001start with our land acknowledgement. Um, as we begin this meeting, it's important to pay respect to and acknowledge that we are on the traditional land of the Aloney, Kosanoan, and excellent people. And additionally, pay respect to elders both past and present. With that, may I get a roll call, Dr. Adams? >> Absolutely. Yes. President Dr. Hazen, >> I'm still here. >> McMillary here. Trusty Utmar >> here. >> Trusty Shamas >> here. And Trusty Wax >> here. All right, great. And we have a very short agenda tonight, but a very important one focusing on governance. And we open up now looking over this to see public comment about our agenda that folks would like comment on. >> Seeing none, I'll go to the board. Any concerns, questions from the clients? Seeing none, I will make a
002motion to approve the agenda as presented. Can I get a second? A second. Hey. Trusty Omar, Trusty Wax to the punch. All in favor, please say I. >> I. All opposed. If not, it passes unanimously. 5-0. And so we'll now go to close session to talk about five potential items. Negotiations, collective bargaining session, planning, and prep between PGTA for 2526, government code 3549.1. Collective bargaining session planning and prep with CSEA for 2526. Same government code. Public employee discipline dismissal release leave complaint. Government code 54957 public employee discipline dismissal release. Same government code and then a confidential student update. Do we have any public comment on those close session topics? Given none at 5:32 I will adjourn us to close session. See you guys back here at 6 hopefully. >> Okay, it's 6:34 and I will
003report out on those session items. We had two things discussed. Um uh in terms of item E, confidential student I update u information was received in terms of public employee discipline dismissal release. Um, the board of trustees in closed session held on September 18th, 2025 voted to adopt the September 11th, 2025 ALJ decision upholding the dismissal of employee ID 161507 from their position as pair professional as a decision of the board of trustees and that the classified employee be notified of the board's decision. And the vote uh in closed session passed 50. So with that, I think we now go to the pledge of allegiance. Beth, would you mind leading us in the pledge tonight? >> Ready, begin. >> I pledge allegiance to the flag of the United States of America and to the republic
004for which it stands, one nation under God, indivisible, with liberty and justice for all. So now we have consent agenda and just a reminder that the items have either been discussed at a previous board meeting or are regularly considered. So there's no discussion unless a member of the board requests the item be discussed or pulled. And so we'll start with this just two items, items A and B. Is there any public comment on consent agenda tonight? Seeing none, I will go now to the board. Anything you guys would like to pull or Yes. Seeing no one reach for their mic, we are then looking for a motion to pass consent. >> I'll make a motion to approve consent as presented. >> Can I get a second? >> Second. Okay. Motion made by clerk McNary, seconded
005by Trusty Wax. All in favor, please say I. I. All oppose. It passes 5-0. So now we have the information discussion items of the CSBA board policy updates. First reading part two. So this is yours Dr. Adamson. >> Well, I will go ahead and yes, just give a quick introduction and then I would love uh you know trustee Shamas and was definitely and trusteem were part of that uh most recent uh policy committee meeting. I remember this is part two of all of the policies. We had a big chunk that were in our last full board meeting. Uh so this is the second portion. Uh the majority of them are all you know just really required updates that we received from CSBA. Um but if there are any on there and that you you know
006want to discuss or have specific questions about we can have that chance to talk about them now. Placa M was there anything you wanted to point the board's attention to? [Music] All right. Good. So at this point, remember this is a first reading and if all agree uh we will bring them back at at the October 2nd meeting on consent for official approval. >> Excellent. So I think now we will go out to the public again see if there's any public comment on this item. Seeing none in public, anyone from the board would like to comment on the first read. I'll just say quickly thank you so much for the attention to these. I know it's a lot. I'm happy to see some of the things we've discussed previously coming up here. So, it's good
007to see us moving in that right direction. So, much appreciated. If not, um I think we don't I guess our direction would be to go ahead and bring these back on consent. >> Yeah. Comes back for the second reading. >> Okay. And now we will be breaking and everyone can bring your mics to this small table for our board governance training and self-evaluation. Yeah. We should all wear it though, >> right? Well, >> yeah. And other functions because sometimes I'll go visit something and wearing my badge. You look more special. We'll look down our responses to two questions. total. >> Yeah, >> felt bad. I feel like it's kind Annie Sorry. >> I hope we don't session. So you'll see you all have your index card that you'll remember you filled out at our last
008session and we you know have kept them safely in our little governance energy bus theme envelope. So here they are. Um and really remember you know we're going to do another little activity today that sort of will allow you the opportunity to maybe add to you know what you've written. Um so we'll get to that in just a moment. Um our uh as far as the uh agenda for today, director Ber, would you mind just going up onto the next slide? >> Sure. >> We're going to start with that activity. We have our core governance uh chapters one and two. So we'll take some time to discussions, how not to be a terrible board member activity. We're going to follow up on that as well. And then at our last meeting we had really talked
009about what came through in our reading you know of the book was um just the importance of a self evaluation process and trust pointed out to us that it's you know our board policy as well um and so um we're going to have some time to discuss this and I do you know I know that Lula and um Eric Andrews have worked with us past year uh you know with that and they are available for our next meeting on October 23rd. So that a little bit if we would like for them to come in and really just lead us through that process and I think the next topics for next session. >> All right. So I think the next slide um really just reminds us of the two questions I'd asked each of you to
010reflect on and give a response to and that was what you all wrote on your index card was what kind of energy will you bring to our governance team this year and what kind of energy do you hope we will create together? On the next slide, what I've done is really just kind of get, you know, the give us the opportunity to, um, reflect on a few different things. Um, you're going to have a chance to maybe sort of update a little of, you know, what you have here. I don't know if any of you have, you know, had a chance to maybe do any of the reading in the energy bus. There was no expectation. It was your book for your own, you know, purposes. Uh, but as you know, we're really, you know,
011doing that as a book study with our leadership teams and also the digital profit staff. So we are every two weeks or so we are uh you know doing at least two chapters at a time and we're um engaging in different activities that will allow for us to talk about it. So that's been really fun. We're at the point where we're moving on to the the first rule which is you are the driver of your bus and I thought that would just be kind of a nice space for us to you know really focus on a little as part of this activity. So when you you know read through what you've written on your index card about the energy you're bringing and the energy like us to create as a team um I'd like you
012to not only reflect but then think about those two questions and slightly different um through slightly different lens first one kind of energy am I currently bringing to the governance team right so it's you wrote last time what you hope to and I really have just a few minutes to think about are you living up to that and what kind of energy do I hope that we create together we continue to. So I think what we're going to do is just take a few minutes if you want to make any adjustments to your card update it and then we will move into the second file. Just maybe two minutes or so. Just writing right now. So I think what we you know when you're talking about and in the book when they talk about you
013being the driver of your bus I think the the key summary to that is you know as the driver of our own bus right we get to choose our attitude our energy and the influence that you have and no matter what the situation we get to decide how we react to that situation feel like you know we're not even if we feel we're not in control. What we can control is is our response. So that question, if you're the driver of your governance bus, what direction are you choosing to take? I think that speaks to the fact that yes, we are, you know, even in reading chapters one and two of the core governance, you know, book, it really talks about things that, you know, yeah, we're individuals, but we're also, you know, part of
014a larger team. Um, and that doesn't mean that we're giving up, you know, our ability to, you know, be individual thinkers, right? How we're working together to create more of a team. Um so you know I think how the energy we bring and how we choose to interact with the team depends so much start with ourselves. Um so that's where really that question comes to right the driver of your bus right think about the direction that we're going to choose take yourself in context that you know we're part of a large I think what we'd like I'd like to do is really just pair up um you know just conversations to share out a little um based on those three bullets the personal energy you're bringing the energy you hope team one way you're choosing
015to be the driver of your bus intentionally yeah four minutes and then what I'd like for you to high each of you highlight with your partner is you want to call out one thing that kind of inspired you share out you're going to share out for your partner >> maybe three Thank you. [Music] >> Yeah. I wrote everything [Music] >> and I also dealt with the energy I think the team will create. I wrote collaborative creative energy but I also feel like energy. That's how it looks. I know, but yeah. Um no matter what you get anyiven what kind of person you I think I feel [Music] one way to like But like >> the art like my bus is been in the shop or two other say I feel confident the rest of the
016board. I mean, >> yes, I feel like comfortable at least in >> bringing up something that I feel fortunate to grab. >> You sure? share out. >> Okay, perfect. >> All night cans rolling around. Yes. >> Oh my gosh. >> The last year has gone as far as a drive in a bus. >> That's a great way. >> That's I love that analogy. >> But you stay on and you keep >> That's it. Exactly. Keep on keep on keeping on. Oh, that's awesome. >> Okay. Are we ready to do a share out? Yes. So, remember, you're going to be sharing out something that inspired you about something that your your teammate said. So, one would like to start us out. >> I can start. I don't mind being the uh so I think the point
017one of the points that Linda brought up was the you know trying to every day come with unity and joy and I paraphrased a bit but her I think it was a good way we we double check this but trying to find bright spots even in dark places. >> I'll go on what Elliot said. I think for him what stood out to me was um you know how are we moving forward and making decisions always keeping things in the past seat in the mind. That was a great analogy because you know the whole bus thing. And then another one he said that stood out was if we say yes to something you know we need to be prepared to say no to something else simply >> or the financials >> or financials. Right. I'll remark
018on that was to be doing a respectful and happy ending >> and stuff just >> anything just one thing that that stood out the whole conversation. Y Uh yes. Well, what what stood out to me was that Mike said um about being the driver of your bus uh that he as a newbie feels more like the passenger >> and yet as a passenger also feels comfortable pointing out scenic distraction. Thank you. That making notes as we go. I was capturing it. Yes. Okay. That's beautiful. All right. How about nailing it? I I'll go first. So, um, Jen talked about, uh, what stood out to me was talking about, um, uh, the energy that she hopes that we create together this year is, um, a joyful energy. >> It's bringing joy. And also acknowledging that there
019should be time within the space that we are making here within >> what we're doing here for self-care. Because if you can't if you aren't caring for yourself, you can't show up and give >> fully unless you're taking time for yourself and caring for yourself. [Music] Um, what stood out to me about what Laura said was the personal energy that she is bringing and that's purposeful energy. Every time that she shows up to a meeting and walks into the room, um, she shows up with intention and focus. [Music] >> That's beautiful. Okay. Did you say did you say something? >> I did remember Elliot out for me looking for rats faces matters for all of us. >> All right. Well, if there's anything else you want to add to your index card, go ahead and
020do so. I'll collect them at the end of our meeting and they can continue serve as our sorts of reference right if the continues I think it can just add >> um >> as yes you're all the driver of your own bus >> so what's important is like if you're listening to someone else who's driving his bus um to remember that you're not the driver, that what you're listening to is is this person is the driver in that time cuz we use this I use that little example like in communication like when you're listening to someone else, you know, that person's the driver. You're in the passenger seat when you're the listener. And I just it just reminded me of that and that cuz that's kind of a good way to be able to validate
021something. And just remembering, you know, like you're not the driver right now. So don't try to put your interpretation on what you just heard. You know, just validate what what this driver said. >> A segue to chapter two. >> It's beautiful. Wow. Thank >> Thank you for having me. I do. if you haven't, you know, taken time in there, even if you just focus on the different rules, right? You know, in that back book, it's still it's really difficult and easy. >> Okay, I'm going to go ahead and hand this out because the net slide I thought if you recall during our discussions last time of chapter seven and eight, you know, we had some really it was just really valuable information that all of you were going to share. So, I had been taking
022notes the whole time and I um have a summary thanks to our very good friend um may begin with a letter C or if you know Lo is listening to me it's you know rightational [Music] you sharing mic just I hear Oh, no. That's Yeah. Well, I'm so sorry. I'll give you this one to take both of you just so I've got it to Yeah. I'm so sorry. >> Um, so really this is just a summary, you know, chapter seven and eight. Um, and you know, I love, you know, kind of how it sort of just highlighted some of the themes. It's a one pager. The second page is specific to, you know, our discussions on what we call out from the how not to be a terrible ball member. Um but as far as
023the you know governance training um you know we looked at and what we talked about through our strengths you know that really we wanted to highlight on how they're living out our board our board norms right that there's you know definitely through showing a clear commitment and accountability um there was definite agreement our governance handbook with the new revision right well organized well designed accessible and actionable um you know that our dedicated governance governance meetings provide you needed time for affectionate collaboration uh and that we have a strong chemistry and trust that we've really been working on and building together working through some really hard challenges together and we really took some time you know to kind of use some examples there. So I think that was really powerful and I think just important for
024us to take time as well to reflect on and you know remind before we go into you know our discussions for chapters one and two today. Uh some areas that we identified that we maybe need to look at to strengthen and work together on as a team. uh the self-evaluation posters came out, right? That's something we definitely need to um identify um a tool that we can, you know, use as a part of that process. Uh just in general, our discussions about board meetings, we talked a lot about um trying to have as much discussion and available information, you know, before moving to and having to make decisions on on action items. um really looking at the agenda design um and pacing to avoid feeling no rush when it comes to some of those decisions
025and that it ensures staff are clearly you know communicating um timelines about so you know how long and when items absolutely need to you know come back for action um the topic of onboarding you know definitely came up on how we onboard you know new members um and then scenario planning you know really allowing for time for you know whatif discussions um you emergency disruptions was, you know, one example that came up. So, yeah, just in general, I think that's really nice, you know, I think for us to have as we're, you know, reflecting back on what we've identified. Um, I think this is really important information I'm able to, you know, sort of share with our cabinet as well, right? Is, you know, we're working together as a staff to bring items forward and
026so it's really helpful, you know, those discussions really give us, you know, just strong solid um, you know, tools and direction on where we need to work on as well and prepare when we film for our meetings. Uh there was a strong discussion about same mission aligned uh you know keeping student outcomes equity and access at the forefront uh reinforcing our culture of we in our governance practices and then improving transparency and reporting of board actions to look through. There were you know one or two examples that were shared there that you know we really felt we maybe did more of it on on the back end of that but how you know we can be more sort of forward thinking and proactive right on on some topics. And then as far as future opportunities,
027some things that came up through our discussions um you know was trying to include our student trust leads right in as many you know opportunities as possible maybe you know designing a future governance session where we could you know invite them to and then there was talk about you know CSBA um but what's happened since then is NCE came out with their four day training and I don't know if you recall last year we weren't able to do it because it fell during October break and this year I think November so we had all four of them committed for Mur is going to be coming. It's a full day at NCE. They do an excellent job. I attended a few years ago with him. Um we are able to take two trustees and I know
028already you know I sent that out of trusty mary to say yes if anything else you I think I first asked our president um president Hen is not able to do it. So for the three of you if you are wanting to and available for that day um you're welcome to join us but if not you know trusty McNary is able to serve as the board representative for that um it is oh godenver and >> November 13th. >> Thank you. >> Thursday, November 13. >> It'll be I mean it's a big chunk of the day. I think it starts at 9:30 in the city at NC. So we we'll leave around 8:30. We're going to take a van. So we'll you know travel together and then um I think it ends at 2:30. So we'll
029be back here at least 2:30. one day if you're able to love to be able to look at your schedule. Yeah. Um let's see and then you know just overall I think we came out of that you know that we really I think there was agreement among we have a solid governance and infrastructure since that was a big part of the discussions and the topic and the focus from chapter seven and 8. Um definitely strong collaboration as a board. I think we all really felt you know that sense of you know team and how we work and the coherence of which we work together but the growth definitely will come from refining our meeting practices on boarding transparency and self-evaluation saying aligned to our mission and core values it's pretty cool huh I was excited
030I was reading through the notes you know I think I really was typing a lot as you were talking but I'm going to probably do the same today because there's so much value I think in in what happens as we're holding those discussions. This can also serve as sort of just our ongoing direction as well as a board. All right. Well, so with that in mind, um as we started last time, I think it would be important for us to just review our norms on page six. And I don't know if you all noticed, but a request that came out of our last meeting was to have the handbook printed and you all have it in your binder. So that will remain in there with all of the 9,000 plus. Um so we'll have that
031as a reference and of course you know we always have that online as well. um the binder. I wonder if you could possibly just click on the link of the the handbook just so we can put it up on the screen and just go to page um what is it? Page six for us. And like we did last time, we just had it's on the slide of the presentation. Thank you. >> It's in the presentation. There's a link. Yeah. That just links directly to it. last time we all read out one of the norms since there six window [Music] page six. Thank you. >> We need to link them, huh? directly to that. >> That's perfect. Thank you. I'll go ahead and read number one, accountability. We take collective responsibility for the performance and success
032of our governance team. Each trustee contributes to maintaining trust, transparency, and the integrity of board operations whilst focus on what's best for the students. You want to read my starting competence and judiciousness. We commit to acting as informed, thoughtful, and ethical stewards of public education. We honor our roles, avoid micromanagement, and collaborate constructively through professional development, preparation, and respectful conduct. We model effective leadership, and focus on the district's long-term vision. >> Number three, ethics and integrity. We uphold the highest standards of ethical conduct, fairness, and transparency. We adhere to the Brown Act and only discuss discuss issues in adherence with the Brown Act. We do not engage in serial or multi-board member conversations outside of board meetings. We avoid conflicts of interests, honor confidentiality, and do not use our positions for personal gain. Trust is
033maintained through honesty, discretion, and a shared commitment to integrity in all interactions. >> Thank you. >> We value We value our collective impact over individual interests and personal opinions. Personal disagreements are addressed privately and respectfully. We maintain a united front, engage in thoughtful deliberation, and avoid personal attacks, ensuring our decisions are grounded in student centered governance. Yes. Honest and respectful communication. Differences of opinion are welcomed and discussed civily. Once decisions are made, we speak with one voice to foster public trust and avoid undermining the work of the work or reputation of the board or superintendent. support, respect, and consideration. We treat one another as equal partners and leadership, showing courtesy, empathy, and appreciation for each other's contributions. We avoid gossip or personal complaints, support the superintendent's role, and respect each other's time, motivations, and perspectives.
034Okay, thank you for pulling those up. >> Back to those slides and go straight to slide eight that um yeah governance isn't about control, it's about coherence, collaboration, and the courage to lead of the book. I used it last time The next slide just really talks about the review summary which we've done already. So I'm going on to the next slide. This is chapter one just an overview and I've already have structured it very much like we did you know last time with just a summary and then we've got some guided questions on the next slide allow each of you to just bring in maybe some of our highlights out to you from that first chapter. Um, you know, I think what really stood out of some of the key things for me that, you
035know, it talks a lot about governance being a mindset that's not just about compliance. And I think, you know, that quote at the bottom, I found that on page 19. Governance is not just about passing policy. It's about what boards and superintendents do together. That should be and >> and how they do it. Um, the board should be the ultimate coherence maker. I love that. you know that that it's not to say that it's everyone's losing their how we you know come together in the end right to be able to move forward with a decision of how we work together ahead no go please >> well isn't this um in the bullet point it's this clear separation of governance versus management how and that governance is not just about passing polic policy. It's about what
036four districts do together and how they do it. >> Okay. >> So, >> you think that's a conflict? >> I mean, >> conflicting. >> I was going to say to me it's how they do the governance, not the how of the decision-making. Right. So, like, you know, a way to say it would be like we would say maybe we would like the district to adopt a new agenda because we or a new curriculum, sorry. But it's up to the administration to come up with those choices. Right? So that's the how. But I could also say, you guys did a really bad job. You need a new agenda. Or I could say, let's sit down together and come up agenda. Let's sit down together and come up with a new curriculum. And so that's what the
037the how I do the what, why is the way I interpret the quote, but I agree with you about the confus confusing aspects of it. For sure. Wow, thanks for calling out the the scenic part as we're driving along. Really good. No, but that that's a good point. And I think even No, >> I think even as I was reading that in chapter one, it really is, you know, the whole you governance versus management. I mean, they really sort of get into the thick of, you know, the differences between them, but in in some ways they are similar as well, right? Um I think even in chapter two there's that concept that I'll call out when we get there, but you know, balcony and helicopter, right? you know, sort of viewing things from more of
038a wider and and more bigger perspective. And I made that connection when I read chapter two. I brought that back, you know, to the whole governance, right? So maybe that helps as well, but we'll get into that one question. And then yeah, the discipline part staying focused on student outcomes and mission, right? that in some way or form. You know, I think when you talked about your commitments as an individual, but also that, you know, was really just the summary of pieces. If we go on to the next slide, these are the the three, you know, guiding questions that I thought could help our discussion and help each of you, you know, pull out. Um well number one you know in thinking about what you've read in chapter one where do we already demonstrate a
039governance mindset versus a management mindset in your opinion um are there any areas you think and I mean I think the answer to that is probably yes but I look forward to hearing from all of you on that. Number two, how do we keep student outcomes and mission alignment at the center of decisions even when issues are difficult? About some examples there of how we as this governance team together has been what practices do you think we could use to strengthen trust and unity on our board by still allowing that space for health. Question one. Well, question one, I think I would like to hear from superintendent. >> Where do we blur the lines? >> I knew you were going to ask me that. >> You know what? I think the work we do is
040so important and it's so, you know, we talk about working operating from the heart and when you put students first, right? I think it's very easy really sometimes it's hard to really say, okay, well, this is the line and this is exactly where you as a board member need to stay, right? Don't, you know, cross over to the other. Um, you know, it's because we bring so much different input with each of you in the role that you're you're in, right? based on whether you're, you know, a current parent, you know, in the district or, you know, parent in the district or even just a community have different perspectives and conversations and relationships, right, that I think influence how we make decisions. So sometimes you're coming to, you know, it can be anything, right, that
041we're having to make a decision on with all of that information. And that's important, I think, for me as superintendent here. Um, and I think it's just sometimes it will be I've got to, you know, then give that reminder of, okay, this is where you've brought this forward, but now there's got to be that trust, right? Stop and we'll report back and we can take it on and and do some actions and I'll keep updated. Um, but I think sometimes it's not as black and white, you know, as that. And I don't think it should be there. I've got to be confident enough and we've got to have trust enough for me to point it out when >> Well, I think one if I could answer for you. >> Blurring the lines here. Yes. I
042mean, I think you do a good job by uh when you meet with us one on- one. I think what what that does is give the board members the chance to to give input that may be blurring lines, let's say, but here you are just oneonone and it's it's a way for you to say okay you know um but this is how I feel it should be brought up to the board or you know you can guide the individual without um in a personal way. I I don't know. I appreciate that about you. I I think and I I think that's one way that um in our district that you're doing it. >> I Yeah, I have a comment. I'll I'll choose a specific one that's going to target you, Laura, but not directly, but
043I mean it in a in a growth way because it's actually more on me. But when we brought up the idea of, you know, the when you caught very importantly the driver's issue on the consent item or whether there some forms were incorrectly checked out, that was an area where we were trying to get Josh on the spot to come up with solutions when really I think that was one where we would say this form is wrong. Please correct it and we're willing to approve a corrected form as long as there's drivers that are on it. So it's like we are not because and again we I think it was important to make sure that got resolved but it's also we dove into some of the details in a way that probably we shouldn't have
044and that's just say it's not on you because it's really I think as president I should have been like hey let's back up and do this. No, I mean because we're all individuals so that it that is on me and you shouldn't just because you're president you can't take responsibility for anything that I might say. But I do think it's good that as we move through that it was okay. Yeah. Just >> we know that this is going to get taken care of and it will >> it will and but bringing it up was the key point. It's just that how we and I think that sometimes we all we want to see we're all problem solvers so we want to see the solution, right? But sometimes we have to be willing to say send
045it to the you know send out to the ether and >> trust it. >> And I think too um it doesn't matter how many meetings or how far into it you are or we are um the learning does not stop. >> Just when you think you might have a little handle on it then all of a sudden turns out you're still learning and you'll continue to learn. I mean this is talk about students like We're students here, right? Consistently learning brand new things all the time. >> We're just not adolescence for the most part. >> But, you know, it continues. And so, I'm glad you brought that up because that might not have been something that sucks. And I think that conversation's important, too, and not feeling bad about just saying it. You know, I
046didn't take it as judged or no, but I the way I am, I beat myself up over it because I'm like, man, I should have done this differently. Right? So it's like >> that's why I bring up that word >> responsibility for everything. Mr. President, >> thank you. Um, trustee therap I mean trust. No, I really think that like I think that time sort of necessarily blurred the lines because of the time frame too because the the event was happening like that weekend. It was >> we we sort of had to do an on the spot solution with administration. >> But what we could have done is said, you know, we will vote to approve this, but we're approving a document only that has drivers with their information on file. So the drivers that are
047listed here, there have to be drivers listed on file that are already filed with the district. Um otherwise, the approval does not happen. So we're not making them do that during the meeting, but that's the administration's job to do that. and then it's approved as long as that's done. And then if it's not done correctly and we end up with a driver that didn't have that certification, that's where this trust piece comes. We need to look back into protocols and figure that out. >> I'd also like to point out that um had I looked at it more closely prior to the meeting that could have come up earlier, but it didn't. So, these are the pieces too where it's like, you know, maybe I blew through consent because it's just consent and that's a lesson
048that maybe it's a great idea to look at every line because if something does come up while I'm sitting up here, I wouldn't have just like breezed through the contract and figured everything's going to be fine. So, again, like yeah, growth is uncomfortable but necessary that we see we all we're all the students, right? constantly learn long as we all bring that mindset you know to the work we do we're in a good place we think you're there is what you said >> I was just quickly following on on Beth's point too though um in the one-on-one is I try also to make sure that when I do start going through those blurred lines I feel it's important as a trustee to say to Linda specifically these my thoughts and opinions on the how. Not
049giving direction on what to do, but here are some ideas that you know that that's what I'm sharing are the ideas, but I trust in you to come up with a how. Even if I'm starting to tread in that in those those little streams my toes in because I feel >> I appreciate I think all of you do a nice job of that even when we're having it in just take the time to sort of call that out, right? It kind of, you know, just allows for us to have space for that to just think, okay, you know, we're having this discussion. All valuable, you know, information does it then helps in a sort of influence what future steps, you know, we take a lot in a direction in a directive way, right? Very important,
050valuable information to have as another piece of the puzzle. That's so important. I think um from our after our last governance session you know plus wax you had sent you know several links you had done a lot of sort of digging into and information right um about one particular topic which he you know after our discussions of that you know that prompted him to want to be able to send that and share that that I was able to share that with the rest of you that was a big part of our discussion I think that can be sometimes you know that third line again right you know if you're as a think you're being that diligent board member which you are in learning more about something that if you're the only one bringing that up
051hasn't been shared. >> There's value in that one. Everyone has >> terrible discussion. What about numbers two and three going forward? I think we do you have a really great job on number three. I think we've had we've had some really difficult, you know, decisions made, right? There's been disagreement. We still have to be able to, you know, move forward what that decision is. That's one of the hardest things to do, especially if you, you know, if you're one or one trustee in amongst the five who maybe didn't agree with that decision or even if there was a a May vote, you know, on a particular topic, right? how the ability for us as a governance team to still be able to move forward and uphold that decision right and move the district forward in
052the direction based on that you know in not being able to do that or not being able to uphold that that really is what your consultants and I'll build on what Laura said about the learning because this we're all going to make mistakes, right? We're all going to, you know, look at somebody the wrong way or like, you know, say something we don't exactly mean or not read something the right way and deal with it. But it's that learning aspect is what solves that, right? If we're coming into it with a I made a mistake, but I don't want anyone of you to tell me I made a mistake, then we're not moving forward. And the say the same with our district, right? But the whole point is mistakes are that opportunity for learning, not
053an opportunity for shaming. Well, I mean, we're all humans up here. It's not like anybody's We're all going to mess up at some point or another. Um, and I was just looking at number three and how that doing that well directs directly affects number two. >> So, you know, I think we do what you said. I think we do a good job um allowing space for healthy disagreement and if we're not doing that then our mission um and of you know keeping student outcomes the center letting those be the center of our decisions. We could easily get off track with that by having personal issue with one another because our ego is hurt in some way. You know, I just think it's all closely related. >> I agree with you. I think the the focus
054is kind of what you're talking about. Rather than taking something personally, it's staying focused on students and kind of having that con that conversation with yourself. And then also as a reminder to the board when we're having those difficult discussions or those moments that feel pretty tense, it's kind of like that grounding thing like are we still focused on putting students first in this moment and and where is my lens, you know, and then where is a board should we be? >> Um, and I feel like that's what we tried we're trying to do with our handbook is here's the guide book for how when these hard decisions come up, we're still going to be respectful. We're still going to listen with empathy. These are the these are the standards we hold ourselves to you
055know so >> but always learning and always mistakes and ongoing >> well and the human piece of it too is that it's it's extremely hard to be a human being without ego >> ever you know at some point say that like I'm not gonna take something it's hard not to and when you're in that moment especially when you have passion for what you're I mean we're all here because we're passionate about what's happening in the district and our students and what the outcome of our students educational journey is going to look like. And so it's hard to separate that, you know, like the emotional piece of that, but just to be up here, you know. Yes. It's really interesting the balance. Let's give ourselves an A+ and be I'm joking but like it. No, I
056know that was a joke. Don't worry. I didn't mean to raise raise the hair on the back of your neck. But just to say I mean the reason I say that is it is it is one of these things that I will say that you know if you watch board meetings from other districts um when you do job and again I think that is a result of each and every one of us not president not clerk therapist it's all of us that do the the lifting to make that happen. I I mean I agree but I am like curious um like we are pretty mission aligned. I feel like we have a similar worldview about the students and that sort of thing. And so I mean I think the test would really come if there's
057if there if there are different worldviews uh or not world views but bigger strategic um discussions about how to operate the district on the board. I mean I don't want to test it right now. I'm just saying like that's kind of where it would be a real challenge I think >> or not >> to push back I'll say a little bit I mean I think we have hit not full worldview but I mean the SRO topic is a great one that was an issue where we have clear division on the board we've come to unity of purpose that we made the decision for this year and it's something to review as the broader plan for the next like but if it was something where you know that would I That's very clear that we were
058not all on the same page to start, but we're all on the energy bus driving through the year at least towards the next decision point to make it happen >> to make the decision happen, not a specific vote. Sorry. >> But just to say, but it would be a lot harder if every issue was that way. >> Yeah. Yeah. >> And that's where it gets difficult because you have to make sure that you're respecting folks opinions while still steering the board in a direction whether it's a direction that everyone can hopefully feel comfortable with even if not maybe a little bit uncomfortable with. And I think to like go about we are like a microcosm of what we want the kids to be you know in terms of acting. Um, so hopefully we're modeling that.
059Um, even though no one's here, you know, they know intrinsically they No. Um, you know, hopefully uh the vibes are good, I guess, throughout the district for the most part. >> I think us doing this work is kind of steers the bus of what the vibes in the district are. if we're willing to sit down as a board and have healthy, respectful conversations that are difficult with difficult different perspectives and strong viewpoints and and we can do that in a respectful and ultimately like collaborative consensus building way. I mean, that's the goal, right, for like us as a microcosm, but so much more broadly is to be able to have respectful conversations and understand where someone else is coming from um here and then also as it trickles down to our kids every single day.
060So, >> this is a real blurring of the line. >> Go for it. But uh it I was never on speech and debate. >> Uhhuh. >> But >> being forced to pick a position and then argue it would be like an interesting team building exercise in a way. Um to to try I guess to get >> Yeah, we should do a field trip to the debate team. You did they have the debate team? Okay, good. Uh that's cool. I didn't realize that actually. I think even the middle school >> I don't know >> my daughter should >> but that was my entire law school experience was pretty much like debate team pick an issue and then try to understand everyone else's perspective other than the one that you either personally align with or your client
061aligns with to be able to kind of like gain a broader understanding. That's a good mental exercise >> because well that's the goal. >> Well, but we should come to >> Yeah, but the whole but the exercise is looking at things through a different lens like >> argument. Okay, that's a trial lawyer, not a mediation lawyer. But even >> I was never in mediation. >> Yeah. >> So, yeah. But even if if you're tasked with arguing something that you don't personally believe, then you're still forced to Yeah. things from there. >> Yeah. >> No, you're right. It's you're you're bringing up like having a rehearsal like of of a difficult subject where >> um because we don't really in the moment, >> right? Don't know. you're you're kind of stuck because especially if you're emotional
062about something, >> you're not necessarily following a playbook. >> Yeah. >> Of, >> you know, how to be respectful at the moment, you know. So, yeah, >> you don't read the board norms when you're in a fight with your spouse. >> That would be a good exercise. I mean, it kind of is like the >> agree to disagree. I love a good system >> chain of command maybe here are family norms which is kind of what we established here what the guidelines are and the norms for behavior on a >> well I mean this is kind of the idea for complaint and inquiry reported >> one more tangent uh did I know this is recorded but did anyone watch the rehearsal incredibly bizarre. This guy tries to rehearse his life. Um, and it just goes
063in a lot of amazing, bizarre, >> yeah, it's I mean, he's a comedian, but mind-blowing. >> Yeah. >> Would that be our homework? >> I mean, no, not >> Okay. October 23rd. >> I'm going to miss Alia >> for an economic development thing that I'm going to try and wear this badge at. We're on calendar future college right now. So should we move on to the guidelines >> page 21 of your um the book itself and just I'm sure you know you obviously all read them as well that um you know it's a guidelines for serving on the door and I mean five of them and this is I was reading just there so much in there right our norm reserving judgment right you know and not making assumptions right not holding on to complete
064views of others listening listening empathetically, staying focused on content, not behavior, style, always being true to the norms of the board and not taking differences personally. Summary of everything we just had a discussion about that one page, you know, just really stood out to >> it's one and a quarter page >> number six. Oh, it's six. All our spells failed after many attempts to accommodate or behavior forward, right? >> This is another um stop the bus thing, but the this is the stay focused on content, not behavior or style. I agree. But then later they have this horrific pie chart where like only where where like um people only pay seven attention to 7% of your words. >> Yeah. Yeah. >> Which I see myself on the video like oh jeez I know but uh
065well I mean just in the screen you know >> sort of but I could like there we go. But um that's all to say, you know, everything's hard. Page 58 is where >> I thought out the the quote in one of our slides coming up on the page before that where it says one of the most important and often least appreciated highly effective trustees management of their public behavior body language right how we are >> yes >> um well just on um number six there on page 22 um when all else fails okay um you have to you have to go forward. Um, okay. This falls on the president. And I just remember before I was on the board, the first time I was going to board meetings and uh there was one board member
066who was really not in sync with the other four and just always causing, you know, always coming up with something that the other four not okay with, not going to go there, you know. But continually, but he was allowed, of course, to voice his opinion. >> Were they president? >> Oh, when he was president, that's when we went through a recall. >> Oh, okay. >> Cuz it was so bad. But at the time that I was watching, he wasn't president. And there was a woman that was president and she handled them so well because he brought up the the issue was cutting the budget, you know, and he just wanted to cut out foot law. And of course, he was on the wrong side of that totally. Okay. But he would keep bringing it up.
067So finally she says to him, um, his name sound like Dave. She goes, "You don't have the votes, so we're not bringing that up again. And I just thought that was so good like she was firm you know and just but sometimes you know like a board president may have to say that like and this is what it's talking about here if all else fails you know you're trying to work with the pe with the other person you're trying to understand where they're coming from but you also have to run a meeting and the practicality of something like you don't have the votes you know so um I And I always just remember that was a good example. Um the other thing on this particular chapter I kept underlining because they kept repeating it was
068moral imperative >> everywhere. And I go what what do they mean by moral imperative? Like it it was everywhere. And it wasn't until page 25 that they defined it. Um, it says, "A shared moral imperative that uh is common ground that underlies all their work. A moral purpose, a shared relentless commitment to the learning and well-being of all students, no exception, drives the work of the board and its members, individual and collective action." So, that was kind of interesting. I I don't remember ever discussing that as as a board, but um or characterizing it in that way, but in this particular chapter, I mean, I can't tell you how many times they use that the term moral um imperative. >> It's the chapter name. >> Yeah. >> The moral imperative and the governance core. >>
069I mean, is that is that not our again our board norms though too, right? That is our moral imperative in many ways. >> Yeah. But I don't remember seeing that. No, no, I mean I >> in any other um do you I mean >> you didn't mention it. >> No, it's not. >> It's not up there. >> I mean it it it's not a term that I think um >> governance teams use. So, I'm just interesting that they decided that that was something that um described our behaviors. >> I think it does speak to like keeping the student outcomes and mission alignment. >> Exactly. >> The way that they've defined moral imperative Anything else on chapter one? Okay. The overview for chapter 2 and you know this really talks about obviously the infrastructure right of
070effect. We talk about infrastructure which came up a lot in chapter seven and eight as well and really in the introduction to um you know that the authors are referring to norms, handbooks, policies, evaluation processes focus here is looking towards the creation of consistency, clarity and accountability that the focus being on providing stability through leadership or board changes and I think that's the piece that struck me. everything you're looking at the norms of the you know we're creating you know systems and guidelines right so that even when there is a change in you know members who who serve on the board um one or or three right that there's still sort of this sense these are the the practices these are the systems that we have in place right that we that shouldn't change right
071just because got you know new people coming onto the I think that's important because with many you know boards you know districts across you know the the state you you see that occurring right where there can be a shift in practices and approaches and suddenly you've got the whole culture and nature of the district and I think you know there's there's a a portion of that that's you know can be there's a personal aspect to it that speaks to a little I think where you were going with a trusty wax is you know haven't tested it if you know if you were to have her two people come on something with totally different you know viewpoints by coming in with wanting to you know move things in a If you have, you know, those systems
072in place, have your structure and your guideline of what you've all agreed to, right? That should help, you know, as you navigate, you know, those significant changes. That's why, you know, things like your handbook, you know, norms. We spend a lot of time on, you know, making and making sure everyone think about that speaks to why it's so important in terms of, you know, elements. Yeah. They may we'll make adjustments to them over the years. soundings of the core principles of what they represent us as well, right? >> I mean, just in this hypothetical uh oh, sorry, >> just in this hypothetical, it's I think it would still be a test because uh not presumably, but hypothetically, these two new board members might completely oppose the norms. So they wouldn't necessarily abide by them because
073they didn't vote on them. So their whole MO would be to change the norms, you know. So I think I think as good as your handbooks and policies and norms might be and however comfortable the current board might be with them, it's still I mean I guess that's the outcome of elections that things change, you know. So I don't know well one one thought on that not this is not coming from a specific political bent but part of the reason for government bureaucracy is to resist rapid change I mean it sound it's really frustrating when you're living it but again it's so that if you if someone wants to tear down the norms they're not just doing one thing right they have to they have to rewrite the handbook they have to rewrite the norms
074they have to do self-evaluation so the more of those systems we put in face can protect against that so that there's not just a sudden shift. But I I mean I agree it's still with the right you know if you if four out of five of us get replaced >> the norms could be could be something brand new the next day if people wanted >> or even >> majority election >> but I think even in that scenario the idea of the handbook and the norms are that they're living documents so they may work for us but they may have be a totally different conversation with different values and different outcomes when board membership changes, you know, but that's kind of the purpose is the ongoing conversation. Like for this board, we're mission aligned, you know,
075we can focus on students and the work. For some boards, like even deciding that we're putting students first and what that very broadly looks like is the dysfunction. So you can't get below the level of like, you know, these high it ends up being political and it shouldn't, but just these contentious issues. So you can't get any outcomes for students. you can't focus on learning. You're stuck fighting with each other instead of focusing on students. So for the governance thing, even when we h if there is a board that's divided or isn't aligned, just having that conversation in an open and transparent and public meeting and like what Elliott said, like there's value, >> right, right, >> in that. >> Yeah. out of the infrastructure point, do you all think that there's a particular um
076one that could be strengthened >> in our district? I mean, I'll point to the last one is because that's one that has not been done as regularly, whether it's of staff, whether it's of the board, is like if you have clear evaluation processes, especially if that's in a public and transparent way, it makes it a lot harder. you know, you're being evaluated and you're gonna be tested on something. It's hard. It doesn't just completely discourage you, but it makes it harder to It's not the only one, but that's the one I would say we have the most work to do. >> And a lot of I think that's a system. And a lot of what since Elliot and Laura Laura and I came on the board, we've been working on is systems and the creations
077of systems within HR, within sites like all across the district and interconnected so that there can be more trust and transparency because we're all following this and that's clearly defined and we're going to be accountable to ourselves and we'll be accountable to the public and the students we serve as well. Um but that's a work in progress. I feel like the systems that were and it's you know ongoing but Dr. Adamson has really created a lot um of consistency and systems um in her short time with us. So it's been really good. >> I think it's just a hard thing to do no matter what. >> Yeah. Across the board organization. >> Yeah. I mean like even the not board specific but the evaluation of like how the state tests about what what our district
078is >> sure >> are so hard to wait through you know I wish there was a more succinct version that could be >> uh received you know more times through a year or something you know it's just hard to get the data >> and I mean that's another area I mean it's not on here right No, but that the the I guess it is under the last one. It's transparency. And so that's the part of it is I think we do we've again made a lot of growth on transparency. But the part of transparency that's I think is most difficult in some ways is the the accessibility. Not that it's just available, but the what does it mean? And again, this is where that that email the board updates is a great example just where
079it's like you don't have to watch 3 and 1/2 to maybe 5 and 1/2 hours of a board meeting to know exact to know what happened, but here's a summary helps make that transparency more accessible. And I think that's the kind of stuff that we can also think, you know, continue to think about working on. >> True. >> Yeah. And it's happening consistently and reliably now so people can know what's coming and what they can what tools they can utilize if they want to stay informed or know more. And also we have Dr. Adamson who's accessible and available to have conversations and I feel like that really helps to build trust within the community and also enhance transparency is the willingness you know and I think that's true for our board too. were willing to
080have the hard conversations. >> Dr. Adamson's typing away over there. >> That's such a good thing. I'm like, wow. Um, I think you [Laughter] um >> no, what do you mean? Um, I think the, you know, I referred to it earlier, but I pulled that quote out on page 44. The board was in a helicopter balcony with enough touchdown. I love that to know the lay of the land. That's where I sort of tied it back into, you know, the whole governance versus, you know, sort of management, you know, component. Um there's the one story that they reference that kind of, you know, falls on that same page about, you know, individual who's out there looking in, you know, in fire, right, that's coming, you know, down on top of the hill and, you know,
081the first immediate reaction was how, you know, how do I save my house, right? versus when she then switched on the television was able to see the news coverage and you know it really was from the perspective of a helicopter and it was a whole different you know approach. you know they were talking about how you know the coaches you know what what land can we burn surrounding the fire to sort of you know kind of die out um and you know there was a calming component of it right but made that relation to you know see you know sometimes we all come at a particular issue with you know really how does this you know impact me or the the situation that I I'm in with you know those around me and who I'm
082hearing from versus you know being able to stand back away from a problem and really be able you know, I think that's the role that you all are constantly having to balance when we talked about earlier about the lines, you know, that's where the messiness comes in. Trust as well, you know, and trust in, you know, your staff, right, the superintendent to be able to work through those things given the input that you're able to provide. Um, but, you know, I think that's the Mike quick stop will just be like when I first read this I thought touchdowns was like football touchdown >> I'm not that analogy yeah not like a helicopter touchdown like oh we've gone to a football touchdown >> well that's sort of the overview and the guiding questions are on the
083next slide that we'll kind of just use three they are for us to think through which governance tools. So thinking of handbook norms, policies, you know, do you think work well with our governance team and which do you think use? >> How do we ensure our infrastructure stays alive and not static? I think your um reference in the chapter there they talked a lot about, you know, making sure that you handbook is not something that is a something that's collecting dust from the shelf, right? um you know how do we make sure it's meaningful and will bring life each time we meet and then what additional structures or tools could strengthen trust transparency and accountability example there it came to mind the former superintendent I used for my former district would always say um you
084know you talk about your cabinet right we're not cabinet isn't a a meeting or a you know team it's you know when you have normal norms that you know about who you are. You as a cabinet, you are those norms. It's not norms that we just follow when we're here meeting together. Taking those norms out and who we are, who we car, how we carry ourselves and what we represent. That's something that really is, you know, powerful memorable to me. evuations probably self. But I do think we've done well with our policies and the policy committee and the ongoing review and revision and making sure we're using those tools in their like best form because they're up to date and we're compliant with them. Um, as well as the handbook we've just we've developed this
085year. That would that's a strength. >> Thanks. Once again, thankful for the apology. >> Sounds like you're volunteering to serve next year. Oh, >> it's like I have enough committees. Yeah. >> Volunte going back to this um I know this isn't necessarily about governance but you know everything is related. I I feel like this uh helicopter fire also um the thing like where >> there was there's there are some families directly affected by it but not seeing the bigger picture but I but if your house does burn you still want solutions and help. And I think >> to the best of our district's ability, we did kind of like um help the people at the border, I guess. So, it's that's just to say like if your house burned, it still sucks. So, you know,
086you should you still will need resources and help and everything. And even though there is a larger picture and I mean it's a really important point but that is another one of those which was hard for us to deal with at the time because it is like every decision we make right with that is going to then affect the next budgetary decision we make and then affect the next. And so it's it's how do we you know make that decision looking forward like if this is the priority among you know above some of the other priorities we've made in the past then we take that on financially but I mean like you're saying it's that high level of like we're not just looking at this one item and saying yes we're saying how does this
087fit within that bigger picture. Yeah. And that's really >> yeah like it says if you're saying yes to something in the budget you're saying no to at least something else. I can go to the P that was >> it was in the book page 47. >> So just that perspective and reminder that we're looking at one issue but we're looking at the issue in such a broader context of all the things we have to still be considering. You know, I think for number two, the way we ensure our infrastructure stays alive and not static is continuing to have these governance conversations as a board um ongoing because it's in our policy to evaluate ourselves and and also because I personally think this is essential for us to be able to govern effectively is to be
088able to sit in a room and have conversations about how we do it. Um, I think good governance is super underrated. Um, yeah. >> Sorry guys, I like governance. >> I wrote the exact same thing down. That is the important part because again, we can't deal with these things if we're putting the students first. And what I mean by that is at regular board meetings, we need to make sure we're advancing, you know, and so this is the time for us to be able to >> Yeah. We can focus on like what's going on amongst us during these meetings and we can focus on students more specifically during our regular board meetings, stick it in the parking lot and move forward to stay on track. I had one for the third item. That's okay. is
089and I think this has come up before and I don't we may have done something about this but the idea of the anonymous district idea box like an opportunity for staff to weigh in on board decisions approaches and you know maybe it would be something that would come to you Linda and then you could use your buddies you know chat and Gemini to summarize for us but like so that it would help anonymize it more but just as a way to like make sure we're getting that feedback like you know on Some of these things it helps with it would help us with the self-evaluation as well. They they often they often can carry that potential for and anonymity brings you know potential for people to say things without but again I trust our staff
090would not would not do that. >> How do you do it though? because anything that's electronic would have some kind of a trail. It could just be a it would have to literally be a piece of paper in a box >> and and I I would almost say we could target it to October 23rd or wherever whatever the new date is for our you know when we're doing our self-evaluation because those kind of things is what I would you would be useful for us to know like you know when were you happy with the board decision when were you disappointed with it when do you thought our thought the president droned on too long you know things like that or >> how things could be conducted better. Are you asking for outside input outside of
091the board? >> Yeah. No, I'm thinking for the I mean I'm saying from I I would start maybe with I mean I would make it to parents too, but you know I I would maybe put them in separate buckets. So targeting some district and then maybe targeting the public as well um to to use it's not really a 360 but to use in our self-evaluation process. I think it's a great idea because I think that we can have our own perspective of how we're doing, but we could also be completely out of touch with reality because we may not have may not be truly reflective of what we're doing. Yeah. The district's great, but it is good to get feedback. It's like it is it's a 360 kind of >> Yeah. But I mean, what
092better feedback than the people that are living it? I can make a comment, but be totally inappropriate. >> It involves downhill. We will say that in the flow of the directional flow of things. And so it's good to be able to hear back if we're being honest, you know, and honest feedback is important because we can stroke our hair all we want and say, you know, I think we're doing a good job and it could be superficial or we could find out truly what staff thinks, how parents feel. A lot of people don't have time to show up to a board meeting. A lot of people are kind of maxed out, you know, but if they have an opportunity to be able to give input and be heard, I mean, I think that that's powerful
093and effective and could help us govern better and more. Well, I see that as two different pots because when you're talking about a board self-evaluation, um, at least the way it's written in our policy is it's about how we evaluate we are doing amongst ourselves. Um, and then if you want to if you want to look at how you're perceived by others, you know, that's fine. But to me that's a that's um kind of a different evaluation. >> Yeah. And I guess I'm not seeking it out as like this is going to determine the direction we might shift but it it would help what I was thinking is it would help me with my selfal like you know my self-evaluation because I do think that I will have blind spots as to what I think
094I've done well and some things I might have done bad. I mean, so it's not asking others to evaluate us, but it's asking them to give us those pieces that we can use to help evaluate ourel, if that makes sense. Maybe that's blurring lines or splitting hairs, but >> no, I I just see it as um kind of a side by side instead of integrated in a way. I mean, it it can give some information for sure. Um and it may be something that you want to incorporate or we all want to incorporate. Um but it it I don't see how it um meshes with an internal um document that we will use to evaluate ourselves. Um it could be something that we then go to we do our evaluation and then we do a
095public perception evaluation you know but it's and then we you know incorporate the results of that and what do we want to do with that or >> I guess the key difference is I don't want the public or the staff to evaluate us but it's more of their tip box cuz I mean I guess they they'll the public's going to evaluate us at the voting box down the road anyway. So I think that is always part of it and and through letters and comments but I guess it's more like giving us that like the idea of you know I don't know if you're familiar with and again sorry if I'm explain explaining it necessarily but like the idea of the 360 right is like when you're doing a self-evaluation you can you can ask people
096to give like I've done this for employees that I collaborate with and such is you're giving that information not because you're evaluating them and saying they're doing a bad job but you're giving that information that they can then use in yourself evaluation. So, it's a little bit like I said, I know I'm splitting hairs a bit, but I I guess I but I mean, I'm not sold on it. I think we could do it as a separate process as well. I just think there could be some opportunity for me personally, there could be some opportunity to better reading a temperature of how we're doing. >> Oh, I'm just thinking along those lines. I'm thinking that if we're doing a self-evaluation, which is self evaluation, but we're considering input from other people, but how much are
097we considering it and how much is it? I I think it gets confusing and kind of messy for me. Um, so I I'm open to it, but definitely like two buckets. Like self-evaluation is us tool and then if we want to gather feedback in that format, I'm open to it. I just want to make sure the lines aren't blurred for ourselves and for the public, you know, like we're taking this feedback into consideration kind of because we're evaluating ourselves, but but we can only consider it so much. And then, you know, people want to be heard. So, if they don't know how their feedback is reflected in what we do or how we process and use it, I don't know. It could be sticky. >> I I wonder to I I agree. I see what
098you guys are are both saying too and uh I think it would be effective to get the feedback that you're right if someone's giving their feedback and the messages we're kind of going to pay attention to that or maybe we decided that we won't. Um, I wonder how it would look as far as maybe it could be brought back to board governance just not related to self-evaluation. Yeah. But we can sit and have um a conversation about what the results of that look like >> to us as a as a governance team. You know, feels >> I'm on the bus now. >> Yeah. >> In the back seat, but >> don't pull the handle, Mike. I'm I'm not just to say that I also would like um the opportunity for others to kind of give
099their feedback without an anonymous way to to give feedback without like without the um viewpoint from me that it would be like how they perceive me. like if my neighbor didn't want to comment, didn't want to email or um stand up here and give a comment about something I had done, but they felt strongly. >> I mean, I guess I wouldn't have to take it into consideration, but it would still be nice to know, I guess, that they felt this particular way. Um, I don't know. I I like I like just I mean who knows how many people would submit feedback but uh providing the opportunity I think would be nice. I think it strengthens transparency and accountability and even trust. I'll go all three three. That's right. Um >> definitely think transparency and even
100if it's transparency like public transparency do you know what I mean? like given the opportunity to voice how they feel even though they can't they may not be comfortable in a microphone doing it. >> Yeah. And I mean it's I I don't think by them submitting feedback it means that we will definitely consider it or definitely go with their their ideas. It's just a another opportunity to be heard in my >> I envision email the board wants to add into the notes and I think that's even the self evaluation piece of it maybe that separate bucket is you know what I'm hearing on my phone, right? >> All right. Um, anything else on those? I think for number three, structures or tools are um that strengthen trust, transparency, and accountability is the way in which
101we communicate to the public and to the staff what we're doing. And I mean more so like that the information is packaged in a way that people will open it, read it, and be able to digest it given all of the other things they have going on in their life. And I realize that is like a huge challenge. Like you know we can write three pages but summarizing it in a paragraph is sometimes a lot harder to do but it's sometimes is more effective and getting the information to people so they have it and they know that we're taking steps towards transparency and accountability. So I think that's kind of like a goal for me is like communication to be I don't want to say streamlined but I don't know everything my everything we watch
102these days and is in like 30 minute segment 30 second segments or two-minute chunks so just something that is more like just digestible accessible understandable I don't know the correct terminology but yeah easier to access I don't know >> yeah like even I I don't know It's a limitation of the software, but like the that you have to click through for like the the board notes like if it was just contained in the email formatted nicely with like by bullet points or whatever, I think that would be helpful for just um digestibility and you know adding another click for people to get through seems um like a a small impediment but like some old user interface thing that could be >> or like the >> highlights >> the summary >> the highlights you know um
103yeah I don't know if that text could be just within the straight up Gmail or if there's only like a certain context window that whatever software you use that's just >> reducing the clicks as much as possible reduce the clicks. >> Think you said design, right? That's exactly where I was going. I mean, you know, that whole the way it's set up and it looks polished and, you know, just, you know, right, one of a better word. >> But I see where you're going with that. Yeah. >> I mean, we are we're living in a time where you're right. people are just so busy and if it means that someone isn't going to go ahead and take that extra step and just ignore the email versus if it's >> okay I just had a question
104do we track how many people read open click what gets sent from the district like do we have numbers on how many people read your newsletter >> or data on any things like that. I >> I think and I'm going to I'm looking over at Director Bindber, but I correct me if I'm wrong that because they're Google Docs, right? I mean, you're able to go in and sort of see I don't know if it's exactly, but I think you can, right? When you're looking at trends and the historical, you know, number of usage, >> you can bring up his box. That's correct. >> Right. So just so because does that mean that we Linda could send out a monthly newsletter and then like in a week she could go look and it would say 400
105people clicked on it or something. >> Okay. So that's a different measure. Yeah. So that would be more like looking at the analytics of access but it's the historical editing. >> So I thought um Linda you were referring to maybe >> just how many people are reading it would be better. So, yeah, if we're sending it out and it's hosted on the website, we can collect that information as far as how many people are hitting that link. >> Okay. >> Um, a little harder to do if it's embedded as an email. >> Okay. >> You know, we could see who's opened the email, but we can't see how many people have actually clicked on the link. So, we do have that data >> as far as how many people actually receive open and maybe click
106somewhere in the email. >> Yeah. >> Okay. I think that would be helpful data because those are the kind of the different steps I'm thinking is like we're sending out information. It's valuable information. We want people to read it, but it's two clicks away or the text wasn't right there when I opened the email and that could be the end of the exercise for people. So then or I don't know. I want it to I want what we're sending to reach more people. Um, >> yeah. And to go back to the blurred lines, like I don't think we should be involved in that, but I think it's like a tool for the district to kind of >> pay attention to the >> Yeah. >> email marketing, newsletters, whatever. >> And even just like goals in
107terms of us and communication strategies and strengthening those practices is do we want to, you know, say this is where we're at right here and we're going to work towards changing the numbers or increasing or decreasing over time? like just something to consider >> or and also like if you make a I mean the the good thing is the updates are pretty frequent so like making small changes you know it's sort of like an AB test or not an AB test but you can make little changes and then see >> I don't know why the word like clickbait popped into my head like a puppy or >> yes newsletters with more Just this one weird trick. You can understand the topic better. >> Exactly. >> No, don't do that. >> Mr. Crypto newsletter buy ads
108on Clash of Clans or some other game for everyone. Breaker Bob. else on that one. >> I will kudos Mike for bringing it back to that like how versus why too like what happens how to do it. >> This is what we want to see. >> Good. Uhhuh. >> Good. Circle back. >> Okay. Well, you know, closing reflection and I think, you know, this is what I've poured on, but I'd love to hear you side to find your key takeaways highlighted the fact you know of governance mindset. There's that focus on mission, unity, student outcomes, right? That's featured a lot in our discussion. infrastructure systems and tools that bring trust and then that focus on you know requiring ongoing use reflection >> I add a word to the last one >> I would say ongoing
109use reflection and improvement >> thanksction making it on here though it's not going to sharp on there because >> yeah and I think too feedback >> because shouldn't we be receiving feedback from every every level you know staff students public >> you reminded me of another one that I've and I know this is something you talked about a little bit in our 101 ones, Linda, but like I and it's a difficult position you're in to give that feedback, but I would challenge you a little bit also to do that as not just where we're going out of the blurred lines, but like are there things that you see where you have much more experience in education than my what two and a half years on the board. So, um it'd be good to get that
110feedback from you. So, you can do it anonymously or you could do it >> anonymously in the box. It'll be obvious with your South African >> and it's it's two years and 10 months if you were counting >> both require ongoing use reflection commitment feedback and improvement. So the prompt that I will end you know this section with is on the next slide. One action that you think we in the next three months to strengthen either our mindset or our infrastructure. I think we can I'd like to see us do a little better on our close session structure. >> Yeah. Um I just feel that we can be um mindful of how long discussions are going to take that we don't rush people and that board members have the ability to really talk about things
111because they just, you know, this is the only chance you really do get to be very um frank and trusted um and you know just to be worried about you know like the timing of it um it it it it puts pressure on people in a way um so that's one thing that I I feel like we can do better >> you add more time. Do you think it's the new topics are brought forward like sometimes pretty >> agenda session? >> Yeah. And it's, you know, understandably like we have two minutes, we have two minutes and it's like >> um yeah, the echo feels better. >> I think it also matters not just the number of items because we could just have two, but it's the weight of the items that are in front of
112us. Um, and those weighty things take longer. I think sometimes you could look at what is happening in close session. There could be six things, but they're all pretty snip snap easy. And so maybe planning the time based off of anticipating sort of what the what that there's going to be discussion happening around it. I also would say that it's better to come back late than I mean, we really can't come back early because if someone, you know, if we said we're coming back at 6:30 and someone logs in at 6:30 and we've come back at 6:15, now there's 15 minutes that the public hasn't gotten access to the board meeting. >> So, I guess it's >> I'm late all the time anyway, so being late doesn't bother me. But, but I do I do
113think like we could structurally plan. Well, not we, but there could be more like structure in the planning of the time allotted in close session based off of like weight of topic. >> If if it's written in the agenda that you know the open session will be at 6:30. Is that like binding? >> It's a practice we've been told by somebody in the public at past board members. >> It's in our policy. >> Important and is Yeah, >> it's our policy. You've been pulled out when we've been late. >> That's exactly what I was saying. >> Pulled us out on that wonder. >> We can revisit it every December though when we >> did it >> because Jessie was right here telling me to do it. >> No, but and this board room is named
114after. >> Yes, exactly. I I was No, I mean I honestly I think >> you stick with that. >> It's an important point. >> You got to start on time. is starting at 7. Yeah, start at 7. respectful. One thing I would say is I think some of the systems we've done for open session we could take to closed and so maybe some of it is trying to limit presentations and not that you you know or we've talked about this before but emailing when possible that with confidentiality so that we can digest the heavy stuff >> talk about tonight you know without obviously going keeping that you know you there was information shared I mean that you know and I I didn't share it in advance of the nature you know could have right but
115I I felt it was better provided >> I personally would have appreciated the email only because it's the the discussion part we you know it's so hard that we have limited time for discussion and so if we get that email it allows us to be hopefully on the same page as long as everyone reads it and then we can come in for that you know those discussions and hopefully you know if there's need like sometimes there'll be information like something might come up that happened 10 years ago that someone might not know about and that gives the opportunity for that person to then come to you and say, "Hey, I saw this one thing. Can you, you know, can you give me more?" But I I recognize puts more work on your shoulders and you
116know the timing, but it >> I mean I had my talking points that I would have just shared with all of you in advance, right? I mean I just you know in this particular stuff >> well also like in within the discussion you know like >> Beth you were talking and as you're talking my brain is working you know and you'll say something and it will then I will think of a question or think of something that I would like to say because what you're saying resonates with me and it makes it the conversation starts to expand based off of the perspectives of everyone that's sitting in that room and emailing in advance. I I'm all for that. Um, but it's also it's the discussion that starts to take time. And so when just when
117things are heavy, you know, or you can you can feel it even probably when you're typing it up that you know that there's going to be like it's going to take time because it's maybe those are the times that we allow an hour and if we're done early then we can all sit around and eat candy quietly or something, you know, or whatever it is so that Jesse Bray would be okay with. >> But yeah, I mean I agree with Elliot or Dr. isn't President Hayen or whatever. >> Um, >> President Elliot. >> Yeah, President Dr. Hayen. Um, >> I mean, if if the points had been emailed, you know, that wouldn't the conversation would have still happened and then we would have had more time for conversation. So, and I know or I don't
118know, I assume you feel some sort of way about emailing close session things. But we have had other confidential emails. So I mean if you're going to say it anyways I personally again I'm not a lawyer. I'm not advising but I I don't see the the issue with um sending it in advance you know under the caveat of it being confidential like every other confidential thing that you've said. you know, in one again, I don't know. Again, this is one of those the hows that I put back. I mean, if it's a maybe it's a Google doc that's view only, so it's not emailed, right? You say, "Here's the information for us to read it." I mean, there might be ways to if there's concerns of it being via email, but I I do think
119that and it's the same, it's it's exactly what we came back to, right? We wanted each of us for the open session to have a certain amount of time. Not that we have to end it, you know, for a report or we're not going to cut people off, but by by shortening the presentation since 7% of what is words is actually interpreted. By shortening that it allows more time for the discussion and the moving of our hopefully needles you know our moving forward. So that that would be my suggestion that I was thinking at the time I should take this parallels in order to open such discussions >> very clearly marked like confidential attorney client privilege and like marked on the document as well maybe a stamp or something so that every page is clearly
120marked. That way if for some reason confidential information ends up where it shouldn't, we we can trace it. Um yeah, that's my lawyer contribution. >> Thank you. >> And then I'll also say the box would help my mindset at least. >> The suggestion, you know, don't >> one action. >> I mean, I hate cutting off discussion. I'll be honest. That's one of my hardest things I I have issues with, but I then I'll it's the one I also beat myself up with at the end of a meeting when I'm like, well, we spent two hours on one item that had nothing to do with students like or that at least wasn't student subject. And that's when I'm like, why did we do that? So, that's where I think again as a group if we the
121president's job to keep the meeting flowing, but also as a group think about like when we're making these comments like how are they is this directly with the students, you know, do we need all of the context or do we need the summary context with some of the available Um yeah, you you made a suggestion at the end of the meeting just about it would have been good to flip the order because if you know one of the items is going to be short, you know, put that one first and then you have your time to to fully discuss the other one. I mean, if you know that. Um and also just I'm just going to piggyback on what you said there. Um because I really do believe that pretty much anything we discuss in
122board meetings whether it's close session or in the board meeting um is related to students. I I don't ever feel that if we're on a particular item that is a little farther away from students that it that it's still not our business. you know, I I I I am not feeling that kind of um concern that I that oh, we're spending way too much time on this particular item when it's not as directly related to students as it could be. Um so I I would just wish that you wouldn't have to worry about that. >> I'll give a hypothetical because I don't think there's one we've had, but let's say on consent there's a purchasing of a new water bottle facility here and we spend two and a half hours on it. That's the kind
123of thing. Yes, that is potentially if Linda's well hydrated, she's going to be nicer to the students. But I would say do we want to spend two hours on that versus and then 15 minutes on the curriculum versus 15 minutes on that and two hours on the curriculum as an example. So it's I agree that it's that maybe everything's related to students, but the degree of which it's removed to me shouldn't equate one to one to the amount of time we spend on it, but there should be some consideration of that if that makes sense. >> I can agree with that definitely. Um that's a good example and that's that's your job as a president. you know, you would make that call and tell us all, you know, like, okay, we're spending, you know, it's
124been 15 minutes that we've been discussing this and we have a, you know, an agenda of slightly more important items. So, can we wrap it up? You however you say. >> No, you remember I did that at a recent meeting. >> You do a really good job of that. You really do. And I hope that you don't go home and beat yourself up about it because you really do a fantastic job of you. You have to move me along sometimes and you do a really good job of it. You're not disrespectful. You're not rude about it. You just get the job done. So >> long as you guys don't take it personally, I'm happy and doing it. Maybe >> she might be taking it personally because apparently >> when you get dehydrated >> have someone
125out >> for for what it's for for what it's worth. I also thought both things in tonight's close session could be or could have been emailed especially since like there wasn't that much discussion but it's the presentation still took time. Um, so yeah, I don't know. I'm always for emails. >> Else I'm going to add, you know, scheduling and self-evaluation for our governance team. >> What about a group watch party of the rehearsal? Maybe we can put in pajamas and pop. >> We have to do it in here. >> Yeah, exactly. Yeah. You don't know how meta that would be with a particular show >> inception. Yeah. >> Put that in the parking lot indeed. >> All right. Well, that brings us to the end of our discussion on the governance core 2.0. Wow. Are
126you finding it valuable? And >> I really like it. It's better than 1.0. It's a lot better than >> I mean seriously, >> it's not like twice as good maybe 2.0 as one point. No, I mean if if you remember back to the original one, I just feel like this is a little more um applicable like like there's direct lessons out of it. >> Well, so if we're good for our next session, whenever that's going to be, but how about chapters three and really cool about chapter three as they really get into the whole relationship, you know, super highlight some good examples of the district. It's not we need to get it in there. 3.0, right? >> Uhhuh. >> Um, all right. So, I think really our next item was just to delve into a
127little bit of a our action book if we're good about that. Do we need to take a little break or you want to just bio break? Okay. Five minutes, should we say? Yep. >> Make it three minutes. So, we're back. Oh, everybody remember >> quite a It's not and it's not really I'm not really um >> in a good way. I want to do better. Not ideal. You're coming after me, but I'm like, yeah, let's like I hear a lot. No, what I what I think is um you know it's it's been handed down sole. So you style that This to bring you know just an one example of something you think you would want to point out to. I know in the past we had kind of looked at it along the lines of
128you know something that you think we either have well that we could improve on right and maybe you know giving an example of what we all have identified you know at least just one story that you went forward um we did it in pairs last time and then sort of did a share out proposing oh just keep it together >> I'd like to say just do you mind mixing it up on the fly you guys up for that >> because I I want to get people's like feedback and figure just to try different. >> Okay. Yep. Well, back to then. >> Okay. I'll go first. >> Um I kept it simple and went with terrible habit number one. >> Oh man, we would have been great in school together. >> So Elliot and I will
129co-share out our our favorite one. >> What's the title of that one? It is >> humiliate a district employee in public. >> They're together. I know and that's kind of the feeling I had when I was reading through it of what happened in all the scenarios. >> Um so what happens is that uh there's a presentation a report made at the board meeting that's filled with typos and errors and um things that weren't sentences at all. So um this board member is left with a choice of what to do or how to handle that. Um and um she decides to say, "Did anyone bother to actually proofread this document? It's full of typos and grammatical errors. It reflects very poorly on our district. If a student handed in a report like this, the grade would
130be an F. So the challenge is um how to handle that differently. Um options were you could have dropped the issue because it'll end up being more trouble than it's worth. Um you could have contacted um the staff member directly to tell her to correct the errors you found. You could have contacted the superintendent with your complaints. You could have contacted your fellow board members with your complaints. >> You could develop a review procedure for releasing district reports so something like this does not happen in the future. And the last option, no. By gosh, you were right in the first place and should have the courage to stick to your convictions. Debbie and Linda deserve to be called out for that unprofessional report. So I think uh the right answer is like always following our
131systems. So our point of contact is Linda. So if we have an issue with something that staff does going to Linda uh or Dr. Adamson, sorry. >> Um >> this is the office name. >> Okay. There's also a Linda in the hypothetical. So that's >> but anyways I the option obviously is to contact our superintendent with our complaints but something else that stood out to me was my brain immediately is like we need a system right and so I was like oh we developed a review procedure um which is true but the you developing it is not the board member it's going to you and letting you know what the issue is and staff develops the system so that this can be prevented in the future. So, >> and just to I mean, guess what?
132I wrote down systems number one also. And I was I brought it back to our district and just thinking about how again we have the trustee one-on- ones and questions before the board meeting is >> I would say that I think as a as a large rule that is what should come up every single time if we can. And it does. I remember reading some of these and I'm like wow that person somebody one of the board members found five typos and it came up in there which again fixes it even if it's not fixed in the final packet at times that's the right space because it is >> you know >> and it's also you know a lot of this too is just tone too like right like it's okay to be like oh
133did you mean you know $50 or $500 million rather than saying like >> exactly or like make someone feel stupid or like >> yeah and I think That's another part of it because sometimes there will be typos that have to be addressed. >> Mhm. >> How we go about addressing them and talking to each other and being mindful that there's another human being on the other end of this report who's hearing what you're saying and receiving that. Um yeah, just we go straight to Linda. That's all. If there's an issue at the high school, we go to Linda. If there's an issue with the board report, we go to Linda. It just I don't know that system. I think it takes out some of the confusion and the where should I go or who could
134help me with this or you might think you're saving time because you're like I'm going directly to that staff member to have that one-on-one conversation which is like no um and I don't necessarily think this is something that our board struggles with. I just think this is like really important and a really helpful reminder for us just as we're going forward and doing our work. we have in the past. Sure. And I mean whether it's path breakups or even the sport and I again part of it's that same like we're always going to to a degree make those mistakes but it's again doing the better and it's >> figuring out can we bring some of that stuff up in the >> yeah in a oneonone or at least before the meeting in a phone call
135with Linda like hey I read this report and I could not get past the typos and the errors like how should I want to bring this up how can I like what you know kind of be more tactful about the way we we do it if we can if we know ahead of worst case you pull it and then worst case >> there's solutions for it that again >> come from the systems >> that are mindful of like the relationships that we all are trying to maintain and create with everyone within the system. >> So yeah that was mine never a district employee in public but like Yeah, the ultimate bullying all goes back like our role model, you know, we're modeling in all the ways up here. So, it's like >> stands out to
136me and I think, you know, if we're >> we are modeling for our students as well, right? Sometimes it's about that whole going back to that whole thing about our colleagues behavior, how we treat >> each other, the adults in the room, you know, everyone is watching. So, let them know you are We could always just go and start with that those best intentions and start with kindness. We can still do the work and get the corrections done and you know but it comes back to tone and and how we say it how we ask it right. It's you know working on us right and it's such a delicate balance right and we know right it takes so long to build up that it's crashed and you know disintegrates in things like that can lead
137to Yeah. And then I think also one thing that stands out to me is like if there is something going on and you're made aware of it from staff is being able to have conversations so that it doesn't just sit and fester or not get addressed. >> Exactly. And that ties into a little I think you know that whole purpose of knowing ahead whether it's errors or just if there questions and you know I think that ability for you know even if it's the day off for me to be able to then you know there is going to be something called just giving a heads up you know to the journalist task man but even myself okay this is something that yeah let's make sure we're prepared because there's also nothing worse than you know
138I know we always have that ability to say you know what we we'll get back to you on that but I think being prepared and ready you know in the moment you know there's there's just some feeling that you're not or that was a gotcha or you know I don't think anyone operates with that intent but if it feels that way you know that makes it hard and I in everything we're doing we always want everyone to be able to bring their best you know looking at long term right everyone brings their best when they feel okay well you know that was caught up but in you know state orational way and things >> your point about the we'll get back to I actually think is actually a really important tool if it is happening
139even unintentionally right like if I'm like Linda you need to tell me >> you know this this this and this and you know I think that's a way and again it's on the president but I think also I would say on you as well but just be like we'll get back to you with that information because again >> we may be dealing with an issue that can't be resolved or resolving it may not be in the best interest in that time. >> Right. You're both done. >> I feel like and so your thoughts tell us why we're wrong. >> Talking about the idea that It's what you were talking about with where I was coming from with it is is um it prevents somebody from wanting to engage just in general. So if like the
140idea of like the gotcha um it really hampers somebody's desire to be vulnerable or to want to contribute or to want to even bring their best if you because everybody has an off day. So if that happened to be their off day and it's their off day in print, >> um there's nothing there's just no benefit in humiliation. >> You know, it's wounding and it's hampering and it's stagnating for people and it's just um so it's like it's so just cringeworthy, you know. But we can't all pick one. >> You know, important things to that discussion. >> We all pick one then it becomes board norm number seven. >> That's true. I also had terrible habit 16 that I was going between the two minimizing public input which I also I think is possibly equally
141effective. So bother um Yes, >> I'm good enough. >> Um, I mean, I think this is actually sort of analogous or parallel to to going with you, going to you with an issue. I think that's true with a lot of these is kind of having trust in the system and the infrastructure. But um the one about doing a favor >> in such a small community um you know people come to you with issues >> and like hearing those people's concerns and issues out and then also referring them to the right site person or eventually the administrator or district office is really key to like um make sure that you know what is happening in your community but also So uh in generating trust and and agency in the actual people who work here. So >>
142what number was that one? It was asking for special treatment but do but it's all I mean I feel like they're all the same. Uh 26 >> for the math the math class. >> This is for other people asking. >> Oh. That one ties a little with with mine. I poke I I picked asking for special treatment. Terrible habit number seven. Um and this is you know I like how it starts with a quick a quick phone call, right? You know, and the trustee is realizing that um you know she they haven't heard back. She they really she wants her daughter to be in the um you know calculus honors class, right? and um quickly picks up the phone and thinks well she'll just you know call the principal and just you know check in
143on it and makes the call um but announces herself as the trustee right so that's kind of how you know when the the um secretary answers the the the phone when she has it's it's a trustee she goes oh no of course I I'll go and get her she's she's available but of course pulls her out of an important meeting right because now you've got a trustee on on on the on the phone um and then of course it you know that leads into sort of a two to three minute conversation very quick but basically asking about it and the way it ends is you know people saying oh we'll make sure you know she gets into you can count on that um and so you know I think the the options in there right
144you know I think we're you know go ahead with your call but you know don't announce yourself as a school board member um tell uh Lisa that you're speaking to her as a parent not a school board member and that you do not want any special treatment ask your spouse or partner right to make the call instead in your behalf uh or just you know from as parent perspectives or just wait and see what happens. Maybe your daughter will get into the class and no need for you to. So I think you know all of those you know options I mean you know could be I think it starts with you know we talk a lot about that whole thing of you know conversation we've had is really you know we when you wearing your
145your board hat versus a parent hat and I think that's the again the tricky balance you all you know have to make because you're you know all parents grandparents within you know the community the important piece of when you start that conversation making sure it's known that you are you are now you have your parent hat on right you know and you all have that right absolutely Absolutely. And I think you it's really important about you know I think sort of starting out just creating that foundation upon which any conversation is about to take place knowing that look whoever it is any staff member they're going to have a hard time taking that hat off that you know they're still speaking to you that way but I think if you sort of are laying the
146ground rules for that you know it really allows permission right for them to lifting that I think you know in this particular case I think definitely you know the ideal you know option was maybe three or four, you know, maybe having, you know, your spouse do that. I know many of you, you know, have done that. Um, you know, and then of course number four, you know, wait and see what happens. But I think I think of a lot of conversations we've had in that case, you know, Elliot will come to me a lot of the time and say, she doesn't want to say anything, you know, because he's so worried and it's going to, you know, it's going to be perceived as well as president. His daughter's worried about, you know, the implications coming
147back on her. And I've had to tell, you know, you that no, you have it right as a parent. you this the the appropriate you know approach to this is you know A B or C whichever staff member it's appropriate in that case to go to because you are still you know parents and that you know in many case it should be quite well you know as a trustee so I think it's just about knowing and I appreciate even you know or you're going to have that conver you know we can sort of talk it through and maybe brainstorm a little of you know how we go about doing that sometimes it may even be that I can sort of preempt it or you know forewarn it's a conversation principle I think just just know
148that there you know alternate ways in order to go about that. I always approach that from the the perspective of you know you are a parent and if there is an issue going on this the staff at the site need to know about it right and I think it's something that's impacting your daughter or your your son or your your child your grandchild right make it known right you know that um you can learn things are being a challenge not just for your child but also >> it is such I mean, I I appreciate this one and this is probably the I mean, as you mentioned, one of the ones I struggle with the most because I, you know, I do think it is just inherently baked into the function of being a board member.
149>> There is no right easy way to deal with this stuff because when you are advocating for your child, you there that hat is either on the back of your head or in your back, but you know, it's it's there. And so, it does really lead to difficult decisions sometimes. And I again I appreciate your point there in the role for systems has come to you first and say hey this is my concern you know here's what I'm looking to get out of it or here's what I'm worried about and how to proceed and I know we've had that discussion and sometimes you'll suggest something to me and be like I can't do that and so issues will get sheld or you know and it it it just highlights a difficulty just to say it's
150this is almost not like it I agree like if you're doing it it's you're a table school board member to a degree but there's some area underneath this that just highlights the difficulty in being a good board member and a good parent advocate in the district. So we should also send our kids to a different district but joking very much joking. Also, I'm I'm not even saying this sarcastically. Uh but I mean, at least with my limited experience with just one and a quarter schools, >> uh there's been a an appreciated lack of difference or like amongst the staff like maybe it's because I like dress in sweatpants most of the time or something, but um I feel like we've just been doing their job and are good. I think our staff is good. >>
151I mean, I think this is all passed and I won't use names, but um I basically I I we laid off my son's teacher last year and that was like terrible. Um but she was a total she got hired back. Uh but she was a total pro but I I didn't know it you know because everything was controversial. Anyways it was a a real interesting situation and uh our staffs are our staff are super professional all the way through. >> Appreciate that. But it I mean it just highlights that conflict point like maybe there should be some CSBA or MCE training on being a board member. [Music] It's a very difficult I will just say I think there are times in the past where I have not advocated for my kids and I wish I
152had in retrospect because I was on the board right if that makes sense because I don't want to be a terrible I I don't want to be example member whatever it is right you know >> so and and to your point about having it be something that MCE or CSVA teaches Um but teaches from the lens of not what teaches truly about like the difficulty and what the balance actually could really look like because you know going the other extreme is awful and going to the other extreme is also awful you know >> an idea >> yeah because it's something that I I think every parent or grandparent, any anyone that's on the board that has somebody that they love in the district, um it's something that eventually comes up, you know, >> request for
153a CSBA session at the next meeting next year potentially. Yeah, >> I think um one of the conferences I went to years ago, they did they have brought that up as an issue. Um so it's it's you know so common yeah that that uh so many board members are parents you know >> I did tell you the story about my kid right >> was my kid that was a problem not me or my kid told the the high school teacher yeah >> he was not being a good guy and teacher took him out of class and he told her like, "My mom's on the school board and she can get you fired." Luckily, I knew that teacher. I mean, you were able to. >> We were kind of friends and uh she didn't, you know,
154she probably said, "I got a strong union and that ain't going to happen." >> But but that I mean that is how government should work. like each division should be able to do their job without fear of >> I mean that at least in this district I mean I think that is another good strength that I mean I know this was a while ago but your friend slash the teacher went to you not cowing in fear or anything but just like hey your son is >> yeah you know I I don't know if she did go to meet I I forget how I found Probably my son told me >> thinking like he was or something. >> Mom, you got to fire this person. >> Yeah. well that you know he had a lot of
155issues and so those two years in high school junior and senior year there were a lot of um a lot of stuff going on that I had to just be um away step back from you know um and uh yeah the only thing I the the one thing I remember telling cuz they had do you know what a student study team is >> necessarily. >> What is it? >> Okay, that's where you get interrogated >> by 10 of your teachers and a counselor and your parent like you've been bad. Okay, they bring you in. >> It's still used, >> huh? >> Is it It's still around. >> That's not the purpose of an ASD >> experience. They're okay. All right. Yes. And so they asked that they were going to have a students to study
156team with my son and so they called me because the parent goes too, you know, and yeah, so they're they're going to first tell all the positive things about him, but then they're going to get to the real reason why we're here, the negative things, right? And so I just said, "No, I you know, I'm coming, but not my son. He's not coming." because, you know, I was uh when I did my student teaching, I I'll never forget having a student study team with a seventh grader or something and they're all sitting around and that kid bolted out of the room. It was I thought, "Oh, what are we doing here? Can't be 10 against one, you know." So anyway, yeah, that's something to think about like how you >> it's the same issue different
157lens in a way. >> You're still left to present. I Well, at first I was going to do um the um what was it? Um, lost my place. Um, I had one and then I realized it it's kind of piggybacking on what you guys already did. Um, so then I picked this other one which is um, uh, when you're when you speak for the board. Which one is that here? >> Oh, yeah. >> Yeah. >> Oh, it's number nine on >> Okay. Number nine. >> Okay. Yeah. Um because you know and and I know this board has um you know done a good job of making sure everybody understands their role as far as you know speaking to certainly a reporter reporter calls you like you know hey what's your opinion you say call the
158board president you know and all of that but I do think that um practically speaking because somebody asked me um so how why why did the SRO get not re upped you know and I thought well I got to tell I got to tell this person what our discussion was and I didn't feel that that was I mean I'm not going to say call the board president >> you know I mean I think in those situations it's okay to say this is you know the board considered this and these were the reasons And this is what's happening. >> Send them a link to the highlight that really >> practically speaking, you know, you will be approached by PE by your friends. You know, definitely by your friends, you know, they're going to say, "Hey, come
159on." Like, what was going on? So, you know, and you I think it's okay to give them some sense of of what happened without it being a problem. >> Yeah. And I think especially though it's also if you do it out in that role as a board member, not as the board. Like you know, you could say here's how here's my view on how the discussion went, >> right? Rather than saying, oh well the board feels this is no longer a relevant thing for the district, right? Like just you you can do it you can do your take on it. I think makes a lot of sense. >> Yeah. But you can also report that we vote this is how the vote went because that's >> that's just factual. Yeah. Yeah. I think it's also
160like problematic when you're speaking for the board uh preemptively or not reporting on something but you know >> oh before something comes up for vote. >> Yeah. Yeah. >> Yeah. That's >> that is problematic. Yeah. >> That's when you say come to the board meeting. >> That's right. >> Speak your mind. >> Yeah. >> Come to the board meeting. Here are some sentences you can say that would help support my joking. Joking. No, I've never done that. >> There's a That's one That is a different one of the chapters, I'm pretty sure. >> Oh, yeah. It's advocating for your own Oh, garner public support. I >> think I don't know just going back to that speaking for the board, I think, you know, we there've been some situations, right? I think we've had to there
161was one situation, right? I think when we know it's something that's carries weight and there's heaviness about it and something is going to go out right the ability for something crafted right it's I think a couple of those things I think the biggest piece for that is before that sent out that there's just that sense of saying one thing and you have one board member going well hold on no that's not That all also gives a language that anyone can that is how you can speak for the board because you're saying this is what our district communication >> it gives us talking points. I think that's what the value in like the statement that you gave recently was. It then gave me a road map of what to stick to if people ask questions and
162just kind of >> yeah I find it valuable or found that one valuable as well discussions. Um, so we're on to our really last item where we're looking at just next steps and um I've got on there to schedule a board self-evaluation or training during the October date. So we can we have two trusties who may not be able to make the question. Um Lou is not available on the November date we have for you know a special meeting. We have a couple options. We could, you know, check everything out. you know, December, we always have two weeks on this year when we could make one of those governance or we look at the date in October that or November that >> I Yeah, My November is a bit of a mess, but that's just
163me personally, the beginning of November. So, like the problem is I worry we would get into later >> and then December is pretty much it's already >> later than giving too. >> Yeah, the sooner the better. I would say I mean and we've already we have momentum. We've been doing this work. So, when we can >> I will say Lou was really in place and we'll be meeting by ourselves and wow. So, yeah. Did you tell them we're sharing everything we said in close session with the recording? >> It's locked. >> Uhhuh. >> Joking for >> So we want to look at October. Is that what I'm hearing? >> Like the last week that Thursday, the 30th >> might be out of town. >> Okay. Maybe we do like a doodle poll or something to
164find dates that >> they're available and then we can >> see what works. It probably makes sense for me to get dates from them first and then we'll send those out which we >> How about we do that? Yeah, >> I like that. >> Okay, >> I mean there could be one of them, right? They just >> wonder that's a good point. We could look at that as an option consider. >> Yeah, if one of them's available not right not to limit. October >> 19 to be determined. We will I will send out some dates that were It wor it worse comes to worse. We do have that December. You we have two meetings in December. So we absolutely can't, right? And I hear what you all saying that feels like we do have CSBA
165intro that know. >> All right. More to come on that one. Go. That's probably why you're free. Uhhuh. >> Yeah. >> You guys want to come down to Big Su Campground? We can do it there. >> But in the meantime, I will, you know, ask for some tools and start gathering some information from them, right? that we can maybe start right as we get ready for that >> and maybe sure the idea of that public >> opinion box of a separate bucket something we want to do regular >> might be like don't do it or whatever >> exactly right exactly >> all right let's reinforce our next one >> then we go back so we have homework assignment >> we have to go back and I don't think we all we don't all have to
166go I just have to go back candy and watch right now candy. >> Oh, you're so cute. Oh my gosh. That'll be a nice little hello next time in the morning. >> Wondering. >> Thank you all again. It's 9:13 and we're ging out this special meeting to be back in person on October 2nd. Matthew, thank you.