okay with promote a calm, professional demeanor. Strive to show the community and share hope about the future. Again, seems very prescriptive. I think it's fine to just
164say promote calm, professional demeanor and engage with the community. Um, the second to last bullet says that our minutes will reflect the main points with specific timestamps on where to find the Zoom recording. I I know we haven't done that in years. >> I haven't commented on that. Yeah, I mean as it pertains to the minutes, I think, you know, we have the the trans like now there's like YouTube transcripts, right? So I don't >> Yeah. >> Like I think we just even want to really like simplify the minutes so that they can be pushed out in a like by the next. Yeah, I'm inclined to strike that bullet entirely or just re at least like cut down what we're saying have to be included in the minutes. >> Yeah. Or or just like Yeah,
165basically kind of more streamlined so that >> the last one doesn't even seem like a protocol. >> Again, I know this is coming out of a very contentious community engagement period. >> Makes sense for then, right? >> Yeah. >> So, that last one, I don't know if >> if you even need it, right? The last bullet. It's not even >> you want to see classrooms. >> Yeah. It doesn't even seem like it ever belongs in this document, >> right? Yeah. >> Well, there's one like the next page that it continues describing like school site business. So, that's >> Yeah. Exactly. >> Where it came from, but >> and the board meeting minutes, did you want to >> I think that they should just honestly just do action items and votes like >> we'll document action.
166when we >> it's when we get like those wordy minutes where it then has misspellings or I mean let's just business like yeah >> on item one a >> five zero vote >> you know financials were whatever the budget was passed yeah >> I don't think maybe you can list the speaker I don't know whatever you want but I would just leave it as like action and voting >> and that's just material it's not every comment not every public comment >> and you can just go watch the video if you >> Exactly. Okay. >> Maybe short. >> But I would add if we're going to do that, can we make it a policy that four minutes are always available for the next meeting? >> Yeah. When they're that short. >> Exactly. There shouldn't be any
167issues. >> Yeah. >> I think maybe there's something like the motion, the second, and what what the vote was, like who made the motion. >> Exactly. >> Like I don't know. It could just like follow in the format of the agenda and just >> info info item only or what I don't think we need as much detail as we you have >> so we'll get rid of the second to bottom one >> the last two I think >> the last two >> or above protocol >> the second to last should we just change it for minutes will um >> reflect the action items and votes action items and votes Okay. >> And I would add the language about >> and be available >> be voted on in the following meeting or something to that effect.
168>> Yeah. Will be submitted for approval at the next regular board meeting. >> Yes. >> What does community listening sessions may be considered for topics of interest? >> We just have like board community workshops sometimes. >> Yeah. I mean, is that something we need a bullet to pour? >> I thought it was something else. Anyway, >> the third bullet from the bottom. >> Oh, listening sessions. >> 15 page 15. It's at the bottom there, too. >> Exactly. So, it doesn't seem like we need this here. >> Yeah. Strike. Strike. >> Okay. Do you What were your edits that you wanted to do? the first two bullets on communications committee. >> I just wanted to cut the second sentence of the first bullet and to basically say something to the effect that board members may share
169their personal views but not you know represent the views of the entire board until public deliberation takes place as occurred. >> I guess I would just like caution that because like if you if you told a member of the public, oh this is what I believe and then they come to me and say well Jean says he's gonna like Jean said this. Um it does like kind of influence I guess I don't know I mean it's what's considered like a one of those brown act serial meetings >> it would have to be >> but not if like someone shares it okay >> but I mean honestly no I don't think anyone would be a would have anyone's perspective we're not even at liberty to talk because who you can't talk >> I mean >> to
170anyone about an item I mean you can have a word but >> and this is we're reserving speculation so we're not even going you say, "Oh, I know Maggie. Maggie's gonna build XYZ." It's like, >> exactly. >> We're never going to approve that. And when it gets to really contentious like either layoffs or school closures or things like that, that's where language like that's really important. >> Exactly. >> Um, but we're pretty far away from >> and just being given like a direct quote of what to say seems >> unnecessarily prescriptive on that. >> Yeah. >> Um, and the second one I was going to say, can we just shorten it down so we promote a calm, professional demeanor and be accessible to the community or something to that effect. Sharing hope about the future,
171I think we all do, which is unnecessarily prescriptive. >> Yes. >> You're not sharing hope enough. >> Yeah. Optimism wasn't mine. I was >> all right. So down the protocol I don't know why that's >> I think in if I can comment on the next section under protocol in my opinion if the board wants to have visiting school sites as a section then you should add that >> because pretty much everything else under that is >> isit and that's not really communication with the community that's you >> being present at school sites and just My perspective and what I have communicated to all principles and all directors is every member of the board is welcome anywhere they want to go. I like knowing about it because when you show up people get all charged up
172and just like the boss is here, you know, they it just gets everybody really excited and they wonder is it okay? Did I say the right thing? And um so it's just nice to know. But I personally encourage it and I think if the board wants to have a section on visiting school sites then it should really you know sort of reflect that as opposed to communication with the community. >> I agree because my understanding was that I mean in just as a general you know courtesy if I you know if I was to visit a school I would want hey I want to go visit the school or whatever. I wouldn't just go unannounced. Does that mean I think >> there's a line that says we'll notify the superintendent if they plan to attend
173a school event. >> Please don't say that. >> When you send me pictures saying, "Hey, look, I'm here. I I mean, that's cool. I really like that." But I mean, you all are there. You're in the community. In my opinion, that's that's not >> I would say strike that bullet as well. >> So, then we'll create a whole section for school site visit and these bullets. >> Second to last bullet. remove the second really less specific more board members are encouraged to attend. >> I think we have that language in our sample. >> Okay. Um, I wanted clar clarity on the the well I guess it's supposed to be one bullet but the first two bullets on 18 schools site the school site visit will be noticed as coordinates >> it's supposed to be like
174>> one continuous >> exactly it's when we're all at the same one that's a meeting but I was just wondering like noticed as board meetings no that's what I'm saying when we're all at the same school site it's a board meeting cuz we're all >> cuz it's more than three or when it's three or more >> I see >> when it says noticed it means it go out to the public on the still I mean, there's a section that says schools. >> We don't go to the same go. >> We don't do that. >> Yeah. >> Should we? >> No, not anymore because we we used to be used. >> Yeah. We used to be like we would all go together and then go to like >> about like ribbon cutting. >> Yeah. So, we
175go to ribbon cutting like metal heights ceremonial doesn't count. >> Okay. >> Yeah. Whereas like when we did these school visitation board meetings, the purpose was to vis like learn about the programs, discuss what the school's doing and get a presentation from. >> So kind of like our cafeteria visit was a board meeting. >> Exactly. >> And we agend. >> Exactly. They have public >> and they they use the word notice but agendaizing it, right? And of >> and properly noticing the name. Yeah. >> Okay. >> Sorry. The breakfast or lunch. Does that have to be your >> We don't have to be that >> last bullet, right? Okay. The last few bullets are gone. >> It's in the protocols, guys. >> Where's my bagel? >> What's next? >> All right. Handling community complaints. What
176notes do you have on that? Did anyone have questions or revisions? >> Fine to me. >> And it continues on the next page 19. >> Oh, is this um respond to emails address to her? >> Oh, that was Yeah, I know some of her. >> Yeah. Where is it? >> How about to >> Yeah. Because they have some that say he she but it's not consistent. >> I mean I changed all these to them but that's just me. >> Yeah. >> Okay. um districtwide committees. Any changes on that? >> Um I went a third bullet under district committees. Um board members will receive updates from the committees quarterly. Maybe we should say may receive because I don't think it's consistent across committees committees. I mean we do have like committee reports at all of the
177>> our board meetings. We open up >> regularly instead quarterly. >> Yeah, you could do it regularly. >> We always have interim progress reports. >> No, I would strike that second sentence al together. >> Yeah. We're reporting from district light. All right. Board member committee assignments. >> I think this is actually one place that could be like we could maybe um improve a little bit because I think it's not totally clear what purpose of all of the committees are. Um, so maybe that's something we could work with Tatiana is just like what like what are what are the goals or um and I know that there are some like there's some committees that are sort of like in flux like some of them are on their way out or you know whatever. So um just
178kind of figure you know making sure that everyone's time is being used effectively. I think if I'm not mistaken she has some information already um designated for that um >> I just don't know how it's distributed. I think that maybe maybe we can find that out because I think at each rotation you know a person should be given some kind some kind of information even if it's contact I mean we kind of can figure it out but there should be some kind of baseline that >> it should be given >> there I mean I would prefer like a schedule that shows like the committee when who's the like main contact when do they meet how often um >> well look she produced a schedule so that's something Maybe >> so last year she sent dates
179and then we identified the dates that we wanted to schedule those meetings for. So maybe that's something since she's dedicated to the board. Now that is what her role can be is to help us identify a schedule, you know, a regular scheduled time with our committees. >> I just build it out. >> Yeah. Build. Yeah, I think that would be help helpful to us or just give us information. Yeah, add it to our calendars like these are the dates that they meet. You know, here's the information. >> It would be great also like Oh, sorry to cut you off as you're saying that. Um >> like if one of us doesn't go to our committee meeting, if we knew who the person was, we could say like would do you have an update that I
180could share with the board something because >> yeah, >> we're pretty quiet on committee updates these days. But >> it'd be kind of nice too if we could actually have that on your board web page. So >> it's not listed anywhere right now. It would be nice to have what you're describing actually posted publicly too just so that um there's sort of a way to look at what the committes are and what they're working on who goes to them. That's a really good idea for us to add to this. >> One thing I would add on the last bullet on 19 and we say the board president the board president or their designate will send the letter. So that's not just >> in our case Maggie. >> Oh, you're trying to get out of stuff
181next year, aren't you? >> I'm just looking ahead. used forward >> 14 introductory emails. >> All right, >> it's future proof. >> I see page 20, revisions to governance protocols and procedures. >> Yeah, I had a question about this. So, I guess renewed annually. Um, you know, I've only been here a year, but um, you know, at least the dates of the original document didn't make it look like it's been annually this um, governance session so many times because it's so important and I think I hope that you guys all like found this to be valuable, but >> we do this more often than as new board members come in. >> New board members come in every year >> in June when we build next year's big schedule. we can make this the January. This
182can just become the January's study session. >> It should be. >> So, I would say one one thing about that is when you're a brand new board member coming to this, you like you're not going to know um like what you want your protocols and norms to be. So, maybe it makes sense to like let people kind of get settled a little bit. Um >> because I if I when I was brand new, I didn't know what like if I wanted committee. >> Yeah. I don't know. give a little bit of time to >> Well, I think it's important to also have a um a designated time to revisit annually. I mean, I know as a board member, every four years I've asked if we can visit this um this uh handbook in some capacity,
183but um even a new on boarding um trustee can benefit from just sitting down at that annual meeting to hear this and then if there's a time to >> um revisit some things at a later date, that should also be available. I I just don't think it should be um like left out or >> No, I think what I'm hearing is that it should be annual right maybe like the timing about a little bit >> spring or or summer. A lot of districts do this type of workshop in the summer maybe during your dark month and then you can also combine it with a board self- evaluation which I don't think you have done which is really important to do because that's the opportunity to take a look at your um your work as a
184board and what you need to work on >> and is that something that we can share um in a um >> okay >> a time together as because we have limited time together, you know, dealing with certain, you know, things. So, >> and these type of sessions are your opportunity to deal with these type of issues. Uh they're open sessions. Anybody can come obviously, but it's the same same format as this. Prior to the workshop, you'll take online you each privately take um a questionnaire. uh it's an instrument that used for board self- evaluation and you respond to 11 categories and then if you decide to have it facilitator facilitated then the facilitator will take the report and we'll bring it into this meeting to share with you and then you work together to decide
185what areas you need to work on. But the report doesn't have there's no name attached to it. It's just a report of all of your responses. Is this something that can be formatted in a retreat type of environment versus us always being in this? Because every board that I've ever served on have some kind of retreat where we, you know, are able to kind of regroup, get, you know, >> some there are districts who choose some place. again it has to be accessible and and all that but um I just did a two-day workshop and the second day they actually the the governance team invited executive cabinet as well >> and they worked on goals they worked on board self evaluation so you can combine >> and do a retreat that's not in the boardroom
186>> yes >> but then again accessibility you know notice and all that but >> okay retreat is in future. >> And I think once the board has a chance to talk a little bit more about what time of year makes the most sense to hold this meeting, which is what is on page 20, then that opens up the conversation of where and how much time and you know, kind of sitting together what that agenda will look like. >> You can do that. I was thinking that if it doesn't happen, you know, right away, then we can formalize more of like a buddy system with new board members where it's like Jean's job to like meet for like I I think when I started, I had I think Ken was my buddy for the first year
187and he would, you know, call me before board meetings and ask if I have questions or like um like go through we we talked about the handbook together and just like really support new board members. and the three of you were like just like thrown in because we appointed you and you were immediately sat up there but I think just making sure that as new board members come on that they have >> but even in that case that process should still be available I mean just as a procedure formalized it would be in any situation that when there's like >> an onboarding process >> onboarding that should also be yeah >> because you can you can still read this and learn it without meeting formally and Exactly. >> But that's something um I was going
188to also request to be added um is a a section of on boarding >> that is is necessary. >> I will add it and you can look at the language and see when you approve it then you can see if that's something that that you like but there should be a section on on boarding. >> It's important. >> Um I want to ask kind of go back to the question of like board evaluations. When was our last when was the last one and like what frequency is like necessary for for it done annually? >> Yeah, I think we knit probably like around the time we >> like this like Yeah. >> really good. I mean we we were >> It turned out really well guys. Don't worry. I'm sure. >> So that's all that I
189have for you. Uh, anything else that we didn't talk about that you had hoped you would talk about? >> Thank you for your time. >> Of course. >> Thank you. >> It was lovely coming back here. Thank you for for really committing this time to it. It's important. So >> yeah, I think that I just want to thank you for the work today and especially the way you structured it starting off with like a personal story so we could like we don't know much about each other other than we talk about our kids and we talk about the schools that they go to, but I think this was really helpful and like really like centering ourselves around our values and and what we bring to the board. So thank you. I'm glad you found that
190useful, beneficial, and if you do get a chance, um, do the feedback form because it does help me if there are any areas that I didn't cover. But these type of work is never one time. The high functioning teams that I work with actually have this on their calendar. There are a few uh, districts I work with that actually schedule three workshops a year. >> And so, you don't have to do three. you decide what's best for you, but make it a regular consistent revisit. >> So, and you can combine it with other topics as well. >> All right. Thanks. >> Sorry, one last question. I notic a series of clerical errors like whatever. Should I just send it to you? >> Send them either to me or to Tatiana. >> Okay, great. >> Because
191I will send what I have to Tatiana and then she can u work on the rest of it. making sure that that copy is is accurate. Okay. Okay. >> I will delegate to you and um so >> can I get a motion to journ >> uh thank you for the motion and trust second. All in favor say I. >> I don't stop your recording right before you go home. Well, you guys did great. You stayed