001Unified School District School Board, I'm calling a meeting deliver at 9:42 a.m. To access translation and Zoom, please click on the icon at the bottom of the screen. And if you're here, >> in a few minutes, we're going to begin the public comments agenda item. Members of the public are invited to speak to the board in any manner not that is not otherwise on the agenda but is within the subject matter jurisdiction of the council school district. Please turn now for public. Uh if you're participating via Zoom, please raise your hand prior to the beginning of the item on the agenda. And if you're participating by phone, press start after we are um pretty casual this morning. will just alternate between in person and online when they call the time allotted for speaker is two
002minutes and in the meantime we'll leave it on the rest of our agenda and in the event we have more I don't see a lot of comment but uh it generally lasts one hour I don't need to script that okay so that's called order a pledge of allegiance if you are able or willing Please rise flag. >> Well, I pledge allegiance to the flag of the United States of America and to the republic for which it stands, one nation under God, indivisible, with liberty and justice forever. 84 lamb lady and acknowledge them as the first inhabitants of the land of labor and bodies recognition and acknowledgement. I acknowledge that the burden of environmental exploitation and systemic injustice falls upon the labor of black and brown bodies in the building of this country and its institution.
003I remember the black American people being born and died working in this land against their will for generations. I also acknowledge the continued contribution of the labor and survivors over the centuries to today of all immigrant labor including voluntary involuntary traffic forced and undocumented peoples in the building of what we refer to as the United States. Author Dr. Michelle Rogers 85 roll call. Superintendent Cotton, could you please take role? Um, Trustee here. >> Here. Thank you. We are up to 86 WCC public comment. Is there Mr. Barretts? >> Yes. >> Good morning everybody. >> Good morning. I know almost everybody in the room and almost everybody knows I've been around for a long time. Uh I would like to say that the most important role and I don't know that it will come out of
004today's meeting but with the new superintendent the new school year fairly new school board that has found its chemistry now uh I'm quite optimistic that things are going to improve. I've been part of a 60-year journey with this district. And I picked this district and I picked my town because of what it offered 60 years ago. And I've seen a continual erosion of those things. Good intention people have made decisions, but things have slipped away. And because of this erosion, there are a lot of people who have given up and they would like to be helpful. and you could go to the two retired educators groups. You could go to the faith community. I'm saying go to them. Don't ask them to come to you because they have given up. They need to be revitalized.
005The business community, city government, they all think that, oh, that's Miss Cotton's business now. She's going to take care of everything. the successes that we've had in the past as a teacher of folked, special ed, regular ed, all the successes that we've had have have been because of partnerships, for guest speakers, for internships, for jobs. I'm working with a bunch of my former students now on the archive of Kennedy. People who are in their 70s now have such good thoughts about what was then. They want to not parade around and say how good it was. They want to say how good it it can be. And there are many many people who want to work with good local pastors and rabbis and publishers and NPR reporters and doctors and they're they are eagles. They want
006to fly back. They want to be helpful. Uh, I think I said all I need to say, but in private I would have a lot more to say and thank you opportunity or eagle. That was one of my >> nice Auburn University. I had a lot of eagles. >> I was eagle too. Nice. Uh is there any public comment on live? >> There is no public on Thank you to all who gave public comment. Move on now to A7 agenda review and adoption. Is there anybody adjustments from the board? >> I do like to understand the agenda a little better before we approve it. I want to make sure that I'm in agreement with what we're going to be discussing. Um and uh so like if it's okay if we walk us through the agenda
007I don't know what this really entails is that okay >> it is a good beginning workshop as had mentioned and we spoke on the phone by the way thank you so much for um having the phone call with me. uh what it is if it takes a look at the culture that you have currently put some highlights on what you can celebrate as a there'll be many activities you'll see chart paper around the room I'm not going to sit here and lecture you'll work together have conversations and discussions you need to have to create a positive collaborative culture you'll also take and inventory and the working styles inventory to understand each other's working style so you can work more effectively together. There is a segment on uh goal understanding your goal areas, focus areas. What
008will you focus on this coming year, coming academic year? Um there is a section on expectations. What does the board expect from the superintendent? What does the superintendent expect from the board? And creating that channel of communication so you can all communicate more effectively. And then uh for the goal setting um could you go a little more detail about that or are we going to >> It's up to you. It's up to the six of you to work on what should be your priority areas moving forward. You don't set goals based on the desires of each individual board. The goals that we'll talk about and you will establish are aligned to your LCAP goals. They're aligned to any any other goals you may already have. goal, a strict goal, and they're usually go areas that
009are very uh specific for for all districts. Student achievement, right? Financial fidelity, culture. I mean, those are three main areas. So, you you'll talk about that lead with knowing the goals for the district >> and having communicating those with your superintendent. >> Thank you. Sounds great. I think we didn't have a chance to connect. So I think that that was part of the problem. >> And this entire uh retreat is open session. >> It's all open. So for A7 option are we tools of government conversation >> before we start? Do you have a point of order? Are we sure that we can be heard? That we check that because we don't have an owl. So, or I don't see an a there it is. Never mind. It blended in at the wall. Okay. So, we
010can be heard online from that part with you can check with Oilia and make sure she's on. Sorry, just because of open session, I want to make sure that we're heard online as well. >> She said yes. Okay, thank you. Hi, thank you so much. Thank you for the invitation. We welcome all of you again. Thank you for the phone call. Really gave me more information. You were able to have questions. I really appreciate it. Before we begin, I do want your permission to do first names as I doing these type of workshops. Are you all? >> Yes. >> Is everyone comfortable? It's less of that formal because these sessions are really more conversations that you all need to have as a governance team on how you're going to move forward and when you're ministering
011forward. So, um with that, uh the very first thing I'd like you to do is take a look at your folders. You have your agenda. You have a number of documents in there. I will refer you to the folder and I will let you know what you'll be working on with. We already talked about the agenda. This is your workshop on facilitating your conversation. So, it's really important that you're open, you're honest, you're transparent, and you're kind. So, the tone of kindness is really important when we have conversations. Um the very first activity I'd like you to to take a look at and to individually individual your question is there is a page I believe it's behind your agenda and it is meeting guidelines. It's a set of I believe 17 guidelines and if you
012can go ahead and number them. I don't apologize they're not numbered but there are seven feet of them. Go ahead and number one, please. The next four minutes or so and select your talk to meeting guidelines that you feel really important as you conduct your talk to Do you not have extra copies of >> the packet or any >> is there any way to make something? >> But I mean >> we can have anything that I hand out should be available as well. We should also agenda. >> Absolutely. >> Yeah. >> Anything that you are receiving today >> can be copied and shared. There is nothing that I shared with you prior to this. So it's okay. It's okay. your top two meeting questions. And also please put your you don't need your electronics. I'm
013not going to refer you to anything that you'll need your electronics. Phones as well. >> I have a 11month-old. I'm not very sure also at work. So I'm taking the cleaner off. So I have to be on the wrong >> at at some point. Um it's up to you having a conversation about uh usage of electronics. Yeah, that's something that cannot talk about it. But for this session, as far as I'm concerned, we don't need any of those any electronics. All right. So you're going to go around. I'd like you to share what you selected but only share your number one please. So your first choice and Leslie may uh start with you that okay your first meeting guideline that you feel is really important as you >> Oh right come back. >> Okay. >>
014You said this number one. >> It's okay. Don't worry. >> So tell me the number and then read it out please. >> Okay. And my number one is number one. We'll keep our focus on the people. >> Beautiful. >> Thank you, >> Jamila. Number 16. We will work to make sure that there are no hidden agendas and that all issues and concerns can be dealt with openly by all members. >> Wonderful. Thank you, Demetri. >> Um, so I also had number one. So I'll say number second one, which is number 17. We will work towards the future learning from the past. All right. And you had also number one though with a check on. >> Oh, thank you. >> Okay. All right. I have number 16, but I can say my second one, which is
015number 15. When we have a difference of opinion, we will debate the facts of the situation and avoid personalities. We will address process not personalities. All right. Um both said number one is we will keep our focus on the best interest of our students and number 17 will work toward the future. >> Thank you. >> Okay. I'm ready then. >> Okay. >> Uh so for me it's number 10. All team members will offer their ideas and resources and number 11 we will go on the idea and paraphrase. >> Beautiful. Thank you. Now I'm going to go around. If you didn't share your second one, you can. But hello. I think you had a second one. You didn't share yet, right? >> I I didn't, but it was already shared out. Which was it? >> Number
01617. We will work towards the path. >> Thank you, J. >> My second was number nine. We will give helpful feedback directly and openly >> Okay. All right. Good. Okay. So you have seven, right? Did I count that right? You have seven meeting guidelines moving forward. My suggestion is since you took the time, you chose this because they mean something to you, right? So Jamila, what did why did you choose the ones that you chose? >> Uh I think that what happens in this district is we put makeup on the mirror and think our face is going to change. >> That's why I chose what I do. We've got to put it all on the table and be honest, open, and just get free. I don't think we have the hard conversations. >> And those
017hard conversations are really critical to Absolutely. Yeah. That's how you get any more. But but you need to have this actually leads me to um study I want to share with you and that is a study done by Google called Google Project Aristotle. You may be familiar with it. So back in 2012, I believe it was 2012, Georgia hired a team of researchers and and psychologists to out what are the key elements of highly highly functioning. What do they have in common? Right? So to Jamil's point, psychological safety is number one, do we feel safe? >> Right? And and I believe what I heard some of you had selected for your meeting guidelines is the availability and the importance of having open honest transparent conversation having those hard conversations. They're not easy. That's why they're
018called hard, right? Until you're able to have that in a psychological state environment, you're not going to get the work done that that you like to get done. Number three is dependability. Right? These are the five key elements of highly packaging. Can we depend on each other to do our work on time and accurate? So when you think of this, what is your work? What's the work of the board? >> So direction >> and you share a responsibility >> specific to your meeting to your board meeting. What is your role when you have your packet or your board meeting? What happens after the agenda? >> We should get through the agenda. If we have an agenda, we should >> at the meeting. >> So, prior to the meeting, there's work that you do, right? A
019lot of work. And that's I I'm a former board member, so I know what it's like to get those big packets. And at the beginning of uh being appointed to the board, I was not familiar because I didn't come from K to2. I didn't have K to2 background. I had uh higher education background. So for me, it took more time to go through the packet, write down the questions I had. And at the beginning, I didn't even know what question to ask. But being prepared means asking the questions, having the knowledge you need to have, um, no surprises for the superintendent, for the cabinet, and vice versa. Right? It's a two-way u relationship, and being able to ask the questions you need to get the information you need so you can make the right decision.
020All in all, you chose not those of you who chose number one, the focus on student success and achievement. That's ultimately why you're here, right? It's a protection of public education and educating your student. The third element, structure and clarity, who does what, right? There is a distinct role of the board, the staff and the superintendent. Because if everybody does everyone else's job, that's not a healthy functioning environment, right? you step on a lot of toes and you make decisions that are not within your um role. Number four of the key elements meaning of work. So high functioning high functioning teams have and understand the meaning of their work. They're working in education educating students leaders of tomorrow. And the fifth one, impact the work. Work that's impactful. You are directly impacting your students and
021their families and your community, right? By the decisions that you make, by how you work together, the conversations you have. Do you always have to agree on everything? >> I mean, it's not realistic. We all come from different backgrounds, different belief systems, different views and perspectives. But when you're here together, the mission and the focus is student. And so the ability to have those hard conversations without making it personal or taking it personal is very important. But having the questions, asking the questions you need to ask. Um so what I suggest is do you currently have meeting guidelines? You do. Okay. Um, how different are these from the current ones that you have? And was everyone included in creating? Okay. >> I didn't know we had so there's a governance manual that was created. Um
022>> beautiful just done a couple years ago. So maybe shortly that we updated the report back. Definitely I think anytime you have a new board member even one new board member you have a brand new board and all these conversations and agreements take place everyone need to agree to it. So it would be a good idea to do a governance uh to do a handbook just review it not a lot by chance but then you can look at the guidelines I might say holding your hand >> and the handbook is is a living document. It does get um it does get revised, reviewed and revised especially when you have a given one and those are your agreements, your protocols. How do you visit both sides? How do you respond to community concern? How do you
023communicate? Uh those protocols are really critical to all of you and we are as well as your meeting guidelines. So one of the uh one suggestion is to have your meeting guidelines at the beginning of each meeting to maybe take turn and read one maybe have it posted in your boardroom. Um so then your public your community also understands that you have meeting norms and meeting guidelines and it helps guide your conversations. Again, that's up to you if that's something that they want to do. But it controls them. Obviously, they're meaningful to you. Let them set the tone for your I think our guidelines are really long, >> so I don't know about reading them. The ones that you have now. Yeah. >> I'm talking about the ones that you chose today. >> Oh, these
024ones. Oh, let's see. And again, it's up to you, but having it visible, letting the community know that you are having these open honest conversations that you talk about how you're going to work together. That's really important, right? Not just the work, but how you'll get there and how you'll work together. Um, so what I'd like you to do next is you're going to you're not going to sit for too long at this session. You'll get to move around, write on chart paper, have conversations you need to have. It's not a lecture, right? I'm not here to lecture. Um, what I like you to do is to think about what you are proud of your district. What are you proud of? What makes your district unique? You're going to gather right around this chart paper
025here on the door and you're going to write bullet points. What are you proud of? What makes you unique and special. And I would like each of you to participate and to uh share what you're proud of and have a conversation about that. And um for any of the chart work that you do, if I can ask one of you to volunteer and and chart as your colleagues are sharing. Uh, what I'll do at the end is I'll take pictures of all your work and I'll send you a memo that summarizes your conversation. So, if you don't take notes, if you take notes, that's fine. But if you don't, you'll have that memo. That's a summary of your class. Okay. All right. So, come on over right here. You also get some steps if you
026care about that, right? And the markers are right there. Anything color >> this one right here and so and the title of it which >> are you most proud of being >> I'm glad it was too >> again doesn't have to be anything very long Right. >> All right. Okay. >> Is everybody right individually? >> I suggest one handwriting so that it's easier also. >> What are you proud of? All right. Somebody may have to touch because I haven't read in so long. [Music] >> Many firsts. Our students legacy. >> I got it. I'm graduating. That won't go [Music] >> about the legacy of graduates. >> Keep talking about it. Keeps coming up. I've been doing listening sessions lately and each one asking who attended school in this district, who's from this district. There's a
027lot of these amazing voters to from community. Um, and I I I see in the media oftent times there's a lot of negative about schools outside our district. I'm hoping to lift up here. >> I was supposed to go up to the roof, but I sent you guys. It's okay. I'm just gonna change the panel here. >> Programs that people don't even know about programs. >> Is there any that sound in your mind? >> I mean, I think our secondary programs have >> Yeah. And I think that leads to a lot of Okay. >> Uh, we are loyal to a fault. >> Is that something you're proud of? >> Yes. >> Talk to me about that. >> Well, uh, I think to Dr. Cotton's point when you hear you say we there are a group
028of really dogged individuals that stay in the district 60 years 30 years send their kids here their grandkids here loyalty to a fault even though we are sometimes running on fumes in Jesus you can still find those people who say I choose WCC so we're loyal to a fault as a positive >> thank extremely pro educational We need to submit to each other and that they're not going to but they're committed. I think we have so many that we from beautiful. >> Can I add one more thing? >> Of course. I just want to say like staff in general, >> like I know there's outliers, but I think that people who choose to be here long term, they have they have to make a commitment because they can make 30 $50,000 more driving 10 minutes
029away, right? And they choose to stay because of our kids, because of our schools, right values. And I think that that is a strength of >> it's committed to >> committed to commit. Thank you so much. and pay $7,000 on university to write on a board. >> All right. So, you can take a look. You have so much to be proud of in this district and each and every one of you. You're proud of those regard to you right forward opportunities for them. All right. Now I want you to move on and stop working on and start thinking about what you want to accomplish as a five of you. What do you hope to accomplish? When will be your magazine? So come on over to this chart here. >> How how micro do you want
030us to get? Well, you let me start um sharing. I'll let you know. Okay. >> But also think like >> you're here for a limited amount of time, right? >> Be realistic, right? >> What do you hope to accomplish as a team? This team right there. the needle forward. Moving the needle forward or step [Laughter] What else? Brazil was improving >> our communication with our stakeholders and among ourselves >> communication in general internally externally. >> What's number three? uh uh creating the foundation for anti-racism. >> And do you have a timeline or a time frame? Is it this year? >> Well, it's for your team, this governance team. And I know you all have different uh times that you're here, right? >> Like who is who's up this year? Is anyone up for reelection this
031year? 2026 is the next time. >> Okay. So, >> it's defin like expanding our DIY international. >> Oh, for sure. >> Yeah. Yeah. For sure. Yes. But but some of these if if you think about it some of this doesn't necessarily change because you have a new governance theme right when the focus is on students >> achievement for students they'll be similar right the next governance thing when when we do it they will be similar none of this is also shortterm that's going to happen this Yeah, right. You have to begin to work towards sleep. What do you like to when you start talking about goal down? >> All right, I'm ready. >> Implement a successful elementary establish >> those words that L and the curriculum curriculum program. >> You said programs. What did you
032say? >> Oh, curriculum. >> That's my best. Okay. No, I can't think of it now. I just word it exactly so I wouldn't have big words, but >> sorry. Give me the word. >> Um, return to a collaborative relationship with labor. >> Oh, no. Brad, too. >> I love that. I like that. I like that. >> Feel like that was >> collaborative. Oh, that's a O o r collaborative oat. >> All right. Anything else? You say what? >> I forgot. >> I'd like to see a more fleshed out strategic plan. >> When did you do your strategic plan? >> Within the last couple of years. Thank you. Okay. And everyone shared, right? >> Yeah. >> All right. Any of these that you would like to to talk about. >> Let me highlight. >> Yeah. >>
033Now, here is the thing. And we'll talk about it more when we get to the goal, but if everything is a priority, then nothing is, >> right? So when we get to the goal setting, begin thinking about what is priority for this next year, the next bumble year, keeping in mind that goals take my platform takes three to five years. So you set goal, you work with your superintendent doesn't have a magic wand, nothing's going to happen immediately, but start to take steps towards those goals. But anything here that you feel is really really critical. Go ahead. Um, so one that is like really important to me just I mean they're all great. They're all important. They're number eight for me and learning a successful training for my programs just because I've been advocating since
034I got on the board for that for five years and it has not happened. So to me and to me it also connects to number one moving the needle on expanding the international program. like to me it's connected to the success of our students and unfortunately our English language learners of our new found are our lowest performing students in this district according to the latest data that we saw and to me it's because that's right like district sent to an environment where they're not going to be successful because the teacher doesn't know their language teacher might not know or have the tools to support them. Uh and and to me that's just one more student that has just fall. Um so I for me especially thinking that I have one last year on the board
035potentially. Um I would I would like to see that finally implemented or at least the beginning of it. I'd like to understand investment beyond paychecks a little better >> now or you want to talk about it? >> Uh just I'm not really I'm just not really sure what it means. So maybe just a little >> I think that >> I think in this district that there subset of this district that they don't invest past their paycheck. So they don't they don't uh push themselves past the standard of receiving a check. And I think that we as a board need to set a standard that goes beyond that in this district where we are and where we want to go to move with you. You got to invest past that paycheck. >> So setting standard holding
036people accountable, right? >> Okay. So having a structure for that. >> I think for me number three is the umbrella that I can put all of these under. For me, I think that creating foundational anti-racism deals with moving the needle forward because if kids feel safe, seen, and heard, they want to be at our schools. If they're at our schools, they're going to impact that learning and they're going to move the needle for forward. I think creating a foundation for anti-racism will help with our fiscal want to come here to help with our staffing, but people will want to stay here because they feel protected. I think that our EOI and our our um youth program all go under the foundation of anti-racism and seeing our students. I also think that when we want to
037get rid of zip codes, all policy practice and procedures, we do it because we're looking at a lens of how it's only impacted, effective, and supported small numbers of um that's me. So that's why improvement >> and then I would say number five cuz we have to improve the communication our communities our stakeholders students everyone don't trust the district they lost the trust in the district so we have to improve that communication and internally I just feel like we don't communicate at all we know things land >> okay and we'll talk about that the communication you know protocol because that's important and that's how you make your decision when you have proper information right and how that information is communicated is very critical you said something that that's really important and that students are safe
038seeing something >> and I would like to expand on that and say for everyone in your district your teachers your staff to feel safe being and heard that's how you work towards a culture that's positive and collaborative that's very much needed. It goes back to the idea of psychological think >> right to to share my opinion to share my feedback to ask a question. Think about what happens in the classroom when you don't feel safe you're not going to raise your hand. you sit in the back, you kind of move, right? >> All right. I think for me is um one of the things is number 11 >> because I think that we a lot like the strategic plan >> and those are the things that I think we also need to focus on not
039just you know the things we change you know perspective of but actually the systems and the accountability part because I think that when you're referencing things but they're not attached to anything like we could say you know the strategic path So what does that really mean and what things are we tying to the procedures plan the governance you know stuff right what things are we choosing to tie into that so I think really having systems in place for them to be able to hold that accountability aspect I think that's really important um for everything and that ties in you know everything I think just really ensuring that us as a governance team are able to hold that accountability and that oversight because there's systems that we are now hold accountable >> and there's people now
040being held accountable for >> that's that's alignment right you need to have alignment among all of your processes procedures your setting direction document your mission vision core values strategic plan elap you're all aligned your board superintendent go there needs to be alignment >> and I think having those like I said those digital conversations of how we're aligning them because I think you know we throw out like I these things all the time like oh this aligns with you know the strategic plan or we're going to align this but you know we're just assuming that everyone knows what that alignment looks like and we're not actually having conversation of this is the way I'm looking at things and this is the way it's actually aligning so that we're all on the same >> and then can
041I ask you a housekeeping question. When you come to the end of each goal, will you let me know so I can call for public comment >> like each section? >> Yeah. If you're done with goal one so I could say, "Okay, is there public comment on the section?" Thank you. Because otherwise I'll >> Okay. Well, this was a great discussion. You have a lot of work ahead of you, right? You begin talking about what you like to see here, but it doesn't magically happen. A lot of work is going to go into it. A lot of communication honest communication, right? That's that's how you get anything done. The only thing is you set the tone for your district. You set the tone for your Sorry. Um, you'll get again soon. Um you set the
042tone for what leadership what high functioning teams and what leadership to leadership look like. So how you behave, how you talk to each other, how you treat each other, everyone's watching and listening to your teachers to the students, the families. And so the mannerism so so critical and and what I like you to also take in consideration is that communication is not just words. It's 93% spoken word. It's I think it's something like 56 57% body language and 37 or 38% tonal voice. So keep that in mind because there is a way to disagree. I always and always uh respect that end decision, right? >> Just to let folks know that there's a power outage across the district >> and so there's about 5,000 power is impacting um like four of our sites including our
043head. >> So it's centralized in Richmond. Yeah. >> Yes. >> Do you need to do anything? >> Um, no. Melissa's on it and so I may be texting. >> I don't know. >> Lincoln nutrition. >> Nutrition. >> Is that okay? Um, can you tell me the downtown our the district office >> district office >> nutrition >> Lincoln because it's right by the district office and >> Greenwood >> and has the timer started like if it's out for two hours we have to make a plan. >> We need to make a plan. and we will get >> you do what we need to do. >> Can you tell me your first name again? It's like Stephie. >> See, uh Stephie, do you have built-in potty breaks or are we on our own? >> No. Well, thank
044you for asking that. You're not on your own. Well, definitely. So, but if you need >> sometimes spelling seeing the name helps. >> Um, let's see. What time is it now? 10:24. So, 11. Is 11. Okay. Take a little 10 minute. Uh, and if I forget, Jame, you can let >> Don't worry. It's time for um >> for a break. >> All right. Do you prefer Sepy or Sep? >> Um, Stephie is fine. >> So, you sure? >> Yeah, I'm sure. I'm very sure. It's easier to remember too. >> All right. So with that, we just what we just saw is a a good example of you can be your plan. You have your plan and something happened just like CO did, just like any power outage, fires, storms. So for all of you to
045be unified, not uniform, but unified with your message, with your mission, because you're all here for the right reason. When we spoke on the phone, there was no one who said, "I'm running for this office or that office or you did not run. You had one agenda uh in mind. You're here because you care about your care about your students." now joining forces and basically coming together is important. What I'd like you to do next, this is the next segment which is the working styles. >> Okay. So before we move into goal two, is there any public comments on goal one? >> There is no public comment online. Great. >> So working style is a is an instrument that was designed for governance team members. It helps you identify your working staff, how you work.
046What's important about it is that it also shows you what your colleagues working style are and how you can work together. It's two pages stapled together. It's called governance team working style. I believe it's on the left hand side. Is it on the left or it's on the right hand side. So if you can take that out, there are five sections. Okay, each section has five possible statements. What you'll do and listen to this part carefully because sometimes uh permanency members don't do this correctly. You're going to read each statement and you're going to give it a number between one and one. One is most like you. Five is least like you. Each section should have one number between one and five. Not to repeat a number. Okay? So you give each section a number
047and then you move on to the next. When you're done with all five sections, return the page. There is a grid. You'll go ahead and move your numbers there. Have you done this before, Jama? Yeah. >> You uh transfer your numbers to the grid. You'll have five numbers. when you move all your all your numbers continually five columns five numbers so go ahead and and respond >> um I don't have you have okay so you can stop I'll take a picture of you and you can just write down you are always not comfortable. This isn't mine. I'm fine. Thank you for being with you. You wanted to go ahead and add about that also. I'm still number you have five numbers from your lowest and your second lowest. >> So you're the lowest number. Oh,
048it's out of time. Second one. >> Yeah, the one time. It says unfortunately number 11. >> And the second, >> what was your a relationship. >> What was your lowest? >> Sorry. Highest or lowest. >> I mean, you have to put your lowest data. >> Yeah. >> I don't need to add the data driven. >> Okay. Your lowest was data driven. >> No, my highest was data driven. >> Okay, that's what I thought. I was like, really? >> Yeah. >> I would have thought you were driven. >> So remember that the lowest is your primary primary working. >> The lowest is your primary working. If you number it one most like you >> like you >> that is very >> the lowest is your primary working >> the second lowest your secondary so you're data
049driven right >> I am not data driven but that is amazing to me but you know yeah >> but you know what in this setting though I probably am you Yeah. Yeah. >> Yeah. >> That's probably true. And like >> well that that's the way you make your decisions. You need to add them. >> Yeah. That's actually okay. That's shocking. But the way you explain it is better. So that's I would think as a history teacher that be a historian. in our personal and our relationship but when it comes to the spaces like I tend to be like together like sometimes about a little >> that's very that's very interesting working style versus being >> is it okay what's your what's yours >> mine data driven and then relationship No. >> What are we talking
050about? >> So, what's your lowest? >> Your lowest number >> relationship. >> Your no your lowest total number is data driven, too. >> And then your next lowest number is relationship. >> Oh, interesting. Yeah. So, we're all >> interested. >> I'm trying to figure >> what's your >> So, this is really interesting. Did we all do it wrong? >> No, I think we did it right when she explained it. Let's say my >> So my lowest my highest is data driven. That's the >> What's your >> my lowest and bottom line is >> so that's your primary working. >> But if you think about like in governance, you want to like check things off, right? You want to get things done. It makes sense. >> What's your second level? >> Relationship. Thank you. >> So
051again, circle your lowest and your second lowest. >> You have two pieces of posted. Make sure your name is on each one. >> Oh, my second lowest. I'm sorry. Like >> my relationship. >> No, no, no. >> Your totals. >> My totals. most famous. >> The least points. >> The least point. >> Oh, the least points. Then you're dated. >> Yeah. >> So, everybody in here is dated. >> That's >> And we all have like relationship. Well, you have relationships. Guadalupe has relationships. Me and Blackheart over here. We have >> daughter and it's so interesting because like the historian part I think I think it's really important. >> Y'all threw me off. I thought you guys >> I think that the difference is the way I was looking at it. I was looking at it
052not in this setting because in this setting I think that we're to material's point we're relationship people and historian people and visionary people but when we have to make a decision I guess I guess it is we're bottom line and >> simply like let's go to the materiality grade >> or whatever >> essential >> and you do rely on data >> yeah I mean you highest and lowest. >> No. So, you're circling your lowest number, lowest total. That's your primary working style. >> And the second lowest is your secondary working stuff. So, you should have two of your lowest numbers. >> Okay. And then what's your secondary? >> Okay. So, you can circle. So your post-it note on here on your name and then a category and the number >> like for the so far
053I've picked everything the same >> your relationship just like >> your name on each one please >> always have to care about okay so what am I doing >> your name on each one >> I think that's the thing that you can't >> say so you how you have four numbers on one and the number two >> and you're being forced into that >> versus if you could just figure out >> we wouldn't have that stress. >> Okay, >> so you have all your postits come on over to the other side. Bring your post note to do this the first year versus >> I wonder if it would change. >> We would have been changed over time. >> See you in bottom line. Like relationship. [Laughter] What do I do? I'm sorry. >> Um, just
054put it in between. It's fine. It's fine. Yeah. >> Or choose one of the >> I don't know. Are you >> I know district. >> I am John Rosa. I'm the executive assistant. >> Last name. >> Okay. So, your name is always there. I just don't didn't have the face to match. >> Very kind. Thank you. >> I think that's so important. [Music] >> No, no. I'm glad you did. I was going to ask you to you are heavy on your butt. We are always second guessing who has what and we can't always distrust. So then I need data suggesting this trust like what they other people any job people are true or it's true It's not numbers don't lie. But for me, numbers don't lie and it helps meet up and input the bias
055that comes with perspective agendas and all that and the data. And then we can start making decisions that are to benefit and to help the most marginalized. If you are a new sister and everybody who and then you can help for me make decisions that are not based on not based on not based on perspective not based on but based on who has made the need and then understanding the problem first there's a quote by um but anyway I've heard it when I tell you know came from but basically said that if I had solution and think about that over time because so often in our society we so quick to find a solution that sustainable service level information without understanding the root causes and then we invest in programs we invest in positions because
056we don't really understand the problem and we wonder why it didn't work right the cycle of bad decision don't So understanding who are the students, what programs need help and support, what grade, right? Really having data that that will highlight information and make the best because we're all here to make good decisions. Right? If you're all here, you don't just have all this time to come and volunteer without having that passion to walk all the time. Like you leave your 11 month old at home to be here. all the others, your board meeting, all the events you have to go to, job, family members, everything that that you're balancing, serving on the board, you care about. How can we make it? And that comes from having the right having the same. So you're heavy on
057data driven have some vision and having visionary is important because you want to know the compass where are you going? How can you know you're getting there? What are the characters you can trade to showcase that? Yes, you're making progress. >> It's just like planning a trip, knowing where you're going, how you're going to get there. If you just get in the car and say, "Well, I'm just going to go on vacation." And you have no plans, no destination. That could be fun, but planning it is right business, right? So, bottom line is important also because sometimes we a lot of data individuals You can send a lot of time analyze more information. [Music] You can check the girl out. >> I mean, you know, that's exactly where the head is in. >> Yeah, I'm
058from the south, man. I'm gonna kill it, skinned it, ate >> it. [Music] >> That's why you got three of them. They made your decision. >> Always relationship relationships, >> right? and really working on establishing and strengthening your relationship with one another here the CW feeling really comfortable talking asking questions and then your relationship with all the other partners in your district and outside of >> relationships and I think it's new to the boarding feel that's a way that you want to think that I think relationship is I think that if the metro and I would have did this the first year I think that we would have relationship would have been one of our stuff I just think that it's it comes with the very beginning of it because you want to work together
059you see it as a team you haven't had those three contentious moments yet that ended up burning bridges and just keeping people like separated and striving together. So I think that that's very very I mean not >> well it can also change the boyfriend and it could be different as well being the way it's laid out I think it helps because you know one of upon trying to fit in every box, right? And some of these things are not our strong food. So it it also, you know, trying to be that which I don't want to like the historian, which nobody at this point wants to be. >> Yeah. So I mean but just those things that like can you know hopefully be able to like now how do we direct some of the work
060with the people who actually want to do that you know level of work like the bottom line work is all here like that means that there's things that I can step back from >> and not know that I don't have to be the frontline person to every you know point on this table. I think I mean to me that that's helpful because I don't want to do my business take it over. >> No, it's dependability. Remember the elements key elements Google's um part of dependable being able to depend on each other to do what you do best what comes naturally to you. That's why other and that's really important right that voice that perspective is really important so although you don't have a story I think one of many for guidelines then from the past
061I picked it personal So that's important, right? Learning from the past while moving towards the future. You always have to look at the past. Why was it success? What was it not? So you don't need people saying mistakes. Who made what? But at least you're not. You have to learn from the past, right? >> Yeah. So I want to touch on that historian, which maybe isn't the best title. Maybe it's through cause or maybe you know like but I've heard all of you say, "How did we get here? What have we done before? How do we change? Those are all in my opinion historian questions. So, you know, every I've heard everybody do searching on how we got how do we get here? How do we share with others? And it's important to understand how
062did we get here and >> super important >> and I think we're going to everything and I think the I think this this project or whatever like this right here give us words behind our real working right I think if you have enough time bring in some of the things about how you got here but at the same time what overrides that is the vision what overrides that is what's the bottom line for let's figured I would override that is the data. So I mean the historian I think that the unique thing about this district is you can never escape the past. there's somebody just going it in your face like either through public comments through emails through your own experience being at this district or in this district you're all the past we literally
063have a living I think are present with part of >> and I want to follow up on that because the other thing I was going to say is there is a historian past everywhere not just hear everywhere which is we've always done it this way. >> Yeah. >> You know, which is the dark side of the historian. >> It prevents you from moving forward, right? >> Yeah. If if you but if you look at it as a learning lesson, >> right? What you know why did this didn't work? Why did it not work in the past or what was successful? If you look at it the deadline, it can be helpful. But it goes back to like depending on whether we're you know really we do have a lot of history and history here within
064the district and I think you know one of the things is that like how do we now take that history and make it applicable in artist today I mean Mike Pierce is a great example of that right and we have you know many others here who have dedicated years and years of you know for this district that only they can you know bring that because it was here before I before the thought of I and it's just like how do we now implement some of that work and those partnerships with the relationship building to like get us on so I think we do have that knowledge that it's going to take that whole mixture of everything to get us across and even though we don't have I guess anyone there >> that is supported by
065everyone outside that brings that and I think you know having you know acknowledgement for that it's like we don't we don't necessarily have that on the board as a strength but the community aspect of what that looks like is really but also one of the things that as the board we need in my opinion one of the strengths that I bring is asking that critical question that critical pedig question he would say the district used to be so good to and who and then talking about history looking at history through a critical lens I think is also beneficial to those of us in transitionality to make policy for the future we have to be able when someone says I want to go back to the way it used to be why was it good for
066you and only you or was it good for the whole and will it be good for the district that we've turned the past? Data dictates that we're not the same district that we were 75 years ago. We're not the same communities that we were, but what aspects do that we want to bring in that through line in that thread, but we have to have critical datab two quick reflections. I think that I was not surprised to see where anyone was. I feel like if I would be up as a woman would have been I would have picked it except for Cheryl's that was surprised for me. I would have thought she would be in relationship um and myself too actually. Um so that was it was that was more shocking self um but then I
067think that this is also really important thing for us to do to show that what's important to us. Um like I think that if I may I think for like you two relationship I think it's really important because you have not been on the board very long right so I think for staff it's key for me then relationship is not as important um no that is and it is of course but that's not to me as important as hey please respond right or hey please send me that information that I need uh not saying that that would be important to But I think staff this shows staff hey like and I'm saying this what you do but like a share will go back to their staff and say like look the board truly cares about
068data. So every time we're asking them to make a decision, we should have all the data for them because that's what they need, right? Um or how do we connect the vision right or like we ultimately have to bring them like this is the recommendation we have for you because that's also important to some other board in order to make that choice, right? So I think to me it's it wasn't just as important to see where is this but more important for staff to see where we get like how we do how we make our children and the nutrition services they're still not at template. Thank you. >> All right. So, in your two page template that you have, it does have a section of how to work with cells at a different level, which
069I think is really important to look at. So, when you have time coming, you can take a look. Um, when I send you a memo, it will have information on who has what's up. So, then you can look back. It's critical to look at it and decide for yourself how you're going to work together in your case because so many of you involved in that data not as critical as a district that may have only one or two people and so if they ask for data they ask for more information others maybe bottom line individuals will be like we have enough information let's make a decision go and be done right so understanding what each working style means what their needs are to make decision is really important for all of you. In your case,
070you agree on on a couple of areas quite a bit. So, um let's go back. >> All right, let's break that. So, take a break. Let me tell you what we'll do when you come back. We're going to take a look at roles and responsibilities >> and then expectations break. >> Oh, break. Uh let's do 10 minutes. Okay. 10 minutes. 10 minutes. 10 minutes. Stretch your legs. >> Real cups. Come back at 11:10. [Music] >> Yeah, I mean LPS too, but that's fine. >> Really? They made the decision so quickly. >> Yeah, they were I got the call 30 minutes ago. really make the difference that we don't have other kids have everybody go home. You don't need >> I mean the kids were several years. >> I always travel to >> But that's because
071your >> I'm just about everything came back >> and said wasn't immediately don't finish yet. >> Okay. >> BG was sending out notices that they wouldn't up everybody's getting that message. >> Yeah. >> This is the Zoom >> mic. So when you're break in your folders you have four documents please pull those out. It is two board policy events to board bylaws. It would be board by 9,000 the role of the board bylaw 9200 limits on board member authority to policy board policy 2000 and 2100 concept of administration. If you can fill those four out >> 9,9200 2,21 >> 21 on the other side with the QR code. >> Thank you. Thank you. All right. So, pull those out. You're going to work in two formulas. You're going to work with your colleagues to review
072the assigned document. Highlight individually, you're going to read and highlight what's important. And then the group, the three of you in your group are going to have a conversation about what you read, what's important, and how you would explain the main points of what you read to the other. >> All right. So you have all those four documents 9,000 9200 221 we're going to divide up the group right here in half. So you have your colleagues you work with. So from Jao from Guava, you're going to work on the right and left. >> Uh try to stay focused, right? I need to rearrange. >> I think I trust that you can you can do this. So each group >> you're going to do 9,9200. >> So you're going to read them individually on your own
073first high life and then come together and have a conversation, >> right? You're going to review 2,2110. So you can set aside the 9,9200 because that's not you're not going to review it right now. You're going to read those on your own first. Highlight what's important. Then come together. Then three of you will decide what are the highlights of the documents you review. Okay? That's going to give us role of the board, role of the superintendent. So let's have uh let's do about 10 minutes on that. And if you're done earlier, we can come back together for 10 minutes individually first, then group, and then the large group. Thank you. question over. Yeah. Good. That's right. Yeah. But like what specific things [Music] >> um so as you read your documents individually and You highlighted
074what's important, right? The highlights of the document. Now you can have a conversation about what you read, what's important, what you want to report out, what are the highlights, right? You don't want to read the whole document, but what are you looking at from [Music] So one of the things that I was second to administrative regulation and registration of chairs the board also inspects the superintendent The culture environment achievement the moving on to the board and superintendent show up together as a team and exercise of district governance. support the board and superintendent to agreements regarding board meeting operations and communications being given superintendent and the board. And then I just jump down all the way to the end where it says the superintendent may dele delegate for the district staff any duties upon him or
075her by the board. This delegation shall not relieve responsibilities for action taken by her by his >> anything to add to that. Um, [Music] >> sorry. Wow. And that first class heard I know that I just want to I don't have anything more much more to add. I think this policy is really important >> to me the most important opportunity. I agree with you. But I think I don't think that I'm very much in this city. I see her as dire helping with the goals very much so. So I really experts in the district or investigation and so I feel super partnership on that. I think that's something that he really [Music] >> I think there's a huge concession to how you actually did it. I mean, you discuss [Music] like I have no idea.
076responsible. No, I am not >> I am not I am not a you know for so there's been some interested >> and if you were to have this practically differentity [Music] How do we know? >> I think that there's a lack of knowledge, you know, of information. There's information out there that people are not understand what is the role of a board. What is the role of a board member or leaison on a committee? What is the role? Like there's expectations that we don't we don't there's expectations of us that we cannot adhere to. And that's because sometimes there is no information out there to like fulfill everything like oh I thought you know you were the direct person like no I don't direct anyone >> like I'm not in charge of like Melissa like
077I don't give her you know. direction >> and I think that's where it goes back to like the lack of information out there like what's everyone's role how do we now get that out there so people understand but it's also because I think as we have tried to fulfill >> where the dropped like I want to come in here I don't want to have oversight on you know what anybody else. So there's something that these board members have had to do the ball and even you know we want this to be collaborative. We want this to be a you know team effort. I think we need to get there as a team, but at the end of the day, we are the ones being held accountable for everything that you're doing and you're going to
078be held accountable for everything that we because that is the system that we are now having to. And that's the system we want you to walk through, like something that you need to hold that accountability and know that we are going to hold you accountable so that you're able to hold your staff accountable. And I think we have to have that >> and we've had things like that, you know, since I've been on the board, there's been things messaging us how to communicate like who to communicate with and every, you know, you're different than most I worked with, you know, you're different than, you know, it's that change and it has to be like the expectation has to be the same for more. So I think having >> some second or third I agree. >>
079Do you want to mention something? Yeah, I have a little clarifying. >> Well, they will. Yeah, sure. And that's >> and trusty areas also didn't help. So, you know, there's some We're members too. >> But I think that has to do with us as well. Like how we show up >> and and sharing that we are show like you know I said I like our you know our days are different you know there's things that you know are like right there. their area up and that's important working >> I've seen only one chicken which was the same as the bathroom. Is this a before lunch conversation or a working ensemble? >> Well, we could make it a working lunch. If you like that lunch is here is your thing. I was just asking the question.
080>> It's a good question. >> That's because I saw >> Yes, >> even less. You can do that and then you can continue on. >> You're doing good on you. >> That's what I wanted. Are you done with your >> wing a little? >> All right. Okay. Well, thank you so much. I know that that this is not the first time you have seen the bylaws policy, but having a conversation about it is really important. What you read, what you understand from it, what's really important. So you're going to take and go have about 15 minutes before we take lunch to for each of you to share what you read. What's important? What are the highlights? So we'll start with 9,9200 views. And who is your reporter? >> I'm theor. All right. >> Um Okay.
081So, >> and which one do you want to start? 9,000. >> So I'm going to combine them a little bit. >> Okay. just because I mean 9,000 is is the role of the board. Obviously, this is like the hefty and the big one. Um but we felt that really in order for us to be able to do this work well under 9,000, we need to be able to do the 9230 which is um the limits of the board member authority. uh because this is what kind of sets the tone for the superintendent and for staff um and how we set direction. So 9 9,000 explains like what do we set direction on um and 9200 is really how we do that. Um and in order to do it, we we talked for a while that
082it's going to take for all of us to make a commitment um and start building trust that once we have said this is what I want to do and we want to follow that we are starting new what was the name of the session I'm sorry was a >> new beginning >> that it's a new beginning we have a new superintendent that we trust the process Um and then we got to make commitment that we will follow the majority that we follow others. Um and that we must work as a group. Um and then ultimately because in the past the board even in the last six months many of us have felt like we have to micromanage or we have to uh overstep our role that in order for us not to do that which
083is not our role to you know contact Melissa about this issue or to show up to an event and take it over whatever right that it does take us and commitment but it also takes accountability of staff and each So really we have to be able to do that well. So then if we set an expectation as a superintendent then we need to let her do her thing right and be able to actually achieve it u and then also hold her account as a only employee if it doesn't happen right because I think a lot of the challenges that we've talked about in previous months are really on the cabinet level or a director or a staff member but we can't hold them accountable. We definitely let Cheryl hold them accountable. Um, so it's not
084just about trust and commitment, we're also about accountability. And I feel like in the last five years, seven of the board, we have never mastered how we'll be able to um hold our superintendent accountable in a direct uh and collaborative way. uh which has led to us not following uh 9200 and 7,000. Um so um let's see there was something that I missed on anything that I missed from >> uh 9200s is about behavior and as board members we have not behaved to the law of 9200. I think that every board member and speaking for myself, I know that I've chosen the first four several times and I've actually made the first four part of my board trustee style. So I think that though the way I am, the way I behave as a board
085member, so I think that understanding that that does damage and it's not the way it's supposed to be. it may have been the way it was out of necessity and just to keep the district afloat, which I believe is true. It doesn't have to be the way it is. So, taking time to really uh alter my behavior to where that it kind of fits this without losing who I am as a individual and as a trustee, as a bottom line person. It's going to take some unlearning, relearning about how to do this. So, it's going to have to have grace and accountability. And it's one of those things that it needs to be checked. If only we can check each other. It needs to be checked, but it also needs to be checked with the
086grace of I have now developed that and habits aka wild. >> And the only way to get rid of one habit is to implement another. So, I'm complete. Oh, one thing that you could mention was also it really is going to also require some work and support from the superintendent to also hold us accountable, right? And if we send her an email about something, right? Maybe it's just a heads up for an issue that staff should know about and they should take care of. But if we are directing Mr. Superintendent on something, she should also be able to tell us and we should all give her the breaks to say, "Hey, person, you are directing me issue that is bigger in this case than you know what is being brought up. So let's bring it
087up to a four so I can get real direction, right? um because then also what we have seen in the past absent in the past um is when it's when just moves out of the direction of one individual then that leads to the stress which then that leads to micromanagement or you know um so I think that ultimately require commitment which might be uncomfortable to develop I'm getting the action I want to do it but let's just have a larger conversation um so Yeah, >> I would like to leave here for for my growth point with some sentence starters and some sense completion. Like when I send an email, what I would like to have is an agreed upon sentence. You know, this is not direction. This is just a heads up of what I
088noticed as something to give that deep breath pause to the superintendent. I'm not Please don't take this as direction. This is just me showing you what I noticed, what I've seen, what I've heard, whatever to make the district a better version of itself. Because there are those of us who are feet on the ground every day. And we have people coming to us telling us 75,000 things. And we do want to be, I believe, all of us a part of the team. And what is being a part of the team looks like look like without sabotaging? I think when we send an email to the superintendent and we don't have a line like that on there, we're sabotaging not only her, not only her staff, but ourselves because then it doesn't get done, you feel
089some type of way, wait a minute, I told you that this is going to happen, you know, blah blah blah blah blah. So I think that having some type of agreed upon sentence or a sentiment of a sentence that we let the superintendent know just a suggestion just a heads up just saw it just so you know type of thing to where it doesn't put you in the position that all right Jamaa said something we got to move let's stop everything we're doing and focus on what Ja said because if not it's going to be hay in closed cabinet or whatever or I'm going to get a nasty email or I'm going to get a nasty text or whatever. I think that we just need to set everybody up for success, including ourselves, by talking
090about this behavior and what we can actually agree to. >> Beautiful job. >> You did a great job because you read it. You read the few documents, you understood it, and you explained it really well. Great job. All right, let's move. We'll talk more about it after lunch, but let's go ahead and move on to 202110. >> I'd like to do 2000. >> Oh, I took the notes. >> All right. And which one are you starting with? >> With 2000. >> Okay. in uh paragraph 2 in its entirety, the superintendent shall provide leadership in developing administrative regulations and organizational structures, decision-making processes and staff action plans that allow the district to fulfill its vision and goals. The board also expects superintendent to help shape the culture and environment of the district in a manner that
091focuses district operations on enhancing student achievement, encourages positive relationships within the community, and instills confidence in district schools. So unanimously that was an important paragraph. The next paragraph that there was consens consensus on was the board and superintendent shall work together in a team that ex in the exercise of district governance. The board and superintendent shall establish protocols that describe how the government team will operate including but not limited to agreements regarding board meeting operations and communications between the superintendent and the board. So once again structures um so that people know how to operate within those structures and then u had um wanted to bring um the last paragraph superintendent may delegate to other district staff and duties upon him her to the board. This delegation shall not relieve the superintendent of responsibility for actions
092taken by his or her means. board has one employee. Uh work is done through the separate superintendent through delegation to those employees and the superintendent is held accountable to the work. >> Um there's one one district employee responsible for all delegation. The superintendent is responsible for operating within parameters of the law and policies. And then we had a little discussion about community understandings and um how there how the community may not really fully understand the role of the board. Um that sometimes it feels like you know you're running area one or you're running area four like the kinds of feedback that come forward expecting resolution which isn't a board member's you know responsibility. Um, and it's just interesting, like I mentioned, when you run, you run like you're running for the superintendent or being a
093principal, you're going to fix all these things, but you don't have the actual authority to to do that type of work. So, just when you run in general, just out there in the community, there's a there may be a misunderstanding of what the role actually does. So, there's some just interesting dynamics about what's out there and what you're doing. Um, anything else? Well, I think it it intertwines with a lot of, you know, the conversation intertwines with a lot of like the reasoning behind of like establishing systems in place and the accountability piece I gave to the superintendent because I think like said the lack of our overstepping came from a lack of doing on the staff part and the communication as well. So, you know, starting off in a direction of like this is
094where we're at, this is how we're moving. So that no matter who's sitting in the superintendency, we know exactly where our position is. And I think that, you know, having to change that framework to like not what we did, not and starting to follow things makes not just her work easier, but our work easier as well, but also establishing cohesiveness because one thing that Liz brought up was, you know, how we're now in different areas and how that kind of could be decisive to like the work that we're doing, but how do we as a board now establish that communication one of what our duties are, but also how we show up. And I think because our days are so different and we bring something to the board so different, you know, really establishing that
095we are here as one board, that means that I'm not just showing up to things that have to do with my areas, but that we're showing up to wherever we can. Because the important thing that people out in the district, in the community want to see is a board member. They don't care whose board member it is or what board member. They just want to see someone show up for them because they've been forgotten, right? So, I think really establishing those protocols of like how do we show up cohesively and show up as one, which is our I think that's, you know, really an important thing to how do we move forward. But I think when we're talking about, you know, really how we are um holding accountability, it's nothing personal. Like I said, I
096think those are just things that we have to establish just to make, you know, our position a little bit easier. So, you know, really the accountability part has to not just end here. It has to trickle all the way down so that everyone knows that they're being held accountable. We're being held accountable. She's being held accountable. Staff is now being held accountable. And that means that then we're changing the narrative of no one's doing it. >> Just one thing to add, we didn't talk about this. We've been a conversation. Um, we talk about a worker that would be coming and it's what I need from the board is your support in letting me go. And I know that everyone has they have thoughts about who when. But I mean when I'm held accountable, I need
097to implement it and understand how you're organized um within the district if there's need again gathering data right now but things that I've seen in I think that there is a need but there is also a need for me to with the the board support to be able to do some new organization and really thinking about how do We'll be talking about that after lunch specifically. So, I want to make sure I honor the time on the agenda. It is uh 11:45. Take lunch. We'll come back. We are not done with your group yet. We want to hear more and then I will let you know how you're moving into the next segment which is expectations communication leading us to the full letter. Okay? So enjoy lunch and we'll come back. >> What's the what's
098the reset time? >> Pardon me. >> So you have you have the option of doing a working lunch if you want to grab your lunch, come back or you can just we can restart at 12 uh 12. That's okay. It's up to you. >> However, maybe 15 minutes work calls whatever and then maybe the work too much because we're already time. No, >> no. Just want to make sure we finish that. >> The only thing I would recommend is no crinkly crackers on the Zoom so that we can all hear >> lunch and then we'll just >> Okay, so 12 12:15 is the time. >> Yeah, let's do 125. Take the lunch. So then there's no sound. >> Okay. So we'll be back at 12:15. >> Yeah. Okay, everybody. And so we'll continue. >> All
099right. Welcome back everyone. Thanks to uh Rosa. Did you order lunch for us? It was wonderful. Good job. executive. Thank you so much for being really uh I appreciate it. So let's get back to where we left off which was talking about policy 202110. I want to make sure we finish that conversation before we move on. So far I'm really liking what you're discussing as far as the themes that are emerging and I took some notes I'll share with you after your group um complete your segment. So um would you like to continue that thing? Are you the >> Sure. Would anybody else like to do it? >> But it'll be me. >> All right. Um so in general once again very important almost every word important on this page first paragraph consensus governing importance
100that desires to establish effective supporting relationship with the superintendent important words here put productive work on relationship with superintendent um and to ensure that work on the superintendent is focused on student learning and the tenant of the district teaching goals. The board also desires to provide a fair basis for holding the superintendent accountable. The responsibilities of superintendent are detailed in law in the superintendent's contract and derive board policies that ensure the regulations. And for superintendent cotton um providing the fair traes of holding superintendent accountable. That's also really important for any of those that you for those people who sit on the board know that it helps contracts um employee contracts. Um and the second u second sentence paragraph was also important that the board clarifies expectations and goals for superintendent at the beginning of every
101eval evaluation year. So you're going in with expectations and um uh what uh the hopes for accomplishment are and then um um uh the superintendent um serving as part of the governance team um responsibilities and supporting board operations and decision- making. I see I see it as two-way. I hope other people see it that way that um that you know there's things that the district wants to accomplish and there are things that the board wants to accomplish and both you know need to balance both um in in the process and then click and again found that the superend mayor's responsibilities to um and Any else question about those two policies? It's very clear right what the role of superintendent what the role of authority is and ultimately the superintendent responsible for overall inflation the district
102>> I'm sorry just for a second >> so did you want to add anything to >> um when is the beginning of the evaluation year when you start on depending on what's in the contract. Sometimes there's language in the contract when >> obvious >> but evaluation usually the um the end point of it when you actually evaluate based on goals it's in May to June you have a m point and mid year progress maybe around January so then you have that whole year now again depending on when the contract Thank you. >> I have a question. Um what you're talking about setting expectations, setting direction, right? Um in order for us I think that we are really good at having been good actually. I think we could be really good at setting expectations. What I
103am not good at as me is accountability. I'm good at make and getting mad, right? Like, hey, Cheryl, you did not do this, right? That's never happened. That doesn't happen so like this did not happen. I had such expectation. I'm good at like calling a colleague and be like, I'm not about this, right? This didn't get accomplished. This didn't get done. And then that's it, right? Like I think that I've seen I like my expectation is that Dr. Khan is holding herself accountable to them do what she asked them to do. So for us to do the same of her, I think I need a tool to be able to do that right and for us to do it as a board. So I have not seen it be done well outside of when it
104comes you know May and like you did not accomplish these goals right and here's my rating. I think that throughout the year there has to be the ability for us to say hey like you know you didn't do this correctly so let me take the time and my for my view to hear you why it didn't happen and also have a conversation right and I guess I when are we going to and how are we going to choose the format of that right that is like something that you Right. And it's something that we want and that like we are able to do throughout the year as a team. Um does that make sense? Am I explaining it right? I don't know. >> I think you're exping it right. >> I think it was one
105of those things when when I was in board leadership when I brought up the idea of having a debrief after our board meeting and then everybody was like we we didn't trust each other, right? because it was going to turn into this instead of a productive way of okay this is what we did this is how we can improve it this is what we need to do I think that it's beneficial to have I've seen the district do hot washes like they talk about what after an event or after an incident or after whatever they have a conversation and I've been sitting in those rooms I think it's valuable if we have roses or how to hold each other accountable or how to when we're talking to the superintendent how to put that level of
106not accountability. Yes, but also conversation like this is what we saw in this and this is what it could improve next time that we do this because nothing is new under the sun. We're going to do all of these things, >> right? >> So, if we have a conversation and expectation about it, I think this leads to my working style of I love a good list. I love what we do. we met and we were supposed to be here. Did we end up where we said we were going? So, I think communication is even conversation. I think that a couple things came up. Um, one is what does that accountability piece look like with visits? created a whole new uh accountability system because Cheryl was stateful. I want to be cautious with that. It's it's
107how the board communicates and engages each superintendent. U put that out there. Let us sit with that for a second. Um, also the evaluation process, those that's where you clarify expectations and that's what I'm held accountable to. And so when we start to talk about everything, you didn't do this, you didn't do this, you didn't do this, am I accountable to these things at this period, um or for this period of time. And I want to make sure that we're not getting too far outside of that process as well and not minimizing that process for day-to-day direction and feedback. So I think it get in the balance. Um but also again taking it back to making sure that what you are holding me accountable to is what the board as an entity has held past
108the superintendent accountable for this world have engaged in that way. Um, I'm acknowledging the fact that I'm Mormon. I'm a black woman and the only one to have served in a permanent role in this organization. And I don't want things to be different because I'm in this role. I just want to lifting that up as I think next week in two weeks I'm I I'll be at an access event to talk about women in leadership and what does that look like and how are women held accountable differently than men in some cases what does that look like and what does it look like in terms of the career path as well so just maybe today I have a heightened awareness of that that's on my mind and hearing for that and also just be aware
109and just to be cautiously fully mindful of what you what you're saying what you're appreciate you saying that I think that my problem is that we haven't got so then like I have not seen a good example doing it I'll just be completely transparent and honest we had a really hard time voting the last couple and individuals have conversation >> but I don't want individuals to be holding your accountable. We need to hold your accountable support, right? So, I I completely want to acknowledge what you said about, you know, definitely I think as black women specifically held to a higher standard um than men or people with white people before and I've learned that from that quite a bit. She's taught me that. Um so, I have my own privilege. Um but I also think
110that we just didn't have anything, right? So I do want to get that from you and our resources right for us to be able to do it correctly because I do think that I failed we failed as a board on holding or on doing accountability correctly. Um, and I don't want to do more accountability than like what is expected, but obviously I don't know what accountability should look like on a level. Um, because then also we, you know, that leads to individual board members holding me accountable that could hurt as well, right? And we saw that like we were discussing like our passport file and games like there was one individual that would say like I'm going to get ask for you to get fired if you don't do what I'm asking you to do
111right and that also wasn't accountability correct way. So then if we don't have the tool or the means or the procedure then I think it could lead to that right where us as individuals create our own character feel which also is going to fall right so >> and I think it goes back to I think it goes back to 9200 our behavior our behavior as a board has to be transparent accountable and written down so then that's where we hold a level accountability because if not I know that for me personally what I did was micromanage. That was not helpful. It it with the last permanent superintendent, not the interim, but the last permanent superintendent. I was a micromanager and I was a baby superintendent, right? And that wasn't helpful, productive, or allowed him to
112do his full due diligence, right? But I believe that I was a micromanager because these things were not followed by all of the board members. So it was like I was trying to squeeze my way into, hey, hear me, see me, I'm part of this, too. And that looked like micromanaging, but what it was was trying to be validated as a member of the team. So what I want is to ensure your success by putting it on paper. This is what we want and require and giving you that helpful feedback in the moment. Like I've seen you hold your staff accountable. So for me I'm like I've seen that happen. So that's not something I have to be like did you see what I saw I know you saw it because you held them accountable
113in the moment right or you held them accountable by giving a summary of I saw this. I want to let you know I saw it and this is how we're correcting it. Whatever that looks like. I think that we all just need to be on the same page or at least in the same library or close to the same book to make sure that we are not doing our behavior is not setting the system up to fail. This is actually a really good and important discussion that we are having because part of your role the board the five of you is to set clear expectations and these are expectation b expectations based on the needs of your specific district and these are the kind of goals you set for your superintendent that are aligned your
114elap they're not just what you each individually desire but it's what's needed and goals that are aligned with what you already established right based on state priority. What I heard um all of you mention which is really nice because I like you to keep these kind of the theme back of your mind as we move throughout the day. What I heard was showing up, showing up for each other. Really important, right? And how you show up. Do you show up with 100% of you, your energy, and your attention? Are you fully present? So, what does it mean to be present? How do you know when someone is fully present? Right? And the difference between hearing and listening. When you know someone is really listening to you, what do you notice? Those are the kind of
115behaviors that Jamil is preparing and that's really important. I heard trust. Trust is the foundation. If you don't have trust, you're not going to be able to move the needle. You talked about moving the needle. That's not going to happen till you gain trust. You'll be able to trust one another. Trust that the job gets done properly. trust that you can ask questions that you can offer feedback. So without that foundation of trust, you can talk about all these wonderful ideas, but then there'll always be a gap between concept and application, right? It's good that you're we having these conversations, but you are the ones six of you are the ones who can bring those uh concepts. I won't be here to hold anyone accountable. I won't be here to check in. It's all of
116you making the commitment that you're going to do things differently. You're going to establish and strength and trust. And that begins with sharing, right? You're in this together. So the sooner that you work on that trust among this team, the sooner that the community is going to trust you. So I also heard commitment commitment to first level of commitment is to yourself. you signed up for this whether appointed or elected you're here now what are you going to do and how committed are you to yourself right and then commitment to your governance team commitment to your district and your community all those different level I also heard you talking about accountability and holding the system accountable is a big part of a role as the board, as the governance team, right? You're not here just
117to do a job. And I know as a former board member, it it's a big job. It truly is. It's not just some meetings a month and signing some paper and voting. It's much much deeper than that. It's showing up. It's representing the board. is for you to know that if let's say Leslie goes to an event, she's representing all of you. So if you can't go because you have jobs and you have families, you know there's a representation, you need to same thing, right? So having that understanding that you're all in this together, you need to support one another. Even though you have your trusty areas, the whole district is your area and all those students are your students, not just your your own area, right? And that's really important to understand. There are
118different levels of accountability you need to make sure are in place. One is for the board to hold yourself accountable. Don't hold the superintendent accountable. It's only fair that you also do a board self evaluation. However you do it, whichever company you go, whichever tool, it's important to do that on a regular basis. It's also good role modeling for your district. You hold your your um no not you but superintendent hold staff accountable assistant superintendent principal directors well thankable need to get a result besides the BSE or self-evaluation and evaluation is such an important process because you set goal you come together to have a conversation about what needs to happen how it's going to happen is up to your superintendent and because she is the knowledgeable person who was hired for this position. So
119you're not telling her how to do the job, but you the five of you are coming up with certain areas you need to focus on, right? Those goal areas and then she can work with her staff to come up with action plan. There needs to be a progress review in January, mid year. So if something is not going well, that's your opportunity. Don't wait till the end of the year to do you said you do rating which rating number rating is not something I recommend and we can talk about that and I can send you some information on an evaluation and a tool that I like and I I use when I facilitate an evaluation sessions but you don't have to wait till the end of the year to say did I get done that's
120not setting up for success That's waiting to say you wouldn't do this. It does that. In what functioning high functioning society and team does that happen? Think about that. Right? So clear expectations having a tool that you use that you can actually utilize. You can keep your note. So when you come together in May then you have your own notes based on self evaluation that the superintendent will share with you. So she'll give you her self-developation and then based on that in a closed session we'll come together the five of you we'll um look at everyone's comments and we'll come up with one document that's one voice one unified voice on what the final narration invites her back in she can ask questions um and then once everyone is is happy with that end document
121then that goes into the file it's a very important document and and I feel like you need to really be mindful and thoughtful about the process the instrument and um and and the whole process of holding your it needs to be done accurately, clearly and kindly. So then you're all culting with that moving up an ego otherwise it's not going to move itself down right and I mean that's the first isn't that the first on your list and everything else is going to fall under that but I I what I'm hearing conversations today are really promising that you're really looking at what you need to do and holding yourselves accountable individually how you show again you took this role. How will you how committed are you and how will you feel? Because you have that
122choice because they did too much if um if it doesn't make sense if you're not enjoying it because there needs to be a level of joy also. It's it's important and serious work but it should be joyful contributing to the future of your your students, your community members. So that's a question for each of you. How committed are you? And just think about that for I don't know 25 seconds. Write down a number for yourself in your note. You don't have to share it. I don't need to know. How committed are you yourself? Put a percentage down for yourself. And then the next level, how permitted are you to scheme to governance superintendent the board I'm permitted and then the broader district and what's your commitment there? And that's something for all of you to
123reflect on your own individually. If you have less than 100% for each of those areas, why is that? And then what are you doing here? All right. So, we are going to move on to the next and we do a little bit of moving around on the agenda just because sometimes conversations take us a different path. And I feel it's important to um to complete each question. So the next segment is is on expectations. You have not had the opportunity I don't believe you have to talk about what the board expects from the superintendent. What the superintendent expects from the board. >> I'm sorry. Can I interrupt just for a second? Are we still in go two? We're going to move it to go through >> refreshing. Uh read go through. We need a deeper
124understanding of goals and responsibilities. >> And then three, >> establish agreements on the core elements of teamwork, collaboration, communication, commitment, and >> so we started for with goal three. You're moving into it fully. >> Okay. So should I comment on two? Is there a public comment on goal two for staff to gain a deeper understanding of goals and responsibilities? Looks like we're wrapping that up. >> There's there's no public comment on the line. >> Yeah. Okay. Great. Okay, go through. Sorry. And all of these you'll see that >> they kind of flow you know they kind of flow into another. So there's no stop and start and at any point when you have questions even if it's something that we have talked about if you need to ask or if you have something to ask
125please do so it's your I'm facilitating your comments. Okay, >> this next segment is really really important all but it's your opportunity the five of you the board to decide and chart and talk about reflect on what do you want what do you need from your superintendent to be most effective in your role because this relationship is a two two-way Cheryl is going to work on what she needs from the board to be most successful in her role think bullet points, right? Then the board has an additional chart and that is what do you need from each other in most of that because you need to be able to depend on one another and you need each other to be able to be a unit five. Okay. So when you're ready the board is going
126to be in that corner. Sorry there isn't a lot of wall tray. So, if you want to move it to the other room, that's okay. Move the chart. And uh Cheryl, you're going to be right here. So, I think you may have enough room. But again, if you need to take the chart paper, go wherever there's more room. Let's spend about 15 minutes. And if you need more time, you can come back to readjust the time. >> So, our question is what do we need from the superintendent >> and the titles are right at the >> title there? >> Sure. So, take your chere. That's fine. Then you have more more space. >> Do you want me to turn this? >> And then you you you um presented like the board to the soup and
127vice versa. And you can ask questions again. >> So bring your marker. >> Got it. >> Okay. >> I'll shrink. >> Oh, let's teachers. >> My handwriting, but I'm a good elementary school. a little offended, >> but I mean I was with people that, you know, beat me up. I told high school. I told high school at the time and you know the golf lean on me attitude was bad. >> Oh, I carried a yard stick cuz I was pregnant. >> I was pregnant and some of my girls were pregnant too. So I carried a yard. That's how I broke up fights. It was great. That was the best job I had. Okay. >> I have two minutes. It looks like you're escaping. Or are you working? >> Absolutely. >> Okay. So, the alumni group
128met for the second time. >> Okay. And I don't know how much information you want from them or whether um Did you ever work with Marco Gonzalez? >> I have no >> Okay. Marco was a I forget what the title was. He worked too. But but anyway, they are capable people in their shadow, you know, >> and they're all 70 and call me mister. I can't believe that. uh they want to know the enormity of task in terms of digitizing >> and I have not really been able to explain to them that things are were being moved in stages so that there really isn't all in one place yet >> and I know some of them came over and visited you that would have been Eric >> I don't know who else came with with
129Eric but uh So they're trying to figure out where it can all be moved to where there will be tables and where there will be people who will go through and say hey this is no good forget this and yes this is important and yada yada yada my concern well I've you don't need to you don't need to record any of this but the principal really has given me >> this might be like for this meeting >> the really limited sense Sorry last year 24th [Music] about I'm saying okay my 60 together. So I was charged with the goal first and then bubble wrap So I had like 10 or 123. >> So anyway, what I'm saying >> understand And every time I talk to somebody, they say, "Well, they thought to wait a minute."
130[Music] Yeah. >> Thank very [Music] Okay. Thank you. So I am going to go over [Music] I said it's all in the front room there where All the real sauce. Yeah. I feel like you sometimes everybody simply not with my wife with our kids. Forward. Phoenix [Music] and that's why She can do it. And I think that [Music] Thank you. Peel the door. or something just like I [Music] was very cleared. mentor. But on a on a macro level, I was like, I know I'm that bad. I remember I think one issue [Music] share your know >> if there are events that the district and it doesn't mean I have to show up but I would like to know that I want to know how you know about all these things that happened and I
131don't I'm a stalker. The answer to my question and I sudden he didn't answer the question. I don't know. I miss something. I miss something. One, I saw every school. I am on their face. So when they post something I ask my friends [Music] here with me that's something I know the third relationship are coming I think that [Music] the whole thing I wanted It's not like outside, you know, like you know, I've done that as a parent And I think that I think you know I think even which was like [Music] different [Music] things that we need to [Music] It is a lack of people. one of one of the little [Music] board members. I think that standard [Music] always administrator and I don't [Music] previous did not be a burden. There's a connector
132[Music] between >> right established that relationship always [Music] learning how to obviously that You're not I was trying to hold your [Music] show up. establish but it's also Right. [Music] So once we get older ready. [Music] I have a doctor. has never [Music] always. [Music] think that actually that's I also don't want to [Music] know I think I really want I drent about the 1900 that you are not opposed to fix. So that's something that I have Right. How do I behave that security to your point and I know you I've been able to in my relate to the other [Music] But I can show it absorb. I can't [Music] know people without feeling that I like because [Music] you know [Music] exactly the way it can be used to my longer [Music] or [Music]
133let you know that I just like said we're taking them away and we can't hold them people and you know I think Michael Excellent. [Music] Excellent. as well. So I think both and all those. Um I also um follow my home said going to school [Music] and know that you know I just know [Music] tag woman. [Music] She's I think that's just [Music] another [Music] on your calendar and even nothing that's treated as an appointment. You cannot just [Music] I'm still body. I'm sitting am I or is that something that you're going to take care of? But that's important for me to know am I seeing problem am I thinking people that I know would have answers to this or am I leaving high level and say here's the issue you see you're taking care
134of how you want and then I'm waiting for the follow me or I'm waiting for the following that happens quite often to where I want to be clear on what you specific of communication. So if I see it has been convers practice always. I just want to let you know another [Music] Yeah. [Music] For example, the right Everywhere we If I would have anyone Yeah. [Music] How many do you think? over that contract. You know, we do one of the parents never All right. I haven't actually similar. like [Music] Let's see. Oh, right. Everybody should learn. So, It's having the expectation at the top like more of And there's a part of us who have Um [Music] what we had last [Music] time Right. We were always practiced policy. [Music] around each other. That's right.
135That's them. Every high school everybody. [Music] Apple [Music] substance change that we see these people. confidence. [Music] I think that Chinese answer. American [Music] iPad. Facebook. [Music] Every day that probably [Music] Yeah. Is that [Music] me. Again, that you haven't [Music] certain [Music] four years whatever [Music] but It's like I need some [Music] other question. It's not anybody especially when you're newer. that other [Music] question. What else? I mean again [Music] for me it triggered feel like there's I want everybody but I have an individual that And that's just my Operation starting [Music] And they're not [Music] So why do you want [Music] There's sugar in there. I started off here way because understand that he would like to have anybody from the last [Music] one [Music] I live by the word and I don't
136think I personally when you don't do well [Music] I know 10 or five today. But so it's one of those things that I think I You know what I mean? But everyone works. like she did Foreign [Music] Never had a never had, [Music] you know what I mean? [Music] Sarah [Music] there. And break out from where we yesterday. That was good. I heard myself. >> No. [Music] That's the issue. The issue is not selfition. We're not talking about event, you know, [Music] It should not be show ups and that's I think one of the worst things that we do Everyone [Music] in that culture with stigma. Are you not going through wherever they're [Music] English. I have [Music] But I'm not sure. [Music] I'm here. I hear that [Music] I wanted to I didn't have
137to tell you what he I'm sureation. [Music] Have you changed? [Music] No. No. Again. area and then those who were council member [Music] and so that those short Right. One of the things that I won't be there if I didn't say we Why are you coming over here? So you got to keep a level of energy with this person and this person and this person because it screaming at this person because if you don't then I feel some type of way here. If it's but you know what I mean if it's if it's something to where I >> one of the things I value myself Right. So when it doesn't happen for my own person that you're doing this of other characteristics or qualities or whatever that he said. I'm asking people Ready? One, two,
138three. One, two, three. We're on a five minute break. discuss that. So that would be very [Music] I can show you also something on my laptop. Okay. >> All right. Take out tickets. Okay. >> He said, "I got no authority." He said, "Unless you want me to start taking >> No. has just sitting stretch and then get back. Oh, I caught the wrong. >> Come on. Are you tonight? like swap one first. understanding first. >> Yes. Take it off the dry. >> Yeah. All right. >> What we have for the rest of the >> is that agreeable what we have left. >> That was so hard >> and you cannot push these conversations. more than that. >> I am not saying >> I am not like your father. Should I write bowling and >> tell
139me I'm totally like I'll take it like I like sitting Oops. >> Thanks for bringing it. >> Yeah, I'm more than happy to make you more. >> Oh, no. No. >> I'm good. >> I'm interested in everybody. >> So, food and beverage are very important to me. Oh, but whenever we do any type of >> happy, you know. >> Yeah. >> Not just morning quickly. >> I only have one a day, but it's like four. >> I really like a high test. >> The board gets a nice >> All right, let's get started. I am. Yeah. Matching like what we wrote. >> All right. Let's see. We all here. Perfect. Let's continue on. >> I hope that the format is good. I hope that you're really getting some result and and some uh taking some
140meaning away from all these conversations. Let's go ahead and have the board share with Cheryl what it is you need from her to be able to do your role most effectively. And where is your >> Would you guys like me to share? >> Yeah. Can you see it or should >> The only reason is because I don't know if you guys can actually read my hand. Right. >> You can't see. >> No, but I can't see. It's just >> Okay. You want to print it here? Put it on this. I know like right next to her >> for the old lady. >> Where? >> Right there. >> Over there. >> Or actually, yeah. >> Are you going to be able to see it right behind you? >> If it's here. >> Mhm. >> Okay. Yeah.
141We need We need you to stand up and see. No. Excuse me. >> Can I Can I use the old lady? Excuse me. >> All right. >> So, go ahead and and share. So we spent most like a majority of our time talking about communication uh which really we believe is like a big part of how we can make you know our job more efficient. Uh so one uh we talked about responses from you um whether it's email or text first we I wrote within 24 hours then we took that off and we said that we would actually um in the email let you know if something that needed to be urgently known that we would let you know hey could you please respond to this issue within 24 hours or let me know like
142in case we're going to an event or we need to respond to a parent um And if not, if we don't if we're not specific that uh obviously we just expect you to respond. Um but you might have more grace on that response, right? Because we know that you also have to potentially find out information and look up and uh but it's also just important the follow through, right? Especially if we bring up an issue. Uh and I know I'm going to jump around, but like for example, if we were to do a site visit and we send you like a summary of like, hey, this is what we saw in Madera. um that you're able to share with us like the followthrough that happen on the issues that we brought up um later on,
143right? Um so just like a respond to comm to things that we send you um or I will get back to you in a week or two after researching whatever just we get a response. um keeping the five of us in the loop. So if one of the board members brings something up to you, for example, there's like this fire at Kennedy where I found this out um that then you will send it to the rest of the board. A board member brought this up to me. Here are the responses that I sent them. Uh doesn't necessarily need to be on everything, but just on things that you consider to be big issues that we should all know about. And that could also be through the Friday memo. um because we have felt in the
144past that Friday memo was just more of like these are like nice things that happen in the district but we want to make it more efficient and more valuable to the board and that might include like whenever you're responding to something to a board member um that was really important. Does that make sense? Did I do justice to that piece? You have a specific question? Yes. >> Yeah. No, I I think you I think you did a great job. >> Okay. Sorry you looked confused. That's why I asked that because am I am I making sense? >> No, when you said Friday memo, I think that that is helpful. I think that I'm wondering how do we define because you guys send me lots of things. >> So, like what how do you define that?
145And I don't want one board member to say, well, I sent you this and I didn't see the followup on it or it wasn't sent to the group. Like we had the I keep going back to the bus I've been going on with my staff about the bus pass thing, right? So the bus pass issue that wouldn't go here. That wouldn't is that considered a large enough issue to raise >> like for example I think like you know follow >> because it wasn't a large enough issue right but I mean I'm I'm just using that as example. Well, following the board meeting, because this was public, right, when we had teachers come and talk about a big issue at Kennedy, right, of the AP issue, >> uh, I emailed you directly and was like, "Hey,
146could you send me more information, right?" That I think would be good for everybody to know, right? Because it was, you know, in public, they came to ask us right now. Maybe the bus pass not necessarily like because >> can I ask? >> Yeah. >> Can I Is this a communication? This is the dialogue. Okay. I don't know if I was listening. If it's something that you want the group to know, can you say that so that I am not guessing? >> I mean, I'm okay with that. Are you guys okay with that? >> I think one of the things for me is like so through line issues that have policy attached to them because we have a bus pass policy, right? There's what we do with bus passes. If I don't need to know
147the specific issue, the respon I like the response to everybody because then I know, oh, this is a policy because it's probably going to come up in some way or I should know about what's our bus pass policy. But me and you got a conversation. I'm a needy girlfriend. I like a lot of the communication, right? But I also like to know stuff like I like to be in the know. So if I'm out and they say, "Thank you for resolving the bus pass is whatever it was." I would have Okay. Yeah, that was when something happened at Kennedy and then now this is solved and I get the but that's just one board member. If that's not the will of the board, then it's not the will of the board. I'll build a bridge
148and get over it. But for me, it's like I want to make sure that I have some level of understanding of the happenings around. So, one of the things, and I know that you're probably going to get to it, one of the things that we talked about is if a board member asks a question that the answer goes to everybody. >> So, then we So, you want that as a as a norm. >> So, not in a Friday memo. >> You want it as a norm. >> I don't think we agreed on that. >> Can I share practice on that? Like when there is a question about the agenda >> about the agenda? >> The agenda is different though. different if we're just asking a question. So >> Dr. Cotton, I had someone bring up
149to me that there's an issue at Mount Talvin with special ed, >> right? >> Would Dr. Cotton then send that answer just back to me because Mount Talbin's in my area or would Dr. Cotton send that message out to everybody? Hey, we had an issue at Mount Talin, but it's resolved because we have special ed doing XYZ. part of our policy is that we raise and ensure that special ed has coverage because of the IEP and the risk attached. Would she send that to everybody or is that just coming back to me? That I guess is my like what do you have a preference? >> That's what I would that's what I should make that that decision. >> Yeah, it would be helpful for us to be consistent. So expectation is just to be clear
150and then I can make that expectation. So maybe that's something we need to decide on now as a board. Three or more of us need to agree that there's sounds like there's two pathways. A board member asks a question. Whatever that question is, a board member asks a question. The response can either be back to that board member or the response can be back to the entire board. You're saying >> I I think it should just be up to the individual the individuals and the superintendent. I trust you all that if you think it's a big enough issue for me to know that you let her know. at least let the rest of the board know of the outcome over this issue and I trust her enough to say should this go to the full
151board. Yeah. Right. Like but if it's like a question of like hey like I don't know I saw this issue at Murphy like would you let Melissa know? Right. Like I don't expect her to I I wouldn't expect her to let you all know hey a board member brought this up to me because I think that would be a lot of work on her every time. Um I think that we should just be in my opinion you guys could say it. a lot of work and and I need you to be mindful about her time and staff time because responding to your question and taking care of comments and questions that are coming from you is not the only they're not the only issues that a superintendent is managing, right? Especially a a district your
152size. So being really mindful if you need to know something I always say put it in one of the three buckets essential for the decision making important or nice to know. The nice to knows or even important ones can be discussed at your one-on- ones. You should all have consistent one-on-one. So then questions come up, she can update you on updates on questions that you had asked and that's the time that you have together. So then it eliminates also a lot of emails, a lot of calls and texts, right? Keep those one ones on a regular basis. Do not reschedu them. Even if you feel like you have no questions, need help. Oh, connect. Yes. Okay. >> And I'm thinking finding a medium between us need to know and we don't want to know. like
153could we take advantage of like those like you said one ons and establishing that with her you know with Chiron saying hey guess what I need to know everything so if something happened in Demetri Leslie Cynthia's area that feel that could pertain especially when we have crossover because I think like the bus testing >> I brought it up to you but it wasn't your area so just kind of like those things where it's like we had this ju just for reference. I don't and maybe like I said a oneonone. Um I think in our in our 101 you could be like hey Lupin like you know there there was something like maybe even like remember we had the conversation that you were like oh we're speaking at the church >> u when you were so
154just kind of like those nonofficial like not messaging to everyone I think but we could start that I think protocol within our own one ones um just to be more efficient. I think because I think we have and I'm just saying because I know we have board members who are like we don't need to know nothing >> and I >> but I also think it needs to be like so to Demetro's point I don't distrust you right it's not a you issue it's not that I don't that I distrust you I just like to know stuff >> so I think what we can establish is Lupe if something's happening in my area text me like if it's a bus pass issue in my area I didn't know about it like you know what I mean
155and if it's something happening in your area then I'll reach out be like yo That's what I just So this more of a board communication than it is more of a maybe that's hit in the middle. >> But the problem is that I don't I don't agree with like area situations, right? Because with the conversation we're having, we're supposed to represent the whole district, right? So like >> I think >> how to communicate but also like the importance of the issue, right? I mean I think if you guys just want to know something everything then like I think then we should all know, right? Because then it creates inconsistency. Then she has to make sure I always have to forward everything to Jama and Lupe, but not the other. >> Not forward, right? Just >>
156like the response, but like >> it'll end up being a BCC reply. So >> yeah, >> Leslie sends me a question. >> I have or I'm doing a response. I can do a BCC to everyone and move on. I can't do a now do a separate. >> It's not realistic. >> Yeah. and and I think to do that and I'm only okay >> and I'm only weary of doing it that way and I'm I might be the the only one out um saying it is that my only concern of doing it that way is because I know that there's probably things that are easier to address than other concerns and if we have the superintendent addressing five easy concerns and we have replies to those and we have a really hard one that she has
157been able to like loop around is going feel like we're neglecting. >> So, I think let's do this because I don't want you to spend too too much time on this. >> Start with your one-on- ones. >> Write down your questions. If concerns come to you that are not life, matter of life and death, write down, bring it up with her when you have your one-on-one unless there's something that needs her immediate attention. Okay? If there is something bigger, I think having trust in her ability to say, "This is big enough that everybody needs to know." But your uh take your one-on- ones, use those one-on- ones as times to connect to let her know how you like to be communicated with. And I think that's going to really help moving forward. And you'll figure
158out what makes sense and what also doesn't take so much of her time responding to each of you with different concerns. And my only thing is that as a new board member, I think we learn by hearing stuff, right? And then are able to like kind of go with guidance from so maybe some of the direction of the other board member. So, you know, sometimes us wanting to know is not so much like it really interests me, but you know, really getting that information that that knowledge base to then be able to like move forward on certain things like what are priorities, right? Like what aren't priorities? Like this is how you address this thing over here. So now I know exactly how it might be addressed somewhere else. And just having that I think
159that learning curve because I think that's a big chunk of the work that we're doing as well like you know how do we know how things are to where like maybe if you started pro no I'm not even gonna say that because I am not I am strictly to the >> so having your I said everything >> being new to the position some of that can be addressed when you have your onboarding right you didn't have I I get it a lot of yourself. However, you can begin and establish that protocol of having an onboarding process for future board members. What should be included in that? You have recently formed this governance team. So, you need a lot of time to still figure out how you're going to move together, right? So, maybe you didn't
160have that onboarding protocol and process, but you can create it for future. I I do want to just lift up that >> No, sorry. Go ahead. >> I do I do want to lift up that you guys get a lot of texts, which is the easiest way for me to do a response if I'm not sitting at my desk and I don't have my computer with me. I'm as information is coming in probably get two, three, four of those a day in terms of what the big items are that are happening around the district. So it's not that there's no communication. This question is more so around when you email me a question. Some some a community member has brought a question to you. How do you want to deal with this? Do you want
161I can do a response. I'll get back to you in 24 hours and BCC everybody. So everybody knows and then I can once we get an answer I can do another response and BCC everybody. So it's closed. I don't that adding BCC's is not time consuming sitting down to do a whole separate in addition to the four or five messages that you're getting already that are big issues that are happening across the district. It's just keeping it in context you guys of what what is that big issue? Did that person bring that issue to you directly and you're just going to respond to that person and give an answer and it's done or is it a board issue because you know could be a friend of yours who your neighbor who's like what happened with
162this. It's it's being able to to find some balance. Um if we want to try it with the BCC that's fine. I think the one to ones are really important >> and even just 30 minute one to ones. >> Yeah. that we're able to hold on to and hold on to that time I think would be really would be really helpful and we haven't had we we had them in the summer we haven't had a wonder since school started since August >> that is one thing that we wrote we want one once >> so I think that establishing those perfect segway to continue but Cynthia wanted >> no I just like I don't know I would just prefer to be BCC >> on stuck because like Lupa said like we're I just want to be
163in a known um if just I know that Dr. Moses used to do that. She will see all of us and then I think it was just helpful just to know. So because they might come to you at one event and they come to me with the same thing and I'm like oh well you know I know the answer now so they I don't have to react to the question. But that's just my preference to that's just me. But whatever the board decides, text message is great. Like I know that we talked about if we can all be in in one group text message, but when we reply back to you, we'll respond to you separately. Um I know that's worked in the past as well. You would prefer that because I've been doing the
164two two and one, but I could do everyone and you just don't respond. >> I will not respond. Did he put a green check by what we've agreed on? So, we won't get into the mix of not knowing. We've all agreed on 101 ones, right? >> Yeah. So, I did that. Did you agree on the BCC? >> Yes. >> I think that we all agreed on a 101. I think that we agreed on the response. >> I will go along with the group >> will be just the BCC. >> Yeah. >> If you could >> I mean, I think that some of it is not very >> Yeah. Please don't bec the group, >> right? Yeah. I think it to communicate that the the the sentence is very important. >> Yeah. >> So >> just
165addCC and then we'll know. >> So Dr. Cotton, you would want and prefer for us to if we're emailing you something that's more granular that we should say you don't have to BCC everybody on this. I just I just need to if you can give me an answer by one of them, right? or I think this for us I think this is a huge issue that maybe the board needs to excuse me that the board needs to know about and then that's your ECC green light or whatever I think that requires us trusting each other and I think that requires us trusting each other like I said before I trust you >> this is about information this is not I I don't think this is about you guys holding each other accountable this is about
166communication >> it's about communication but it's and and what and this This is again a bridge that I have to get over. I have to trust my fellow board members that they're going to greenlight a BCC and not hold information tightly and gatekeeping. That my fellow board members are going to that we have established what is BCCable and what's not. So we don't put that on you. It is a standard that we hold. Hey, Kennedy was in a lockdown. This is a bad example. She would tell us anyway. But let's say, let me just use this as an example, knowing that this would not be one. Kennedy's in a lockdown. Lupe emailed you that Kennedy's in a lockdown or something that she had on Kennedy and it's a big issue, but Lupe says just don't
167BCC the board. Just tell me. Like that's me having to trust that Lupe wouldn't do that. That we have established with within our parameters as board members something that's going to be on the news. We all know something that's going to be a through line between each each of our spots. all over the district. We all know, right? So, we have to, I think, establish that trust among us. Does that make sense? Or am I off to the left? >> Makes sense. >> Okay. >> I think I'm off to the >> And the one-on- ones would really help because we can have these conversations with Cheryl on what it is that you need specifically and continue those conversations. So, hold those. What else do you have on your list? >> Okay, I'm going to go
168a little bit quicker. Uh, but stop me if you want to talk specifically about one. Um, Friday memo, we want more substantial information, not just like these are some good things happening in the district. We talked about how like there's Friday me on read because I already know like it's going to not be something really important. So, we just wanted to have really important information in there as well. Uh, in addition like heads ups like I brought up an an example in Fairfield. Um uh every department puts in information for the board of like things that might come up at the next board meeting the public comment, right? So like this teacher was put on admin leave or like this happened, right? Like um you can do a you can do a closed private memo.
169Yeah. Okay. Um so obviously that would require you and your staff to say like this part is closed a closed memo and this part is part of the open part of memo. Um and then we want to know about events. Um, we don't really hear unless they're in the large district founder. Um, we don't hear about events that we want to get invited by or just notified about site events. Um, and if you're going to city council specifically or meeting a politician in one of our schools, uh, we want to know that specifically so we can join you if you choose to do that. Anything that I missed on that very quickly? Okay. Any questions on that piece? Yeah. No, >> they're good. Okay. Um, >> so, so there's city council members that I know
170>> and so those >> including those like if there's city council is coming city council member coming to one of the schools to do a walkth through. >> Yes. >> We want to be part of that if if >> I can't think of an example where I can >> I can think of an example. You'll you'll be invited to speak at city council. I'd like to know if you're coming to the Elena City Council. >> Oh yeah. Yeah. No, I'm think I'm trying to think of an example where like it wouldn't be necessary for >> out to coffee with a city council member. I don't care. >> Like that's on you because you have your own relationship with them, right? And you're you're going out to coffee with a city member, a city council member
171as Cheryl Cotton >> and then but if you're going out alerted if there is a site visit, right, >> or district, right? Yes. And if you're going >> or if you're speaking another body. Yeah. >> Including like maybe like a a a community what's it called? The community >> I'll be at the West County forum tomorrow. >> Okay. >> Yeah. Thursday. Thursday. Thank you. >> I mean we already knew. I think we all get the email. But yeah, things like that. That's a good example. Or if you're going to go speak at like the fair meal fair meal fair me uh community neighborhood council, right? Those are the I think the events we also want to know about specifically. Um so that we might join you actually just to like support you, right? Like a
172lot of our time is really just to know that to do that. Um >> yeah, I think that that's a big deal. Not evaluative, it's supportive. Like we want to know that. >> Yes. Thank you for the clarity. >> Um when we do reach out to you and email you, do you want us there's a question for you. Do you want us to just email you or do you want us to include like if we have a sped question include Katrina for example? No. Okay. Just email your Do we all agree on that? >> Yes. >> Just the superintendent. Cool. >> Sorry, I'm rushing. Someone stopped me, but I'm really concerned. >> We need to get to the >> um school walks. >> Two lists. >> Yes. School walkthroughs. Um um we would like you
173to invite us to do more walkthroughs if you're going to sites. Not if you're going to like go and talk to a principal, right? or do like a whatever. But like if you're going to do an official school walkthrough, uh we would like to be invited to join you so that we can do it with you instead of just going on our own. Uh but if we are going to go on our own, we did agree that we would notify you if we're going doesn't necessarily mean that we expect you to come. But sorry, I'm pointing at all of you because I can't remember if we principal. That's part of our policy. >> Uh perfect. than that. So, so that's the one that one makes me a little bit nervous because I just we just
174you just asked me there's a question do I CC staff and I said no don't CC staff but that's the one instance where the board is reaching out directly to a principal a site principal and that I don't know if that how that aligns with the rest of our policy policy >> and I am just it still makes me a little bit hesitant. It's it's it's not a thing, but it's a thing. And so I just want to put that out there. >> Like what would you like? Would you like us to email you so that you let the principal know? Hey, like trusty Gonzalez is coming to your school on X and Y day. Yes. Just be prepared. I might not be there with him, but be prepared. >> Okay. >> Does it? >>
175I know it doesn't. But then that's where my next question comes in because and we're only talking about official site visits, right? or does that mean a visit in general? And I think that's where there's a talking about like I support with the coffee club, right? The coffee club parents um at, you know, at Lincoln I could go in there, you know, help with like playtime or, you know, some of the classrooms, right? >> Or just go in because the teacher invited me, hey, I want you to come down to my class. can you just come in and help or I want you to come see this like there's different type of relationships that we form where it's not official site visit right sister >> we're on site but we're not we're not visiting the
176site so what does that look like so does it look like we are letting you know in the very beginning that hey I do traffic Monday Tuesday and Wednesday at this site and then you let the principal know that or because we've already established that communication with the principal that we are at that site. Do we just continue under that volunteerism? >> I think it's helpful to let me know. So then, so then that question goes back to you guys. My plan is most Fridays I'll be in bed sites um quietly walking through, not formal principles walking with me, but I want to go and visit classrooms. Is that what she wants to be invited to every Friday? On occasion, I'd like to know. >> Yes. Is it enough for me to say I'm going
177to be going out to sites? Because I may not even line out where I'm going. Just that morning, I might be like, I'm going to go here, here, and here. Is it enough for me to say I'm going to Sykes on Friday? Site visits from from 8:30 to 12 on Friday. And if you're interested, then you would let me know. It used to be used to be done two ways. So, Dr. Hurst had a calendar that he would have he would put a date and then where he was going and then he would have lines and if the board member wanted to go they would check that line. Remember that that was one way of doing it. Then there was another where he would just send out an email or a text or something in
178the morning and say, "Hey, I'm going to King or something like that." If it's like >> I'm a not going to be that organized and b I don't want I don't want fanfare when I go. I want to actually see classrooms see the data and and I think someone we did well I we did one um it was just everybody knew it was a Friday thing so I mean I don't think we specifically need to I mean I would just want to do I'm thinking how do we break that out of that my area type of thing so I don't need to know what schools are doing in my area because that's something that we're trying to break out So, >> so as long as we know >> I could put in the Friday memo
179and so this is writing down. >> Yeah. As long as we know Fridays are walkthrough days and maybe if in our agenda we don't have anything to do this Friday regardless of what sites you're going to maybe the morning of. people be like, "These are the sites that I'm going to today." Or, you know, >> why don't we just reach out to the superintendent? Like, why don't we just if if you if you want to go visit schools, why don't we just text her and say, "Hey, I'm free this Friday. Could I join you in your site visits? Could you send me your schedule?" And then >> by Thursday, Friday, >> if I'm going, I'm going. I will put it in my Friday because it's on my calendar. And if something is happening that Friday
180that bumps and I've got to move it, I'll I'll make sure that that goes on our Friday memo. So, you know, we have the dates at the beginning of the Friday memo. I'll put the dates >> for the next week. >> Friday memo. >> Yep. >> Of site visits. And then if you're interested in joining me, just >> and some of these conversation again, take advantage of your one-on-one. >> Have these conversations and then let uh Cheryl know if you would like to accompany her. The one thing that I like you to be mindful of is not to interrupt and disrupt the daily operations of a school, right? Because I'm hearing that the Friday visit is more quietly going in just to see what's happening. And when a board member shows up, it changes the
181the feel of the um their visit. Well, and that was I think one of the things that I talked to you about when you remember when we showed up to Lincoln a different time is like when I go to a site I'm not really going to a site visit per se. I'm just going to go there and support because I think I've I'm newly on the board so I've always been a parent and I've worked as a school as a volunteer in these spaces. So I think now being a trustee I think that's just an extension of the work that I'm continuing to do. Um, so it's not like, oh, I'm going there to officially be on the clock, you know, where I'm checking in at coffee club today or, you know, tomorrow sitting in
182on part of like, you know, the school climate team meeting because, you know, I have that relationship with them, right? So, and I'm not Can I say can I say something? >> Yes. And you are still a board member. Yes. And when you walk through the doors now at Lincoln, you're a board member. You are not Sebastian's mom. >> I don't know. My kids are here. >> Yeah. >> I don't Right. I just But you're not that person. And they will see you. Some will see you as that. But you are whenever you walk into the schools, they're going to see you as the board member here you guys get together. But it's the difference between visiting like a new site and like you going to the site that you go to every Tuesday, right?
183I see that as a big difference. Like I know Jam like is at Lupine every morning from 8:30 to 9, right? Like I please push back if this is not what you think, but I don't think that that she needs to tell you every day she's going to be there from 8:30 to 9. But you said I do traffic, >> right? But if I am randomly and especially for me because I think I do the least visits out of all of you. But if I am randomly showing up to Murphy, even the principal will be like why are you here? Right? And I think that's going to be different even if I'm like oh I'm just here to do yard duty because I have 30 minutes. They will see it right as like oh Demetri
184is here right? Or trusty Gonzalez is here not Demetri. So like I think that's when what I would give you a heads up on. Um, but I think for you too especially that's going to be the hardest because you both volunteer the most. Um, but uh I I think I I really do see a difference between like like a random visit to a school and like just a vol when you're volunteering, right? >> Okay, go. Let's move on. Let's move on to finish. >> You both disagree though. I don't want to like shut you down though if you guys disagree with me because I can tell you both disagree with I don't know if I necessarily disagree. I just need to process what the next steps are going to look like so that I'm honoring
185the board agreement, right? Whatever the board agreement is, I have to honor that because that's part of 9200, right? That's part of what we're doing. So, I'm trying to process exactly what the board and the superintendent want when it comes to when it comes to visits, right? Or when it comes to under this because I'm not I'm still not quite sure, right? So would it be helpful if you create a list of all your regular times that you're on? You let you let Cheryl know, right? Send her a list of because you would know on which days you're doing traffic, duty or whatever. And then anything else you'll go through Cheryl if you want to visit in a official capacity. So in both cases she knows but the regular stuff you already make a list.
186she knows you can talk about that your one-on ones and the rest of it you let her know if you want to accompany her if you want a site visit and you'll you'll uh >> and then what about that middle category? So the middle category means I just got a text message that says hey can you work the book fair next Friday I just got a text message that said hey can you do >> can you volunteer for a concession stand on Friday night at Hercules High School. Right? Those are the next couple of things and let her know. So I would then email or text Dr. Cotton and be like, "Hey, these are the next these are the things that I've been asked to do on sites." That's what that's is that the agreement
187that we have. So then I'll know. So there's three buckets here. >> Yeah. >> I think it's so cool that you get invited to do that. I'm a little jealous of um >> um Okay. So we wrote hold your the expectations that you hold yourself accountable, right? I mean, I think that you know that you know that's a big piece that we've talked to you about before like if there's like a mistake that is done like depending on the mistake like we expect you to hold them accountable right um and that >> your staff should be consistent with the board right if if yeah let me and and you guys add to this if I don't explain it correctly because I can't remember who brought it up but like um if let's say I have
188a conversation with one of your cabinet members um and they respond respond. They all very nice and want to be responsive to the board, but like they respond to me and like, "Yeah, let me get you I'm going to pick on Jamaa and Melissa. Let me get you that shade for your school." Right? Uh but then turn around to trust and says, "Sorry, it's too expensive for your school." Right? This is a very madeup example, very huge, but like uh like inconsistent inconsistent response per board member and that could be because of the position that they hold or because how much they bother that cabinet member or you know it could lead to in whatever the inconsistencies leading to. Please help me because this is not brought up. Right. I think the inconsistency came up
189to also, you know, us not wanting to pressure or we work with each other, right? Some of us we've I think all been here many, many years. >> So, we've established relationships outside of the trustee um era because we've worked personally with each other in different areas. So our whole thing is, you know, we want to also set up a system to where staff doesn't feel obligated being asked by a trustee because we have a relationship, right? Like, oh, let me just do this really quickly because I have a relationship and, you know, going to get this done really cool, like going having them go outside of their way when we shouldn't be directing staff. >> That's what it is. like we shouldn't be directly staff but that also is going to take training from
190staff to be like hey you know you should just you know talk to Cheryl about this and you know have her so redirecting I think some of our concerns and I just like having off staff kind of redirect us I think at points because I think that's going to be really important that if we go up and it's like hey I need you to do X Y and Z for me and some are really tentative because we've built that relationship but having it be like, "Okay, we're setting up new systems. You know, we've been asked by superintendent, you know, that everything be >> they're not going to do that. If they're if if the trustee approaches them and says, "I need you to they will be like, oh, everything." >> That's where the I think
191the hardness of that is that some trustees feel that they haven't established those relationships while others feel very very comfortable. Right? So, so then it it needs to be an agreement with us that we don't do a reach out to that we do not do a reach out directly to any staff including >> and that's because it is going to lead to inconsistency. They're they're your support. They're you're their boss's boss or boss's boss's boss's boss. And when you call, >> they're your subordinate >> and they're not that I want to put that in, but I'm your subordinate, right? So, well, and we're partners. It's weird, but but I would be really careful because they can't tell you. They they will not redirect you. And and I like your answer and I'm going to tell
192you exactly why because I think that also is holding us accountable, right? because I think some of these things are asked that we're putting on you um just like okay Cheryl make sure that they're doing this they're doing that so I think it's also you know your answer is really great to where like we're holding each other accountable to like I know that this is an issue with some of my fellow trustees so I'm not going to do this and I'm going to always try to go through the superintendent because we need to establish that trust within our board and that's what I feel accountable. So, thank you for that. Who knows? >> That was a text. >> You guys did great. >> You passed. >> You guys didn't want to make that um >>
193scratch off that check mark. >> Oh, we're not >> But it was more on holding staff accountable. >> Um uh no surprises. We want to go deeper about that from cabinet or the sites. So then um I think that there has to be more communication through the one-on- ones, more communication through the Friday memo, right, on issues from every department um to give us heads up, right? Like heads up, there's an issue happening at a school, heads up, there's an issue happening in your thought, right? Whatever. Uh obviously, we want to get more information so that we never get surprised. Plus, I don't think you like to get surprised, right? So, uh >> every day. >> Yes, I bet. >> Every day goes away. Um but you know what we mean by that there's no
194surprises. Um especially obviously at board meetings, right? Um substantive changes need to come to the board. Um I think that obviously we need to dig a little deeper on what does substantiative mean, but like there if there's a a district-wide change on something, we would like to be part of that decision before it's made. Okay. Um so let's talk let's take a quick example that isn't known publicly. like for example the changes on sped that happened this spring those should have come to the board uh and we should have had a conversation about it um so so I think that like if there's something that's going to change districtwide that you know we're going to be asked about and that potentially could be problematic for some people we want to make those cho those decisions
195with you um at least in consultation >> so I I want to just and we'll go to my my list >> if it's a policy related related issue. Absolutely. If it's not a change in board policy and it is it is an administrative decision that's made, it would not be a decision. So that that kind of goes the watered down version of that conversation that we had around ARS and ARs are not something that's more board approved. >> I think it's more of like wide program changes. Let's say that overnight you and cabinet decide DLI is not a problem anymore and just make that decision. I would be upset not have been part of that conversation. or let's say there's a substantial change in the way that we incorporate IEPs and the way that we
196do them. Like I would have said that I was not consulted because something that might be really important to me and our community. Right. I think those are the things that we're talking about. We're not talking about like I can't think of a small a small change >> like fall under the law. Right. >> Right. And so if it's something that is the things that are that the board approves, makes decisions on, moves forward are things that are in board policy or within the law. If it's not those things and it's a administrative decision, you're asking to be informed of those or you want to make a decision about those. I think we want to be consulted at the at the at the >> What do you mean by consulted? >> So I let's take
197the DIA example. We would want to be decision makers on that. Um am I am I going off like do you guys not agree? I think like >> I have to agree like this brings us back to the whole Kennedy issue being brought to the board about the AP classes, right? It caught me off guard. I'm not saying like like tell us like I'm not to me person I'm not saying bring it to me so I can decide if there's going to be an AP class or not. I'm just saying the notification. So when people come up to the board and say well it's the board that decided this and we're like what what are you talking about like I was equally >> I was I was informed the moment that you guys knew. That's
198when I learned of that as well. So, it's just those to me that's I just don't want to be caught off guard or just like to me just those decisions that you as the leader of this district are going to make or it just like the example of the DLI like those big program decisions like of removing a program um getting rid of I was going to say Vista the Vista virtual >> oh >> like all of those things the virtual school or even the the big changes that happened with FE that were made that families were really upset because of the lack of communication around like big changes when it comes to programming. I don't know if the board agrees or not of of that because at the end of the day our constituents,
199the district, the staff, not the staff, the our stakeholders come to us and they say, "Well, you did this." And we're like, "What?" That's how I feel. I don't know if I'm wrong if it's not allowed. Um, as a new board member, I just want to be informed and like Dimmetro said, consultant. It's it's not that we're going to make the ultimate end decision, but I wouldn't a partnership. Let's talk about it. Let's move forward. What's going to be best for the district? That's helpful. >> And I think there are some other examples. This goes back a while. I already tested system. We ditched Renaissance. We went to you didn't do it but you know I read it presentation we changed a lot of things we're also now spending a lot of money I mean
200there were some implications beyond just um taking in new testing system there was more testing there you know like like and I think it help it may eventually help the district too if everybody understands okay we're moving this way this is why we're moving this way this is benefits we think we're going to get from it or you know so I think that there are some things that some rather big things that have happened that could have come forward and would have been interesting, informative. You may have gotten some points of view. Um, you know, so it is a give and take. It's not written. You know, some of the obviously some of these things aren't written. Some of these things are board priorities. The board has to put a stake in the ground. We're
201going to support DI and you know, we're going to believe in this program. You figure out how to do it. Um, you know, like so there's some you know, gray area here that needs to get sorted. >> I know I know we're mindful of time. I do want to hear it's coming up in this conversation as well. I'm interested in a DI work group to figure out exactly what we're doing around the we have >> that goal. >> I right6. >> Yes. And I think I want we can either go through that group. there's a that's a the deal I packed for a new pack, right? Or whatever. We need to come together and I actually was gonna pull some principles together and have a conversation. It's figuring out, this is just a quick blurb
202and we'll talk more about it, but figuring out when I left there were three DLI programs, three true dual language immersion programs. When I came back, there's nine. And I would say probably six of those nine are not really BL programs. to their their TV programs. And so we do need to have that conversation. We do need to have more of a community forum, public conversation. I do want to start with our principles and and get a sense from them what they're doing and what they have and what they don't have of what these programs are. We need to make that start making that those moves and have those conversations this year. So, I know you're looking at expanding, but it's like before we can expand, let's assess what we have because we've got really
203three true DI programs. Washington, Mandarin, and Stewart. Stuart is limping along with very few children. >> Yeah, >> Washington's okay. We're super strong, but they're like, okay, Mandarin is really strong. And so, how do we build up those two program? Decide if those are the sites that we want to build those programs. that's the interview we're going to get to or gonna happen somewhere else and then making a decision and move forward. Those are so that could go on a Friday memo to you guys. So that's and yeah, we need to beef up our Friday memo so that some of those conversations are getting lifted up in those steps. So I'm trying to use existing structures of existence, but it could also be a good priority. figure this out and come back with a plan
204or do an assessment, inform the board, you know, you know, so it can be a a touch point that the board believes in and it can tie into the strategic plan and whether it's under global competence or, you know, like whatever we decide to do, you know, we can, you know, when I'm talking about structures and, you know, it's it's structure in within our structures that Okay, >> I'm coming over here. You guys did that. Anything else on on that? Cuz I think that was really good. Yeah. >> Are we wrapping at three or we wrapping? >> Well, I want us to spend the the last 30 minutes on the goal areas. >> Okay. >> So, you have three. >> All right. Are you guys ready? >> Come closer if you need to. If you
205just pull up closer. >> I'll stop. Okay. Few bullets. um what the superintendent needs from the board to be most effective within my role. Um number one, understand that the scope of the role of the superintendency and understanding I need you to understand the scope of the role of the superintendency and while I am the board's sole employee. I am your touch point. I'm responsible for 4,000 employees and 25 thousand employees and 25,000 students every single day. and every day. So I just want to like un I need you guys to understand the scope. So like when we had the earlier conversation, well just email all of us and email this and this still happens every single day and all day long. Not an excuse, but just understanding the scope. Um the board president and
206superintendent and I put these out here for discussion, right? Okay. Okay. The board president and superintendent represent the district in communications with the media. Uh media inquiries are reported to the superintendent. So somebody reaches out and says, "Hey, reporter from wherever says, "Hey, we want to do a story. Can we talk?" It would go, let me know. The board president or myself would serve as that voice. You are free to speak as a student as a student, sorry, as an an individual, but you would not be speaking to the media as a board member. >> Yes, >> I do have an issue on that one. I want to talk about it if I can. Um I definitely understand obviously the board president represents us. I agree. She represents the >> This is This is what's
207in the handbook, right? Yes. >> Um and you know, Leslie and I wrote that together. Um and I think that what I would What I would my ask would be of you and Leslie would be that when you speak to the media and you say I am speaking on behalf of the board and this was the decision that was said by the board >> because I think a lot of the time they quote Lesie as an individual board member. >> So then I feel like I have to also talk to them to hear my perspective. So then I my always preference is not to talk to the media but have felt that way because Leslie they quote you as an individual trustee. So if they could if they could quote you on speaking on behalf
208of the board on decisions that we've agreed then I think that I would feel different about that right um and I don't know how we can maybe impress that to the media. Uh obviously you can make you know your own comment individually but I'm okay with that. like uh if they want the board comment I'm comfortable but like if it's explicitly said um like on behalf of the board this is what you know president shared about other does that make sense >> anything else on that >> yeah just know that they quote from the board meetings They take quotes that were said in public and the board meetings to put them in place. >> Okay. >> Is it? >> Yeah. >> Communication from the >> and we we've already talked about this you guys so
209I think we're on the same page. Communication from the board goes to the superintendent and not to employees directly. >> Okay. >> Yes. Yes. Yes. I'm sorry. >> That's okay. Communication on the AC. >> Yeah, it's been hot all all day. Communication from the board goes through the superintendent and not to employees directly. We've talked had a long conversation about that. So, we're good. Um, information about district events is available on the big calendar on parent square and on the district website. Hint hint hint hint hint hint hint. So, we will do a a dump. Oh, Ros just left us. We're going to do a dump from my calendar for Friday memo. It'll be listed in Friday memo. >> I used to have access to the district calendar, the big one, and then all of
210a sudden, I was just telling them earlier, yesterday was a CBO OC meeting, and it was on the calendar when I looked at it, and then all of a sudden it was no longer on the calendar. the CPOC. >> So, I don't know if it's on my end that it's probably my calendar is not syncing correctly. >> It disappeared. >> Um, so I'm not sure. We might want to look at that. And then the district website, we still got a lot of work to do. But as far as being officiated of district event having that part of your Friday agenda is that or Friday >> notes and Friday memo. Do you all agree? >> Yeah, that I think that would help. I think just a couple of thing things recently have fallen through the cracks.
211>> Okay. >> Also for parent square, I just have to say I get some stuff from parent square. I'm not really sure if I'm on the a staff distribution or community distribution, but once again for individual schools, I get nothing for my district. >> I don't I don't either. That's >> so parent like I used to receive everything like based on >> but once he transitioned out then my account was blocked and now I only have access to the district. um parent square >> but not in the like district newsletter but we don't have events or anything going through that. >> So site events I don't have either >> so I can't share those with you. >> No but even like district events like we had like >> so the big calendar is supposed to
212speak directly to parent square. >> Yeah. Okay. So we had like So does that include like we had that STEM event this weekend like the one at Deon on Saturday? >> Is that a site? >> No, that was for all elementary school. >> It wasn't on my calendar. >> It wasn't on ours either, but it was put out there by WCC. >> So that's one of those things that it's >> Was it put out there by the site? >> No, it was by the district. >> It was on the district website. >> It was on Facebook, actually. You see, those are the things. I don't check my social media frequently. So, if it's just being now put on social media, then we wouldn't have access to it. >> Rachel, do you have the the Rachel
213or Rosa, do you guys have the the last weekend STEM event on your calendar? It's not on mine. It was not on there. So I don't know who put that out. >> Do you see on social media was country public schools? >> So that's something to >> let me take a look at that. Yeah. >> What it sounds like is there are different departments. So that may have come from our STEM steam group. that they posted it. They didn't put on a calendar. I wasn't informed. And I keep asking people when things are coming up, put it on my calendar. Invite me. >> I just got the football games finally. >> Well, I've been having that. I've been asking since last year >> for football games >> for sports. Like, can you write that? >>
214Thank you. >> So, it's just we just need to keep a track of the big calendar. Like I said, it's there's all these meetings and stuff like even community meetings like the only one that usually like the the packs the only one that's always on there is the CBOC meeting. Everything else and >> I don't think anybody has established their dates yet. >> I think we're just talking historically from like last year like that. So, >> okay. We'll look at look into this calendar issue. I've been Yes, we had the conversation. You were talking about the calendar, but there's things I have no idea about the STEM thing and I'm not checking social media either >> every day. >> And does that include sitebased? For example, else high school, they had a meet and greet
215for the principal. I would have loved to have just been like, hey, welcome. I didn't know. Just like >> Lauri's not here, Rosa. Rosa or Rachel? How about roasted and ratio? Can the Okay, so before I start doing this, tell me what you think. If we get parents square access for you or your trustee area, that's not we are one, but it is your trusty area. Thoughts on that? like through all the schools that square in our area. >> You want 54 parent squares popping up on your >> for our area. >> I would want 54 parent. >> But that's just me like I would want to know because then I could I would either want 54 parent squares or I would like like what I did with in area one is I just asked
216for access, right? So I asked for access to >> for the principles to put you on there. >> Yeah. So because then I could see what they're doing. But I don't show up to IT. I don't show up to certain things that I know that are site based. But I would pop in for a book fair because it's on the calendar. I do pop in for a jumpathon because it's on or a walkathon because it's on the calendar or I pop into something else because I can see it on their their big calendar. >> Can we talk about this and we could talk about it in our oneto ones and figure out what people want because it may be a little bit different. Yeah, I'm fine with that. It's >> just if Corin has a
217band concert once a year, I'd like to have >> It's not even on my calendar. That's That's why I'm saying it's not, you know, >> have a conversation at your oneonone. Yeah, >> I like that idea. And we'll figure it out something different. >> Yeah. >> So, let's figure that out. >> But I think we're breaking out of that >> area. We need to be aware of what's going on because then it goes against what we're promoting, right? And if then we have Demetri not showing up to his area school because he's the only one getting notification of stuff going on over there when we have the flexibility to do it and we're not showing up because we didn't know. Then we're that we are one type of thing. What does it look like from
218the board perspective? What does it look like from the board perspective to be to exemplify because modeling starts at the top. What does it look like from the board perspective to model we are one, right? And does that look like having access to cross area information? Does that look like having access to district events or district information? Does that look like having access to PTAs and PTO's and whatever it is? What does it look like from the board level to be we are one? I think one of the things that we discussed in there is in our separate room was we don't want to continue to promote the idea that we only take care of our area schools or our area uh functions like and that's and I know that you agree with that. Like
219do you agree with the the >> I worry about what 54 schools on your calendar is going to look like? >> Yeah. >> And is that realistic? >> And I'll agree. But that's not my worry. >> That's your worry. >> Is there anybody in the district that keeps track of major events by school like not like the PTA meeting? >> We're not. No. Yeah. >> Or is there a way that we can have a bulletin board like you know kind of like we do like the parking lot things and we've done like with the elat where we're just like us posting like I think this is something important you know as a trustee right like this is an event happening in my area maybe you guys would like to like somewhere where we can go
220to >> where there's a calendar a board calendar that has nothing but events and maybe not overlapping or like 50, you know, our area schools, but then that we can kind of navigate on like what should take priority on there. What I would love to do is not have to take responsibility for maintaining a whole board calendar. >> But is there something that has access that worries me in terms of either myself or staff members completing that task on a regular basis and shifting dates and things? >> No, I'm not saying it on a on a date. So I think it's just more so and I could be wrong. I don't I don't think you guys ever were part of that process. So, I remember couple years back we had a Richmond calendar and I
221don't know if you ever seen it where it was a Richmond calendar, an events calendar on the website and anybody could go on there and there was a link you could go on there and post events that you either your organization that you knew about that were happening, but we did it individually. There was nobody maintaining that calendar. So if I knew of an event that I would go up there and upload, hey, this day there's a fair going on at, you know, or Unity Park. It's from this time to this time, >> something that we manage because we're posting to it, but all the board has access to. >> We could add a you guys, we could create a board calendar. nothing that has that board access to. >> It's something that we events
222to or things to that something that the board has access to that pops up on our phone or pops up wherever to >> it would only be for board members to where we can let each other know and I guess board members and the superintendent, right? So we can let each other know what's happening because we have access to what happens in our particular spots, right? But we want to break out of just going to our area events and we want to be able to spread that information among the board. Some board some board members may or may not >> No, we we don't know how like I don't have access to >> right. So like how so like how I guess that's a secondary question. Those of us who have access to events that
223happen, how do we then tell everybody else about it? And if one way could be to where we would upload it to a calendar so everybody has access to the the Murphy parent forum that's going to happen on >> you would be adding like site events to this council >> site whatever events that hit like that we as a board would want to make sure that everybody the board as a governance team make sure that everybody would have access to >> if I can interrupt just for one moment. We're at 259. We're supposed to be ending. >> So, let's go ahead and finish your list. >> That's what she said. >> Oh, doesn't it go change it to 2:30? >> No, >> because we we started half an hour later, >> but we didn't officially
224change. >> Oh, would we like to extend if so to what time? I have a hard stop at 3:30, I believe. Okay. Yeah. 3:30. >> Okay, we'll go. >> Thank you so much. Thanks. Okay, so do these. >> And I recognize Let me share these. We don't need discussion. We have to do a motion and a vote. >> Oh, I think we've all agreed. Have we all agreed? >> You're going to 3:30. >> I'm just saying we have to send the processes and follow them. >> Okay. We're agree. >> Okay. trust in guiding. So trust in in me in guiding the organization and that's with staffing, administrative regulations, district procedures is something I need from the board. I need the board's commitment to following the agreements from the governance handbook. It sounds like everybody is
225all on the line right now. Um allow me the ability to make district operation decisions that are in alignment with the board values and policies. says, "Let me do my job. It's not a question. No request." >> Yes, but you are feeding back substantial change. >> Inform me about substantial changes >> and decisions depending on those. >> But that's not the role of the board. >> Yeah. Depending on the topic, if it falls within >> policy law, >> right? Then yes. Okay, I'm not in agreement. I'm sorry. But I think we can also work through it in terms of strategic plans and systems and structures and I think there's room to I'm very confident that there could be positive agreements. >> Yeah. Also, and be fair and to be fair, there is going to have
226to be some trust building and some, >> you know, good communication, just not you in particular, just there's been a lot of births. People feel burnt. >> Um, so, but I'm confident that we can do this. Well, that >> what structures >> do we >> I mean I'm sorry I I do them at that person but like >> it's it's also not about this we're saying the standard forward. So like I think that I have experience I have really bad experiences with them making a decision without consulting forward. So >> I am I know you, Cheryl, and I know that's not going to happen with us, but like it's happened to me now with three superintendents. So like for me to trust that like it's not going to happen forward, it'd be a huge trusting
227issue. And I think that if there's something that's going to substantially change the district, I do think that it needs to come to the board. So can I comment? So now is that something that we would partake in in a policy um governance or how would we make that change to be able to override what >> it depends on it really does depend on on the situation because if it's connected to a policy then that's the policy and policies are backed up with ED codes right they're supported they support ED codes So if that's the case then you have to go back to the policy and we cannot change a policy that by law you need to have right so I think that's situation by situation I think what you're really talking about goes back
228to the issue of trust and the more that you spend time the more that you create and reestablish foundation of thought the less of these conversations you'll have I completely understand you based on lived experiences previous experiences that trust is not there yet. You have trust in your superintendent as a person, but as the superintendent in that role, you have lost some of that trust because of previous experience. Is that correct? So, I think give it time. The more that you establish trust, those one-on- ones are really going to be critical in establishing and and strengthening trust, it's really going to help. And then you always go back to your policies because they're your guiding principles, right? What's our policy on this? because that cannot be changed. But you need to also begin to really
229work on foundation of trust because that's what I'm hearing that keeps coming up. >> Um the last two, time and grace to work through expectations with cabinet which will improve responsiveness to the board. And I just want the board to know the longest standing cabinet member that I have has been in their job for two years. Is a very young cabinet. And so um as we are working on kind of building our trust and getting to know each other and understanding who we are, I'm doing the exact same thing with nine other people on my cabinet. Um, and so just asking for some time and some grace. When I ask for things, they haven't they may not come back in the way that I'm expecting them to come back so that they come back to
230you in that manner as well. So I'm working through those things, but just to be aware for your awareness. Um, and then finally, just to add, my highest priorities so that you know, are safety or student achievement and our instructional programs. That's where if you're you want to know where my focus is, that's where my focus is. And so, as long as those things are taken care of and I'm responding to all the other parts, but my my main priority is student safety. Um, how they are doing in school and what they're learning. I need you to understand that >> and these are conversations you need to continue. It doesn't happen just once and then you're done. Right? This is the first time you have come together. You're going over your expectation. You need to
231continue. What I'd like you to do, what I invite you to do is to to come up with three main three to four main areas that you would like to the focus to be on align to the goals that you already have align to your LCAP goal. Right? So as you think of that, what's the first thing that comes to mind? All for all of you >> with goals >> the goals that that you would like as the governance team to focus on in the next couple years or so. >> Student achievement. >> Be more specific. >> No, you're not going. So the we don't have time to go into specifics of what that means. I think based on data that you have, data that your superintendent has that you have looked at, that can
232determine what what does student achievement mean? Where are you now? And where do you want to be, right? What does student achievement mean to you? How does it look? And where are you now? And where do you want to be? Does that make sense? Because that's a very You're right. It's a very broad term, but we don't have the data right now to say we want to increase or we want to establish this program or strengthen it. We need to be able to look at that to uh to be more specific. >> We talk about recruitment and retention of staff. >> So that could be one, right? Well, let's go back to student achievement, right? Is that what he said? >> Student achievement. Student achievement. Do you all agree that that's one area that needs
233to be a major goal area? >> Yes. >> So student achievement and then what was the second one was retention >> recruitment. So have a conversation about that because who's going to support student achievement? Who's going to provide >> I'm sorry. Can I stop for a second? >> Sure. I I feel like we're all a little bit burnt out at this moment. Yeah, it could be mystery in the room, but I feel like if we're gonna create the goals for this whole school year in the next 30 minutes and a lot of us are feeling a little bit off about the conversation about operations, the operational decisions and then like like some of us are like shutting down, right? like I I just don't feel comfortable in this decision right now because like I also
234want to dig deeper into some of these goals. Like I feel like we can't do it in we can't do it in in 20 minutes. Um, so I don't know how you guys feel, but I just feel like this convers I think we need to like continue this conversation tomorrow or like figure out a way for us to confirm because like I will not have this conversation without talking about the creation of the elementary program in program. That is like my number one goal this year and I don't think that in the next 20 minutes we can do that. Um I don't know I want to put on the table I could be wrong. Maybe I'm reading the room wrong but I just I don't know. I feel like it does not. >> So >>
235we don't have the ability to at this moment. If I can bring you back to what you read about 9,9200 specifically 9200 for dialogue is not any board member individually focusing on one agenda item, right? It's not what each of you want to see because that is what you feel your area need is coming together and deciding what you feel is needed is something that we can all agree on. Right? So I think that I mean I am um I am shutting down a little bit >> because we are creating change and change is hard. Definitely change is hard. So I think for me we we all want our superintendent and our district to be successful and that means we all have to reccalibrate, learn, unlearn and relearn and that's that's not only going to
236be difficult and a shock to us as individuals but a shock to the system, right? So, I don't want to do a disservice by creating goals. And I know I need to build a bridge and get over it, right? And I know that I've talked big game about feelings and all of that stuff, but because this is so important, hey, wait, I want you to win so we can win, right? And I really did buy into the VR one, right? I I don't want to not sit here and champion anti-racism because I'm stuck in my feelings, right? About understanding that my role as a board member, I've been doing it wrong for five years. Wrong in quotes, right? Not going to where the bylaws have said. That's a hit on who I am as a
237person. So, it's going to take me some time to adjust to that. It's a hit on who I am as I communicate to cabinet. Right. Honestly, I've been more I've been more comfortable being a quote unquote cabinet member than a board member for the last five years because our board was so highly unfunctioning or dysfunctional. So, I found friendships and space of understanding and learning and all of those things from cabinet members versus board members. And now that's a shift because I've developed trust in cabinet to tell me the truth. I've developed trust in micromanaging gently, right? I've developed these skills that are no longer needed, necessary, or by the book. Like they're just not there. That's not what I'm supposed to be doing. And that's a hit to me. And it's something that's going
238to take time because it feels like a breakup. And because it feels like a breakup and that now I'm going to cheat on the people that I've known for five years with strangers and that's going to take some time for me to adjust and to do my job my job my 9200 job to do my job well. So I even now in in 30 minutes I'm going to rush to panol to put tablecloths down because I'm a overdoer >> and I'm an over stretcher and I want so bad for us all to win. But it's not like they're not going to do it. They are going to do it because they've done it four other times and four other things. But because I'm so got to be in it to feel like I'm needed, all
239of this stuff that we're going through, it's going to take time for me to adjust to who I am in this role. So, for me to then turn around and want to fight and collaborate and to make sure that we're all being heard and in agreement about goals, I just personally can't do it. I'm all discombobulated. I don't even know where I am at this point or who I am at this point. I don't want to break a rule by going to volunteer at something, but volunteering is all I know. Like that's all I mean, but you know, you know what I mean? But that's all I know how to do. Like service is all I know how to do. And I don't want to cross no boundaries or do something wrong because also following
240the rules is all I know how to do. So I'm trying to find out who I am and I can't do that and set good direction in this moment >> because you know >> it's a lot >> now I feel like a little baby >> a lot all of you have got have done a lot of sharing and feeling and this is new for all of you look around the room at all the work you have done this is not done in one session you have done a lot. If you remember, part of the original agenda I had, you did not have goals, but you were also determined, those of you I spoke with on the phone, that you wanted to make sure you talked about goal. Okay, these conversations cannot be rushed because we
241are also human and we feel before we think. So, you have to work through those feelings. Even someone who says I'm not you know I I I don't feel and I'm not into feeling. We are human. So my suggestion is know what the cluster of goal areas are but these are conversations you need to continue. Right? Those big goals I talked about big goal areas are already there. She's already your superintendent is is already working. That's how you're moving your district forward. So you're not starting from scratch. Okay. But you at the board also need goal setting time for you to decide because as I'm hearing you agreed yet there's still some questions about the agreements. So you need more time. That's that's the bottom line. And there is no magic wand to say here
242one session you're all going to move forward and and work as a unified team. But we still need time to come together and talk and agree and feel your feelings. I'm happy that you feel comfortable in me too for you to say hey you know I I've had enough. I can't focus anymore. I respect that. Jamila for you to to to be vulnerable and to show your feelings when you have been fighting all day to not put focus on feelings. That's a breakthrough. I mean, I feel like you got a lot done here today. But remember, these conversations take time. You're not done over one session or just one, you know, just a few conversations. And I know you're all tired and nothing I say going to make sense right now. My suggestion is you
243have to continue this with or without the facilitator. You need to continue. one of the one of the this has been an amazing conversation and I did not think that we would get to this point and I know that we're not going to get to this point and everyone is you know candy unicorns and rainbows not going to do that because it is a shame I also know I have some anxiety angst around making sure that my goals and objectives are in that I know what I'm working towards. Otherwise, we're just looking just doing stuff. We're just hanging out. And I don't I it needs to be a little more structured than that. I'm also mindful. That's where my angst is coming from right now. I can't start this work in the middle of October
244and be able to really actually accomplish something and be successful by January and June. I have been working on it with some draft notes and hearing this conversation I can continue to do that. I know that the uh the board will be in close session or actually open session talking about um a subcommittee of board members who are going to work on the goals and objectives and I'm working with you guys on that with me. So I've got a draft of something that we can kind of go through. I've heard and you guys have communicated things that are important to you as a board. Um, and those things actually are included in some of the drafts of things that I'm looking at in terms of if I can throw this out here. I know I'm
245not again because I know that we're not at a great space to fear it all, but I just want to make sure that we're we're still taking steps forward. So, goal one and recruitment commission staff. This is not set in stone and this is not set in any particular order at this moment. um old two and that's really looking at grow on our own uh national board. So there's some some key frames that I'd like um continuing our work with our new teachers this year and that's going to not set in stone. If you're not writing with pencil, I don't know what happened. Scribble that up and throw it away. Um, fiscal solveny is another area of focus. Um, and looking at positive certification looked up for a second like yeah, good luck. But what's
246realistic around around our I want realistic goals as well. um instructional leadership and so looking at data monitoring our data um we've got a math adoption this year we've got reading screeners this year focus around our English learners which includes DLI and newcomers and delta and the development of our ARS which speaks to ARS around our cell phone policy our anti policy so those are some some bigger bodies of work that I'm trying to wrap my head around. What does that look like? Um, community engagement. And so, um, communication, building trust, visibility, town halls, that work. Um, and then finally, belonging and inclusion. And so that's where our anti-racist work comes in and is connected to building trust and transparency in our family engagement, including parents and decision making. That's where my mind is going
247right now. Does it sound appropriate? Am I missing something in terms of the this stuff? We're going to have to continue this. >> Yeah. This is going to just keep going. >> Yeah. >> Forget where does the new school fit with that? >> When we talk about uh instructional >> instructional leadership, what are we doing around? What are we doing for to support our newcomers? I'll tell you more about that. I can't I don't know. I I have we have not sat down having a conversation about your vision or working. I don't know what that looks like. I don't know how much it costs. I don't know what we're what scope we're talking about. I just met with some students in I had a student pull me aside and had a whole conversation about her
248experience and her internal program. So, let's talk about that. But I don't we haven't had those conversations. I don't know. >> I just want to make sure it is supportable. Yes, I do think it's important that to majority of the board we've placed as a goal in years past connected to this and it has not happened right so I know we're starting new right and I want to be thoughtful of that but you know this stuff is not and they know it's been a priority for us for years so >> we won't start a school but I know that there are places that are interested in that so we can lay I can I can be responsible to lay the foundation. That's these goals. I'm held accountable for these goals. I can only do what
249I know I can do. >> Yeah. And I'm sorry I'm so pushy. I just want you to know it's an apology just because I do feel a bit frustration as a woman. And um I think that um I I want to be really effective with how I'm approaching this with you. I know that I am being really pushy at this moment, but I just know I just I just feel such urgency about it, right? And there's a reason um because I know that in the school problem of all staffing issues, right? This has been the left side because of there's always an excuse. And I think that I've gotten to a place that like I don't feel I can take those excuses why this is can't happen, right? Um and unfortunately you're encouraging that, right?
250Uh including my feelings about the whole situation, right? And I think others as well. Um but I want you know it's not just me. I'm I think I'm being the spokesperson, but I think some people feel really similar that have advocated for this for for years. And and I and I feel very optimistic like about this discussion which was you know what minor league contentious. I think we have ways of doing that. I think we have ways of working within the strategic plan within our expectations within superintendent um evaluations and you know I don't I don't see it as I see I see ways to um to make work right and yes I do I think this is super important super important um I don't It's not. This is not going to be a push.
251I need to be able to do my job. And unless we're all we're all superintendent, I need to be able to do my job and I I supported that. Um I understand the conservation. So we can definitely work towards making sure that you're going where there is a decision that we talk and I'm always open to kind of hearing and figuring that out. But I'm I need to reorg need to happen. I need fulfillment that I need to do this and I need the support from the Yes, you know that's all I want to be in my cabin where all attendance right there's no trust and then it's it all comes back to trust right um unfortunately you inherit the mistrust I'm not saying from the superintendent accept themsel but like the tent right so
252I my hope is just that you move forward with your own opinions your own say sees and not with others or relationships I don't know how to say it last sounding heard but >> um that's just my concern right Again, I'm open for it. You're probably going to get push back um or not get any push back or I can just sit here quiet like I was either do or speak up like I'm doing now. So, it's just we you're inheriting a board that has had my recommendation in the past, right? So, for us to just be like >> right completely, it's not going to happen over time, right? So, I think that like it's going to take a little bit of coaching from you. I don't want to speak for everyone for me, right?
253To be like, I got this, right? Like you want to make the newcomer school happen, let me create the staffing changes, the allocations changes, right? Like the cuts that need to happen in order to make it. You got to trust me that that's what's best. Like I think that's what I hear you say. Thanks, R. Like to make the schools happen. I think it's going to take us a little bit of time to get to that point, right? Like I think we chose food because the foundation's there. Now we just got to build together the next piece, right, of like for us to completely let go. It's going to take some some time to see that, right? See the work that happens and and then and then just completely disconnect, right? Um I think >>
254it's that's not I'm >> asking to allow me to build the team that I need and work that I mean so that >> so this will take time but it it also takes your individual attention and mindfulness to create the kind of culture that we all want. Just want to make sure that that uh that you're mindful of that what you want is a look at what you need how you need to want to. >> Thanks. Thank you everybody for the it was a very good discussion and discussion. Thank you for your openness. Um and next meeting is tomorrow September 10 2025. 5:00 is closed 6:30 is open. There's a special meeting because a couple of items were inadvertently left off the agenda followed by the regular meeting. I don't exactly know how to do
255that, but we'll figure it out by tomorrow. Um, and we're adjourn everybody. >> Sorry. How are we going to follow up with the goals? I there's urgency of us finalizing them, right? So, when are we going to see them back? >> Yes. Um, >> I didn't want you to say a journ before. Sorry. >> Thank you. Yeah. Um, let me I I have a hard stop. >> Oh, yeah. >> Let me figure that out within the next day or two and we'll get that right out. But I am >> I I agree >> and we're hearing that we got another minute if you want to keep going. >> Thank you everyone. >> Thank you. >> I don't know. Yes.