001Call the meeting in order. All rise for pledge. 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 for all. >> All right. >> Can we do a roll call, please? Wonderam >> here. >> Benak here. Gardin here. Campo >> here. Deihan >> here. >> Hibore >> here. We have a quorum. Uh first notice a courtesy to the members of the members of the audience of the board of education. Please silence your cell phone. Public will only be allowed to speak during public comment signed up. Um Heather, do we have anybody that you've seen? >> No. >> All right. Beautiful. Thank you. Um item number one, the approval of the agenda. Can I get a motion?
002>> So moved. >> Support. >> All those in favor? Yes. >> Opposed. Motion passes. On item number two, superintendent search planning. So, welcome Mark again. >> Good evening. Good to be back again. Um, you should have I passed out a couple of documents to you. um one is uh the summary of what I heard on the uh engagement sessions and then another a second copy of the questions that uh um I prepared the last time and a little this one's a little more colorcoded but I thought you may not have the questions from last time so I brought them with me just in case brought you another set. Um, so our plan tonight would be to uh go over just talk about uh what I've found out um and meeting with the staff and community.
003Um we will look at setting up uh interview time um for next week and um go over a little PowerPoint on so just some interview prep some tips on what we should be you should be doing during the interview how to prepare for it and then we want to choose the uh questions. So, that's the plan, the agenda that I put together and um hopefully we can get through that in a rather timely fashion and and not keep you here all night. But, sounds good. >> I got I don't have to be any place till 7:15 tomorrow morning. So, um so getting to the uh you should have a two sheets and for some reason I don't have mine right in front of me which I just had. There it is. um of meeting with
004the uh different groups. I met with four different groups, one of them uh online. Um and that was last Thursday I want to say it was. And so I met with the admin group. There's probably 10 to 12 in that one. um secondary group after school and they're open all the groups are open to um anybody depending on when you could get there. We tried to set it up so you know to time it when schools got out that sort of thing. Um and I appreciate Heather really helped me to set that up. So thank you very much. Um we met at uh Oakstown and uh the elementary group moving on there had about 20 people and then the community there were somewhere between 20 and 20 20 and 25 people wandered in towards the
005end and I may not have got a good count on them but it was around 25. So um as you look at this please keep that in mind. Um, you know, when you look at staff, for example, you know, you have 600 about 645 staff according to your website. So, you had 57 there. That's roughly about 8%. Um, so things to keep in mind. Um, you know, you have 5,500 students, 20 to 25 community people. Um just uh as compared with the survey, the anonymous survey, you know, we had 335 and 177 staff. So just to give you a little perspective there and to kind of keep that in mind. So when I do these, I have the four questions that we talked about um that I ask and then I just try to get
006common themes um that between each between all the groups um that that showed up quite often. And uh so just when you look at the strengths of the district, you can see um there's a strong commitment, there's a collaboration um and connection with the uh with the community and business partnerships came up quite often. Um the very diverse offerings of programs, you know, people would say, well, we we have a great music program or we have great extracurriculars or we have, you know, great AP program. So the diverse offerings of uh is a strong point of programs here um in Granville. Uh came up a lot of different ways but uh strong systems in place. For example, one would be your MTSS system. So I think it came up you know whether it be something
007with HR or just systems are in place. So which you know kind of means that to me when I look at it um the systems keep going. people can change, but the systems can keep going. It's not your district's not depending on the person running it, if that makes sense at all. Um, very caring and passionate, uh, connected staff. Um, a diverse student population. So, uh, that's, uh, that's going to come up in the challenges when we go to to the next spot, but, uh, diverse student population. Um and it was pretty unanimous whether it was at any level as far as um it came up in every group as far as it might be down to the teacher um employee any employee up to the district level administration. Um it was kind of consensus
008from people that uh the staff is all very approachable, supportive, um uh innovative came up and always putting kids at the forefront. So that was a good sign. And it did particularly come out um I think somebody even mentioned even if you go to the district office and you ask for something or or ask something, they're more than willing to help or answer your question. Um so that was uh strong points that came out. If we looked at challenges for the next uh 3 to 5 years, not a surprise for anywhere when you come up budget finances are always number one. And um if you've been watching uh way budgets are going here in the next few years, I think we can it's going to be even bigger concerns for all districts across the state
009>> um coming up in the next few years. um a lot of sentiment about uh have many staff getting to the retirement age. So recruitment um bringing in new staff keeping the stability the uh um um you know you kind of have some institutional knowledge there that you lose when you lose staff members for retirement. Um so that's that's a challenge of how do you keep keep that going? How do you replace those people? Um and I put it down there. I should have put it back to back. I didn't. But it was also brought up, you know, we have diversity in students, but we don't have as nearly as much diversity in staff at any level. So, you know, that's that's going to be a challenge, and that's quite honestly, that's a challenge for
010almost every district because educators are just not um they're not in the pipeline. So, um that's a that's a big challenge. And if again that was brought up the not only older staff getting towards retirement age but also diverse staff that mirrors what the student population looks like. Um curriculum as far as that is there was some uh how do we maintain the stability in the in the shift of curriculum? There's some shifts going on. I I want to say that was mostly at the secondary level where I got that from, but I I can't really be for certain. There was talk about, you know, a challenge of getting vertical alignment, you know, elementary through the 12th grade of of curriculum. So, it's, you know, you have good steps from one one grade to the
011next. Um then challenge of professional development for implementing that curriculum or developing instructional strategies, developing uh um staff even. So those are kind of things we we talked about last meeting. Um but uh that was expressed. >> So you didn't hear much on the K4 curriculum at all. >> Um I I will say the curriculum came up uh much in the elementary. We didn't get any specifics of of uh the uh curriculum or what it was or anything like that. >> Just that's just the most feedback that I've received from people is on that. >> Yeah. I'll say the elementary group was probably strongest strongest on concerns about the challenges with curriculum implementing new curriculum having >> um having I don't know if I say up to date or >> Yeah. >> All right. >>
012Y um >> I think that's >> kind of along with that really with the changing um students much are coming in much more much more needy. I don't know if want to say needy is the word but there many more challenges >> um in many schools really when we went through those years of having co um students came back with many more needs and uh so that's we're still seeing that in the classroom whether it's behavior um academic social emotional um those are challenges that and that's not that's not unique to Granville but that's uh that's something that staff and community see or challenges coming up. Um class sizes across the district and I feel like I should give a little more context to that. um that really came as far as my understanding was
013um like in that particular elementary when you look at one elementary school um their class size might be large as compared to another elementary school where they have fairly small and that's that's always a challenge depending on how your building has gone in the community that sort of thing and and u so so when we talk about class sizes I can't say that it was every all across it's just unequal class sizes maybe you want to say um is is was a concern and it was a a challenge that that we see um and then um thought a very good insight was uh really it's kind of long in technology but it's it we have society changing so quickly particularly with AI and and and technology that how do we the challenge with making sure
014what we have um the programs we have are relevant and will serve our students well so when they graduate that they will be prepared for society. Um you know for example sometimes you can invest in some technology but is it the right technology and that sort of thing. So um those were the main challenges that uh talked about for the next three to five years. Um we look at experiences that the next superintendent should have had. Um again much like the uh survey as mentioned they should have been a teacher principal central office experience would be nice experience at the district level. Again I guess put that on there twice. Um strong curriculum background did did come up and uh at a couple of different meetings. um experiences experience of a similar setting as Granville.
015Um then there's also knowledge particularly about Granville schools. Um solid understanding of the professional learning communities or PLC's. Um I believe that's something that the district has implemented and and just needs somebody that understands it and can help implement uh um those PLC's. Well, um there was ability to bring in a new perspective or having a a new perspective and then um I did have this because it was kind of I had both comments like I don't know which one you put it was just sometimes what you get when you do this. There was comments like we need somebody from the outside and there was comments we need someone from the inside. So you know that's uh that's not unexpected that happens. Um and uh there was also a few comments on really are you
016the person should be uh really current on state and national issues in education um particularly legally that sort of thing um which we would hope that they would all have that. Um if you talked about uh how this last question was what kind of traits or attributes does a individual need to have to be successful in Granville? Um much of what we saw in the uh survey committed to the community visible transparent came up um a growth mindset and growth mindset really goes down with I think somewhere in here I had uh um uh we're inspirational leader forward thinker that sort of thing um somebody with a fresh perspective ability to make hard decisions um kind of a tough skin type of thing. Ability to listen to listen to everyone but also see the bigger
017picture and make the tough decisions um when you need to do that. Um open to other ideas, working with um um work with the staff to listen to their ideas, a sense of humor. um invest in developing staff. Felt that was important. Visionary again um balance support with uh you know you want to support people but also make sure you hold them accountable. Um personal, approachable, downto-earth type of person, trustworthy. Um, again, this kind of along a thick skin, but study leadership when faced with obser adversity, you know, not getting too high or too low, but being able to, uh, be steady through difficult situations. Um, develop relationships with kids, staff, and parents. So um and I think there was also the in there I put on there um couple mentioned that uh you know
018it's always been a very good collaboration with the administration district administration and the various unions that you have and they're hoping that they can continue that relationship in which it's more of a let's work together than us versus them type of mentality. So they're they're definitely hoping they could keep that up. So that's what my summary came up with in the in the meetings that I had. >> Thanks for welcome. And so I hope you can take that with you know with the other the survey that you had um gives you an idea when you're interviewing of what kind of things cuz you all have an opinion in that too and you you know at a different level um the all the aspects that go on to to really being the CEO of your school
019district. And so there's a lot of lot of pieces to it that you know some staff do not see, some community members don't see. And so just please keep that in mind when you're when you're thinking through. And but you have these it just helped you inform of what people are looking for as you're interviewing a candidate. Okay. >> All right. We good on that? >> Yep. The next step is uh I think we need to talk about um the applicant. Um we did have one applicant that was John Pho. Um I talked to him last night. So I said, "Are you okay if I you still ready to you still in? Um cuz I just say your name rather than just talk about the one applicant." And he said, "Yes, absolutely." um he he's
020already let some new people know that he was either interested or had already applied anyway. So um he did apply. He met all the criteria. Um and so I think we need to uh you know we established next Tuesday is a 24th is Tuesday, right? Yes, we established that and just wanted to establish a time to have the interview >> maybe six would >> that's the 24th >> in the past we've gone earlier so that's why I'm saying six >> because it gives time for the interview and then discussion after that >> um let's find So, are we all in agreement on 6 then? >> Yes. 6 p.m. >> update. Will Joe be able to be there by then? >> Yes. >> Okay. >> He'll be able to come. >> Okay. >> Good. Yeah. >>
021Okay. um six it will be then and I will uh I'll prepare a a press release that can be put on your website and put out on your social media and I'll send it to all the people that I sent the other one to Heather will make sure it's taken care of. I'm sure. Um, and that would be in a and it basically says when it is who's being interviewed and make sure that the public knows that they're welcome to attend that. Um, and that we would have uh um feedback forms for them to fill out uh after the interview. So, that's more feedback for you to have. 6 o'clock. >> Six o'clock. >> Sounds good. The 20th >> All right. Um before we do the questions, I'd like to spend a few minutes and
022go through uh just a little interview prep. Um just so you know how this all goes and and kind of especially if you haven't done it before um just to give you an idea of what you kind of want to look for and what you um how you want to be prepared yourself. So uh it's not real long. I'm going to skip a few slides here and there. Um, and and keep in mind where you're trying to learn more about the candidate. Um, and you're really trying to find out how do they conduct themselves in a public setting. Um, some candidates um are practice interviewers, some are not. So, some people do interview well, some don't. We'll see. Um, John, I don't know how much interviewing he has done over the years, but um um
023so it it really when you when you get people that I want to say have been on the circuit trying to get jobs, you can tell which ones like they're interviewing all the time. It's like, wow, those are just kind of canned answers there. Um, so I will be once we select the questions, I will set up an interview guide for you. Um, I'll have the office uh type one up. I'll make I'll make printouts of it and it'll be for you to be able to um uh write on it, that sort of thing. Um, and then uh I'll bring it in on I'll assign questions to you. the uh uh the president really runs the proceedings. Once I introduce and set the person down, the president runs the proceedings. But so there's you just
024have to be able to read it. Um is really what way it works. Um this again, as you get ready, think about what the survey said, what we got from the engagement sessions, what you already know of what you're looking for. Um please have that in mind. Um, and when you look at the questions, read all the questions. So, you know, what are you going to look for in each question? And I know this is hard to say, but, uh, practice the questions you'll be asking. I'll sign them to you. Um, it's kind of like, you know, when we did the pledge every day at the school at school, we we print it out right there because it's amazing when you haven't looked at in a while, you forget the words all of a sudden.
025Um, >> so this is similar to I just want to clarify this is similar to what we did when we were interviewing candidates to replace Barb Palmer >> where we will have set questions that like I'll only ask question what number two and eight or whatever something like that. >> We go ahead. I'm sorry. >> Typically now we'll have our set questions. We want to make sure we ask those. Okay. But there may be um we would treat this like a followup or like a second round. Um you may have a follow-up question that you want to ask or they said something in there and you want a little more information on it. Um you could ask a follow-up question. Also considering this situation, something may hit you that they've said or something may come
026up um and you could just if any one of you could ask uh the president, may I ask a another question that's not even not even on there. Okay. Um >> I feel like that's how it was when we went over to Kent ISD and there were specific questions, but then there were follow-up questions for sure with >> Yeah. >> with you. Yeah. Okay. >> Typically, we'll get some followup. You generally don't get any that are really offthe-wall, but they may have said something. I shouldn't say off the wall or kind of out of context of what you're doing, but maybe they answered a question and you might have a followup to that that you want something on that. >> We call that peeling back the layers of the onion. >> Yes. >> So, you
027get the answer then you you can ask a followup. Now, how many questions um if we're all doing one or if we're all asking, right? How many questions do you typically look at in that scenario? Is it 14? Is it two for everybody? And we kind of go around route. I mean, >> typically 15 to 18 questions is really >> because you're having two three minutes per answer. I guess just >> it all depends. You know, some some can be short, some can be, you know, some you're looking for a simple answer. >> You know, it's almost like a when you think of the Senate hearings or whatever and somebody says it's a yes or no, and then they end up going five minutes. You know, th those things happen. Um, and I think the
028key thing we should focus on, tell me if I'm wrong, but we set a time for the interview and that's what we track to. That's what we track to. Is it that time? And typically it's 45 minutes. In the past, it's been. Now granted, we only have one candidate, but it's tell me if it would be >> usually when we're doing um first round, let's say it's 50 minutes long and you're going to get 15 questions. And so they they're responsible to to kind of keep track of their timing themselves. And I kind of usually sit back and I let the give a signal to the board president and sometimes they can it's like 5 minutes to go or something like that. Second round usually they've been going about about an hour because you really
029want to dive into and learn a little bit more about that person. So um I would say typically it's about an hour. Sometimes they go a little longer than that. Um depending on follow-ups, that sort of thing. Um, one thing and we can talk about this a little bit later is um, what we have been doing and I I feel like it's quite uh, been quite successful is giving the candidate the questions 24 hours in advance. um it really gives you more thoughtful answers. And when you think about it as a superintendent, you know, usually you have time to a little bit of time to put solve a problem, to solve an issue, to think through an issue. Um rather than you don't have to really think something right on the fly nearly as much
030as I kind of compare the difference between a high school principal and a superintendent. as a high school principal. I had to make do things a lot quicker cuz he had, you know, thousand kids run at you at once or whatever and all their parents. Um the there's no question the superintendent issues are bigger, but you usually have a little bit more time. So >> they let it get the go to voicemail and then get their time to respond. Right. Exactly. Well, yeah, sometimes sometimes, but uh um it does really and again we can talk about give you a chance to let that think about for a bit, but we really have seen um more thoughtful, more um thorough answers. Um, and it also it's interesting when you're doing like you say you have 15
031questions and you have 50 minutes >> and you've got them and and it's interesting to see like we gave you this the questions and you either didn't prepare for them at all because it's amazing how many people will not other of them will overprepare and they'll they'll write down their answers and come and read it um word for word that tells you something also. And then there are people that um it's like they can't get through half the questions and you say, "Sorry, your time's up." Um because part of it is time management. You want look how do you how do you manage your time? How do you conduct yourself in public? Um, so anyway, >> when we ask these questions, do you want us to stay I mean, I know you said the followup
032and I I understand that, but initially, do you want us to stay with the wording as prescribed here? The reason I'm asking that is I I think that um I've been in situations where the questions can be leading >> if phrased a certain way and I I'm just wondering how much leeway are you suggesting for any of that or would you think it would be better to stick with more the direct questions? >> Well, I think once we I think that's a tough question to answer right now because we haven't decided the questions, right? So, let's let's we'll get to that and then we can talk about that when we get when we're talking about the questions. I think I think that's probably >> cuz that's it's a nebulous question >> right right now cuz
033what if all of our questions are that we end up deciding crystal clear >> I guess it's >> okay and generally you read the question that you have word for word >> okay thank you that's what I was looking for as the >> um one thing you want to look out for is uh we kind of call it cultural nose but noise um again you want to look for you know, are they just general questions? Does it really lack any any real substance to it? Um, you want to does it lack any evidence? You want you want evidence. You want um specifics quite often. We'll talk a little bit more about that in in just a minute. But this is where you might a good place for a followup is they're really general. It's like,
034okay, got that, you know, your philosophy, but can you give us a specific time when this happened? It's kind of what we call which may be coming up next year, so I won't get ahead of myself. It's kind of Whoops. Did I go through two? Um, we call it the STAR method, but it should be coming up here. Uh, so, you know, you want to uh be as usual. you know, you like you're having a conversation, include not nods, pauses, that sort of thing. Um, try not to be too supportive of an answer because it's kind of like leading them. It's like the, you know, you don't want to be too supportive, but you want to look like you're interested. Um, please go in with an open mind. Listen objectively. Um, this is one that
035some people get uncomfortable if it's there's silence for a little bit. Don't rush to break the silence. Let them do it or him do in this case. Um, and we really don't want to uh validate a candidates answer too much. Just thank you. That sort of thing and move on to the next question. Um, again, maintain good eye contact. Um, take notes. Um, you may you may need them for later. um they are subject to FOYA. I will collect everything when this whole process is all said and done and I'll take care of that for you. Um that's generally what we do. And then um this here's what I wanted to talk about um the STAR method and really you want to listen for facts and actual events. Um and it depends on the question.
036So you know some questions are going to be what was a situation or task? what action did they take and what were the results that they got from that. So, and I'll have the on the interview guide this the situation task action results will be written on there so you you know that'll be a little reminder. >> Um and again make sure and after the interview you're taking your notes kind of get your thoughts together. We'll take a little break um after it after afterwards and you'll be able to a while make copies. I give you a chance to read over what everybody else had to say before we start the deliberation. That was it. Easy peasy. >> Easy peasy. >> Good so far. Any questions on that? Great. >> All right. The most difficult
037part. I shouldn't say difficult, but it's sometimes can be challenging. Um, so what I found is you don't want to start from scratch with questions. Um, so I probably put I gave you a list of 27. Um, and I've given you a colorcoded list now because I really do think, you know, definitely under 20. 15 to 18 is a nice number. Um, and I'm going to get tell you about the color cording here in just a minute, but what I try to do because there are so many as um aspects to being a superintendent. Um, I try to hit uh questions on every area um as much as possible. And so like for example, I've got about 12 different areas um with questions. So, you know, whether it's board relations, finance budget, um community relations,
038uh kind of a diversity inclusion questions, your educational instructional leadership question, experience question, facilities, um I may not have a facilities one in there. I don't recall on that one, human resources, um maybe labor labor related question, a management question, something on personnel and student achievement. So trying to hit all those areas. And so once you do that, you got a dozen right there. And so um we want to uh if we want to get to 15 or 18, there's just so many, like I said, so many different aspects to being uh a superintendent. So if you look at this generally I would suggest with uh you know question one that's kind of a warm-up question but even though you know John you you need to give them a chance to um tell us how
039his background and experience make him a good fit to be your next superintendent. It's always interesting to see what they have on that. So it it may be a softball but they they should know that answer. Um so um number two there is the board superintendent relationship. I think that's uh that's one of the most important things that you guys need to be concerned about. Um because he works directly for you and and uh how is that going to work? You know your guys work very closely together. So you notice on three and four they're both in blue. Mhm. >> My suggestion is to take one of them because they're both on budget financing. >> So just a couple different ways to say it. Um that's uh you know so that'd be my suggestion and
040I don't know if we want to do that now or if you want me to keep going and >> just keep going. >> Okay. um since we had a lot, you know, communication with staff and community comes up a lot and so actually five and there's another one about communication or um number seven is is somewhat close to that. So maybe choose one of those two or something along those lines. Um six, tell us how you maintain visibility and accessibility for staff, parents, and community groups. Um how do you stay in touch with your community? number seven. The ones that are in red, I I've kind of like, well, that could maybe that would be one that would go, but it depends on what you're really looking for as well. >> They all feel the
041same. >> Um, >> six, >> five, six, and seven seem very similar. So, um, number eight is kind of a common one that we've used quite often, um, because there are just so many crisis events and, uh, that's one of those things where you want to know how they would how they've handled something like that in the past and how do they how would they do that in the future. Um, number nine is really kind of about a talking about your diversity question and and including all the everyone cuz tell us about a challenging situation you've experienced in bringing a diverse group of people to consensus on a difficult issue. Um, how' you provide the leadership in that situation and what was the final outcome? Again, that's a question that they should be able to
042give you a specific on that. So um quite often what comes up is is how are you going to support your administrators but also be supportive of teachers. Um again 11 and 12 are similar. So I would suggest one of those if you going to take use one of those I either none of them or one of them. Um so that the these get really to um starting to talk about curriculum a little bit tells about experience in the development and implementation of a specific program or initiative. So it's kind of curriculum but may not be. So um what process did you use? How did you involve others? And 12 is kind of that same way. It's just asking about, you know, facilitating other other ideas. Um, so you have it there. 13 is a
043curriculum question obviously. Um, what do you expect out of? Well, it's kind of curriculum. I guess it's all those. I debate about that one, but I thought I'd put it out there for you. Um 14 I think is uh um something along those lines. It would be important because that's what we've heard um in our groups and you expressed before. You know, how do you how will you uh assess the effectiveness of instructional practices and teaching resources? And what corrective measures do you take when an assessment indicates that a that a recommended resource or instructional strategy is not having a desired positive impact impact on student achievement? So, that kind of hits some of what you we've talked about. Um the uh 15s talks talking about past accomplishments and struggles to get to um if
044there any difficulties. How'd you get there? 16. Um >> it's just like 10. >> Um how have you describe how you've engaged and support staff members in a way that is meaningful to them? How do you know they feel felt supported? Um, I got that one out of my list because I think in the survey it talked about, you know, uh, superintendent who is affirmed staff, >> recognizes an affirmed staff. So, that's kind of what that one was about. Um 17 is definitely about contracts and labor negotiations because it's actually about involvement in the collective bargaining. Um 18 is about decision- making and again involving uh how do you make decisions when when do you bring in you know the various groups teachers, administrators, students, parents, board of education make a decision. Um, and again
045it's going to ask that that one ask about um, you know, tell us about one that a specific one you've done other than call a snow day or something like that. Um, 19's kind of general with this. What's the most important leadership skill? So, this is kind of, you know, some people like these, some boards like them, some don't. I'm quite that general. Um, so that's why I put it in red. What's your definition of vision and how and how does a school community establish that vision? That's 20. Um, I personally like number 21, but uh, you may try to tailor that more towards Granville. Um, especially someone that's been here. Um, what do you see as areas of improvement? Um, where do you see the district 5 years from now? Um just to comment
046on that that's something that I was thinking of is maybe we can talk about this more later but I I was thinking of a question is Grant we've called ourselves the destin destination district why do you think it has been that and then what do we need to do to continue to be that in the future >> and that would be that kind of ties to 21. >> Yeah very similar to that and we could I'm we certainly could kind of get to the same thing. So yes, we could um how do you evaluate uh existing programs and personnel? Again, that goes with one kind of >> kind of like 14 acts a little bit differently. Um yeah, I think yeah. Yeah. Well, I want we hopefully we'll have a little more conversation on that
047one because I do think that is something we're gonna have to deal with, >> right, wrong or differently, whether you look at our budget, >> what stays, what goes. So, yeah, sorry. >> Um, tell us about a time in your professional life when you needed to be true to your personal integrity even though there were or could have been negative consequences for you. In other words, tell us about a time when you had to stand up for what you believed in the in the face of opposition. Kind of getting that uh what kind of skin do you have? I guess you could say. Um 24 I think is important uh because I don't believe that John has ever been a superintendent. So you may want to ask, you know, how do you plan on growing
048with the role and and advance your knowledge? And you could I could add more areas to that, but uh whether it's finance, contract negotiations, that sort of thing. And what role would you want the board to help play in that? Um some districts have liked number 25. What should a parent look for in an educational program? Get some interesting answers. Um 26 talks about the achievement gap. Obviously, how have you addressed it? um tell us about challenges and progress you made while addressing it. And then finally, 27s, you always want to give them a chance to either make a statement about something that uh they didn't get asked about that you want to know or did they have any sort of closing remarks or questions for you? So, that's what I have drafted. Um, so
049you know, we've gotten something similar in the past, right? And again, I'm the only one that's ever done this before. So, >> but the other thing that and and you mentioned it earlier, I actually have already written my questions. So, I've given depth enough background. Happy that John would get these ahead of time. So, as we select what we're going to do, um I I don't care if a question or a category is asked more than once. I don't think it should matter. Right. >> I agree. >> So, for me, and as you're reading those, I can't So, for me, the first one is budget. >> Mhm. >> Um I actually had four, but I'm only interested in three. Um special ed, and then development. So, the difference between Roger and Ron and what has
050happened in this district during both of their tenures and the difference that we've achieved. And so, those are my questions and I'm happy to I got a few edits, but I'm happy to provide them ahead of time, but those are the areas that I want to talk about. Um, everything else, it doesn't matter. If you want to sign one more, you can. It doesn't matter. These are the ones I'm interested in. >> So from my understanding, right, I mean we're what I hear and we can talk about this, right? How are we going to do this? Right. So we talked about 18 questions. Is that what we said? >> Right. >> So >> or what we can achieve within the time period, >> right? So just thinking through the format of how we do it,
051right? be I'm thinking we just go around go around again go around again and then that's going to be close to 21, right? If we can get that far that third time around. >> Mhm. >> So, um now as we look at these questions, right, and we throw yours in the in the in the mix, right? For sure. >> Um what's the best process? I mean, do we want to go around and vote and say, "Hey, who had um strong feelings about any of these?" Right? Like I've gone through and said, "Yep, here's the ones that I would like to see asked." But if if I'm the only one that wants to see it asked, it's >> it's not that big a deal, right? You don't >> Well, we're one of seven. >> What's that?
052>> You're one of seven. >> I appreciate that. But yes. Right. So, but I want to make sure, hey, we're we're getting the, you know, the questions asked that we want to have asked as a group, right? Mhm. >> That's what I kind of thought this evening was for was to go cuz some of these to me, >> especially 11 through 14, they all can be combined into >> if that is something that is extremely, you know, if that's one of the things that we want is for specific curriculum stuff because it also comes into 18 where you can parse out part of that >> and put it into your curriculum questions. Um, and I think some of us have other interests in asking. Um, budget's definitely one of the things that I worry about
053for for when we're >> He could have seven questions on budget if he wants. It's up to this board to decide. >> Well, but I would like to know, right? Like I would like to know what your question is so that we aren't repeating whatever the questions are. So, I thought that that's more of what this was >> kind of understanding what other start. That's fine. >> Yeah. Yeah. Just so we're not redundant, right? So, >> I don't think my questions are going to be redundant with anybody. >> No, but I'm not I'm not saying that you're going to be redundant. What I'm saying is that if you're asking a specific question and we have several categories of questions, it'd be great to get like a taste from what you have, a taste from what
054Brent has. >> Mhm. >> So, that was my understanding of how we were functioning with this. So you want to share your questions? >> Sure. >> All right. Yeah. >> Um so the first one is on budget and uh the funding cycle appears to be bottoming out on a bell curve perspective and will likely be the trend for the next few years. Thus, we're seeing state funding not necessarily keeping up with what we have received over the past several years. In addition, the school district's credit rating has been recently downgraded by Moody's from an A1 to an A2. And while an A2 is not alarming to some people, it does present a notable cautionary factor to the administration to maintain and grow our fund balance above the current 7%. With majority of the budget approximately
05582% funding staff, what two or three strategies would you utilize to help hold the line on regarding our funding balance, our fund balance while continuing to improve stu student learning? >> I love that because I also put in our credit rating from A1 to A2 in some of my questions, too. So, >> yeah, that's a good question. >> So, I want to give enough depth. >> Yep, for sure. Right. >> So that he knows the what I'm trying to get at. >> Mhm. >> Nope. I like it. >> Your next one. >> Pardon? >> What's your next? >> Oh, you want me to go through all? Okay. >> Yeah. Start there. >> Okay. I got one on curriculum, but I figured I only if this I mean I also did enrollment, but I'm not going
056to go there. Um, for curriculum, one of the one of the common themes I have heard from staff is the lower L curriculum has some holes for both reading and math. Are you aware of the concerns across the elementary buildings and what is your perspective on the need to align through K6? Mhm. >> I think if any of us are talking to teachers, >> they're hearing that >> for sure. >> Okay. So, that's my question on curriculum. I don't need to take it. If you don't want to use it, you don't need to. But it's that's what I have. >> I like it. >> So, okay. So, budget aligns with three. Special ed to me align with 14. There is a growing concern from parents and staff that I hear from where the administration is
057moving to an inclusion model versus self-contained for K4 and five and six students that add strain on general ed classrooms, teachers, and buildings. This may not be in the best interest for both the special needs students and the general ed students. And I believe the majority of parents today rely very heavily on the guidance from the district as as to be best placement for their children. What is your perspective on this situation and can you provide a top level response to addressing and resolving this concern? This is in every elementary >> and a teacher's busy enough. and where I have a feeling I I don't like where we're going with inclusion. >> It's too far. So that's my career. That's my special ed. And then the >> Could I just hit it in that just
058I just wonder because I don't have any problems with you asking about that. I'm just wondering um is the question more should it be more targeted towards how will you deal with these concerns that you're expressing and the current law? >> No, because it doesn't fall into that whatsoever because I'm asking what his perspective is on this situation and can you provide a top level response? The law has not changed >> for right. >> We're there's a migration that's occurring >> and it isn't because of the law. So I understand what you're asking like how do we balance right as an administrator how do we make sure you know kind of how do we make sure we balance FAPE and LRE so how do we make sure kids are getting the services they need so
059that they can benefit and receive a free you know appropriate education right and what that setting is >> correct and the best education >> right >> for their situation >> right >> and also addressing the needs of the overall classroom, >> right? >> Just adding a parapro doesn't help. I can refine that. >> Add in the language too that she had with um with uh FAPE and Ellery in there too like within your question for that balance, right? >> It doesn't matter to me. I mean >> I mean if you want to I don't think it's needed but I think the question is how do you I mean when I look at it right it's how do you meet the needs of an ever increasingly you know group of kids and families and everyone who
060you know for kids who qualify for special education how do we make sure their needs needs are getting met benefiting from their education but also right? Those models of inclusion, right? There's that balance there. So, how achieve it >> is and and I don't I don't want to spend a lot of time on this. I mean, I think we need to get it. But since Durant was settled, >> right, >> you have a generation of parents that have no idea how to walk through this. >> That's true. Yeah. It it it's frightening because they're just going to go on what they're being guided on and is that family being serviced correctly? >> Right. >> And I have concerns. >> So, can I ask you given Mark's um guidance here like if you ask that what
061kind of indicators are you going to be looking for in a response by a candidate? For me, I I I want to know where he sits on inclusion versus self-contained overall for a general um placement. >> Okay? >> Because that's what's happening today. I'm sure John is aware of this question. I can refine it. I'll refine it. >> Well, it gets the point that I was brought up before and that is, you know, I >> not everything needs to be definitive. I I'm not saying it does. I'm just saying, you know, as we're asking questions, I thought I thought and maybe I'm wrong. So, but I thought we were trying to ask the questions in such a way that we're not leading them to where we want, you know, like my indicators for any of
062the questions that I ask. I want to just hear what that person's going to say just given the bold-faced question. Not necessarily like leading in injecting my feelings or opinions about something into the question, but just asking the question like what you're trying to propose like giving these challenges. How are you going to deal with that? I think I just felt like I I was feeling a lot of your emotion in that question. I guess >> that's right. There's a lot of emotion from me on that. But um every question could be leading to some degree. >> Yeah, >> I I I'm willing to to refine it to some degree and come up with a better final. Give give me this direction. I'm willing to do that. It shouldn't take me long to do it,
063but I I think it needs to be asked. It is a significant concern that's going on in case K4 and even in 56. >> I mean, I've heard that from teachers with the in light of also the prospect of larger classrooms. >> They need they need stable students to as much as we can give them. So, uh the last one is either 19 or 24. Uh um it's like John, you've been in this district for quite a few years. Can you provide a quick synopsis between Roger Barrett and Ron Keniff related to leadership development strategies regarding their approach to resolving issues and their management styles that have facilitated leadership development opportunities. So let me give you the history on this. Um, up until Ron's last three years, maybe we lost a lot of great administrators.
064They went to other districts because we did not create a farm at all. I mean, you look I mean, you go to the middle of the state and pretty much they started Granville. Um, Roger realized that and I truly believe he created a process where he was going to create effective leaders that can step in and grow, which is one of the reasons we're looking internally. So, getting John's perspective on that because he was here for Ron, that's what I'm looking for. Those are mine and I'm happy to give up the special ed if you want it, Amy. I mean, I I don't worry about what questions I ask. I I think I understand what you're trying to say is how do we, you know, really because it is it's very complicated, right? How do
065we make sure that with students who receive services, right, are one, you know, having access to the general education classroom, but at the same time still receiving an education that they benefit from. Um, that's a that's a question that that is asked in every district everywhere. So, I think it would be important to get that. I just don't want to take the question from you and not get it uh not get it what you're looking for. If that makes sense. >> Mark Mark, what's your your feeling based on your experience of having heard all sorts of questions >> in terms of the phraseiology of of what's being suggested here? I I don't I'm never had uh we always have a couple that get thrown in there as far as uh a little different. I mean,
066mine that I made are more general questions, I guess you could say. You It's just uh when you look at ones that Bob presented, there a little more specific for Granville. And you'd have to, you know, if you were doing like the last question, if it was someone from outside the district, I >> right that'd be on. How do you develop leadership? That's >> that's a Rubik's cube. You can >> you can't you can't solve the puzzle. >> John has the ability to solve this puzzle. >> And that is the unique thing about going uh someone that knows a district. So, I'm going to say generally we don't get that specific. >> That was my question. Are is this a more simplistic approach to the questions more often what you see when you're talking about
067>> Yeah, they're very similar to what we have more time to talk, but it's it's um >> you know, most of them that I've done are overall external and internal searches at the same time. So, okay, they couldn't answer that >> when I the last internal one I did there um were more uh specific to that district questions. >> Mhm. >> If that makes sense. >> Well, I think it it makes sense with an internal search >> to ask more specific questions, right? Um you know, I there's a limited amount of time. I'd rather almost have fewer questions that are more specific >> than a whole bunch of general questions that were like, "Yeah, we know what you're going to say." That's not really useful. >> And that's what I thought when I looked at
068No offense. No, >> I know you won't take it, >> but based on what we've done in the past versus what you have here, >> um, and then it's internal. >> That's how I came up with my questions. >> Mhm. I I don't disagree with that. I think you're both right in that regard. Um I just wonder about like you know if you're asking John to compare Ron Kf to Roger Bear I I don't know if that is something that is necessarily the way that I would approach it myself. I would might say you've been to the benefit of Roger Barup um doing a great job in terms of nurturing your leadership skills. Um, what do you see as your role in as a superintendent to do the same for future candidates? Something like that.
069>> And pretty much it's the same thing I just said from my end. >> Well, but you but I mean you talk about leading questions though. >> Your question. >> Well, well, okay, that's true. But but you're also I just don't understand the need to compare what >> leadership styles and the benefits or the pros and cons of each. I think the way you said that that's >> but he's been here for 23 years. >> I I understand that. I'm I'm not negating. I'm just saying the way that >> instead of naming people, would you say the prior the current >> Ron Kiff is not going to be offended by his name being mentioned. >> Can could you reread the question because I I I forget what you said there. I mean, I know the
070heart of what you're saying, but >> can you provide a quick synopsis between Roger Barup and Ron Kiff related to leadership development strategies regarding their approach to resolving issues and their management styles that have facilitated leadership development opportunities? >> I think yeah, I think I think what I think what I maybe I remember is maybe your followup saying, "Hey, you know, you know, yes, >> I'm not I'm not going to go there. I'm giving you the context. Because you >> How many here were a board member under Ryan Kif? Right. >> Yeah. No. Y So I think it's perfect. I I'm good with it. >> Okay. That's what I got. Is that Is that make you feel I mean as long as we're not going to dive further into like you know what you did
071in your explanation. I think that's okay. >> So >> I'm going to read what the questions are. >> Yep. That's it. >> Go ahead. So you had four questions. I did, but I'm I'm only my my perspective budget, special ed, and then uh superintendent differences. >> We're not saying we're going with No offense. We're not saying we're going with all four of his questions. I want to give, you know, everyone's perspective. I understand that. >> Yeah. And we'll >> I gave it I gave you curriculum because I had >> Yep. No, that's fine. >> And I said I'm happy to give that one away. >> Now, I know Amy, you said you developed some questions as well. You want to share yours? >> Well, I mean, I had just started kind of thinking about things
072that were important. One of them was the one of them was with the Moody rating shifting from A1 to A2 in Lancing proposing a shift in the tax revenue. Um what are your expectations for not only our district but um what will what will his expectations be also for what he his reimbursement is? Right. So I do think that he plays a role into this. Um I know we had already talked about um Bob you had said early on that if you know we're talking about steps in salaries right and so what are his perspectives not only on in general cutting from the district but also what are his expectations when he steps into this role right >> no huh >> as far as salary >> yeah and and things like that but that's that's
073for later on but I was very interested in how we're doing the budgeting as far is what is necessary, what is not necessary in our in our district as far as um what are we cutting, what are we not cutting. So, I didn't have it specifically worded like you did, but I do think it's interesting with the tax revenues being cut and the A1 A2 U Moody rating shifting. Um I'm very interested in how he sees different things in our district being used, even like our land and all of those things. So, I didn't have that written down, but my budgetary things came up with those kind of specific questions, right? >> I mean, yeah, go ahead. I'm sorry. I think you're done. >> I also would like to see um some kind of question
074where we talk about his comfort level in working with the state, right? So, um there were a lot of different things when we got reports from Roger regarding him talking specifically with our leadership in Lancing. and I would like to um kind of maybe figure out some kind of a question where we're talking about his comfort level and his experience in working in Lancing. Um one of the other things is we have um unfortunately this one number eight unfortunately crisis events and trauma can happen in schools. Um we are seeing an uptick. So, um I think that that one goes with one of my questions that was as we see some of our most vulnerable students in our ESL programs and immigrant communities shrink away from educational needs and sometimes forego school altogether, how will
075you help our teachers, staff, and families work in some of these um current uh traumatic situations for those students specifically. I do worry about our students So, those are some of my concerns that went along with these and also with curriculum. I liked your curriculum question. >> Um, >> a lot of these I just very similar. Huh. >> Do I want to ask it? >> We'll start assigning them later. >> We'll start assigning them. Yeah. No, I like I like the curriculum questions very much so. I think I might leave those to Sally, though. she has a distinctly uh intimate relationship with curriculum issues. So, I would like to hear hers. >> My my only add-on to the budget thing was and it's very similar is given the shifting hands of our our monies coming
076in, how will he prioritize or in suggesting how we use our budget? Yeah. >> And I think that fits right in. I think that also was I mean Bob hit a lot of that too in his budget question. >> Yep. >> Brent, did you have anything? >> Mine was just the around it would be related to question 21 which I already said. I kind of rewrote it and it was we have said Granville as a destination district. >> Can you list a couple of examples of why it currently is and what do we need to do to remain that in the next 5 to 10 years? >> I like it. >> Yeah, I think that's a good question. He gives him I mean off the top of his head it has to he has to
077say what he thinks is important. >> Yeah. >> Um yeah I think you've hit a lot of the questions that I had. One thing I do think is important is we need um because it is an internal candidate. I think asking specifically what are you know on day one when you walk in what are some things or areas that you need think need to be improved or changed. Mhm. >> Um and that's not trying to dig at the district, but I think we want to get an idea for like what is the vision. >> Um so around some of those so you know you could say what are three things that you know or you could just say list some specifically. Um I do think another question around organizational structures in the central office um
078and sort of our district administration. So, what's going well? Are there changes that you would want to make to the organizational structure in central office district administration? Um because that's something that I would think >> um I would like to know sort of their thoughts. Um I also there was one question I read somewhere that I liked was what is uh what is some feedback that you've been given on your leadership that you are still working on >> um whether it's leadership skills you know kind of it gets I think to that strength weakness but it's a little bit more specific and and how do you plan to >> to continue to develop in that I I understand where you're coming with those. I want to be careful with the the day one. What are
079the three things you're going to address and with the orchestra changes, right? Because I think if you look at the responses we've gotten from our our community and everyone, 85% of the people said stay the path, stay the course, right? Uh um you know, with a few small adjustments, I guess when when >> so >> for nine years of my career, I was an executive recruiter. Mhm. >> Okay. Working with companies and candidates. And one of the first things I would always ask them, what kind of situation are we in, right? Are we some we got to come in and overlift the apple cart and change everything and we got to really bring in someone that's going to change or we looking for someone who's going to come in and uh, you know, help steer
080the ship that's already sailing in the right direction, right? >> Um, and we can refine the language on that the day one and the org structure changes. That's something I see that's down the road. That's not I don't think we're asking anyone at this point to come in and say what are the three things you're going to change right where you're going to address right away and how are you going to you know restructure this the uh the the central office and I'm not saying say that I'm just saying I want to make sure we're coaching the language appropriately >> because like I said 85% of our respondents are saying >> things are going okay >> let's let's not throw it all up. >> I agree with you >> and shake it up. However, when
081I was looking at different resources from MASB, from other resources around doing an internal super, you know, search >> asking, you know, questions that are specific about like, hey, you know, things are going well, but what are you going to do that might be different or whatever? That's a critical question. And so I don't want that to get sort of eliminated because I want to make sure again >> right like if somebody was to come in and say well you know I am going to completely redesign redesign everything that might be a red flag. >> Um but I think we need to have a pretty good idea of that. I think those are um and in almost every resource I read about doing internal searches, they said those are the single most important questions you
082can ask internal candidates. >> If if I can make a suggestion and it's just a suggestion. I think change versus priority is an easier word to digest >> for those that will be at it will be echoed right throughout the district. >> Yep. >> Just a suggestion. >> I think saying you know using the term priority that is absolutely fine. I think that gets it what we want. >> Perfect. All right. along with that I just no I'm sorry >> no um no again there are questions about curriculum but I think you have also captured those ideas so >> along with that to take on to what you were saying Amy is um and and tell me if this would be an appropriate question how will you deal with your central office um if you
083see areas of high need or deficit in the personnel that your team that you're working with. >> Yeah. >> You know, supervision. >> Supervision. Thank you. That's a great word to put in there. Yeah. >> Measure, assess, coach, whatever. You know, those are kind the things that I would be my tick words that I would be looking for. You know, that kind of thing, >> right? >> How how are they going to do that? How are they going to implement plans >> for improvement such things like that? >> Because that is the way I first stated it. Does that seem right? >> Yeah. I mean, I think it's still one of the ones that's on here that I really wanted to make sure we were going to address, right? >> What are your what's your
084list? >> Um, so as I looked at the list, right? I mean, I know we said some of them Hey, may go together, right? But, uh, um, like 10 was definitely one. Uh, um, the 11 I liked 11 over 12. Um, but I could go either way. Um, you know, on that one just, you know, getting to it, right? I mean, you know, the big one that I had is how do you, you know, and this is, it's almost a two-part question, right? Is how do you eval about evaluating existing programs because I do think that's going to be important for us. And we've talked about this, >> you know, what programs are we going to keep, right? As this all this extra funding has gone away, right? We've talked a lot about what programs
085are we going to keep, which ones are we going to cut, right? and say they're just they're not working the way we wanted to. Um, and you know, the same goes with personnel, right? I mean, it is it is what it is, right? And and we've got to make sure we've got a a plan and we've got someone >> who's going to be willing to >> help make those hard choices, >> right? And how are we going to address those um those items? And so I I I think that's a big one. And it's because like it goes with budget, my viewpoint, right? But it also goes in understanding the where our achievement one was talking about achievement gaps right you know where our achievement gaps are and how are we going to address those
086right and how are we going to have real meaningful change and growth and development in those and it's systems right sometimes it's personnel right I mean they go hand in hand >> so I I don't know how to break it out I'm hoping you know someone can help me with that but I do think those are two things that I I want to make sure we're we're looking and and discussing. >> Yeah. >> Right. And asking, >> you know, um >> if you want to send me a quick email, >> I'll try and come up with something for you. >> I have time tomorrow morning. >> Okay. >> So, I'm going to revise everything here. I'm going to revise mine and I I'll have it who however we're going to do that next stage of
087communicate and I will I'll try and have it done by 11:00 tomorrow morning doc where we can look at each other's questions and what are the rules that we probably can't >> what are the rules about that when it comes to open meetings and everything can't >> that's where I was wondering I mean because I'd like to try to hammer out as much as we can tonight and that's where the simplistic questions are great right but you know this being internal. It's a little more I I want it to be a little more pointant. >> We could do a one-on-one, but don't want to go beyond that. >> Right. >> Um >> that is true. >> And I would just help to refine. That's all I'm offering. >> So maybe go ahead. >> So before
088we start this, there won't be another time for us to like look at each other's questions. Okay. No. >> Um, >> and if you want c can can I put you on the spot? >> Mhm. >> Thank you. Um, if you want to compose your question and then ask Mark to review it. >> Sure. >> I'm sure he would be happy to do that. I mean, typically what I do, this is what this is, I'm trying to figure out where you're all going with this because >> I typically walk away here knowing pretty much what the questions are. >> Yep. >> Mhm. >> I have the questions. >> I get them typed up on the the guide. Um, and have that all produced. I send you the questions. um probably be sometime this weekend so
089you have them and know what they are. >> Um and then you know and I assign who's going to ask each question and now I I mean >> I do not want to come in here. It is not good practice to come in here on Tuesday night >> and you all have your own questions. Yes, I agree. >> that not everybody is seen or heard. >> So, >> well, and again, I'll I will pass my my revised finalized to you tomorrow by 11. >> Yeah, I have no I have no no problem with that. So, >> okay. So, let's >> Can we prioritize which of these that we would like to keep and then put a nice big scratch through the ones that we don't like? That's where you put tick marks by the one
090hand. >> And um because I also I do think that it's important that we are talking about um especially from our last special board meeting where um Dr. Gil. I always get her Watts. >> Gil Watts. >> Gilreth Watts. I always say Gilth. I don't know why even why. But um I would like to address the fact that this has also come up several times with our and I think it it actually works with number nine. um talking about telling us about challenging situations you've um experienced bringing diverse groups of people to a consensus on difficult issues specifically how we can um have representation for our students either those that are in poverty those who are specifically she said our strengthening of um Asian and Latin American students because we have such a high um
091we have a high uh population right now and I can't even remember how many >> how many languages we are up to now speaking in Granville >> over 30 >> in the high school alone there's probably other >> and so I think that that's one that I would like to include as far as that goes but I think it it fits nicely with nine >> so um I can have that circled but if we want to just do okay so I I think it would be good if we just first of all eliminated the ones that we think are not necessarily what the ones we want to use. >> Okay. >> Mhm. >> Okay. So, let's go. We talked about Hey, does everyone Does Do we want to do one and two? >> I'm good
092with one. >> One. Yeah. >> How about two? You guys have a strong You want to do two? >> I I think it's a fluff. >> I think I really >> I think one is important because I think there it's not I mean, we are the audience, but I also think there are people who might attend who may not know. Yes. you know, the background. And >> so, start off, I think, with one. Two is fluff. >> Um, >> I get this straight. Two's out. >> Two out >> for now. >> I think three and four. >> Pencil. Use pencil. >> Similar. >> Three and four. Um, same. >> Yeah, three and four. So, but but again, do we want to just go with Bob's? >> So, I feel like Bob's a >> Bob's question
093for three and four >> would be our second question. So, Bob's question number two. U number six is the one that really comms five, six, and seven together. >> I agree. I'm trying to How do you ask that in a way that you're not going to just get >> what are ways that you will engage? >> That just seems real simple. >> It does. I mean, it's like >> what have you seen that works well? What would you uh implement? >> Okay. >> I mean, >> you remember what you just said? >> Yeah. >> What did you say? >> I'm writing it down. >> Well, some people can just talk and they don't remember what they just said. So, >> so are you saying five and seven are out or all? >> It's all so
094it's basically because we're talking about community staff uh communicate with staff and community. So I just basically what have you seen that works well in communication communicating with staff and community >> you and then then what have you seen work well? What would you like to improve? >> What could we improve? >> So so it's six with just a little add-on. I can send you that as well. >> So that would be the third question. >> Um with regard to eight >> Mhm. to me. I know I'm speaking for him, but to me that would be a perfect Joe question >> for Joe. >> Mhm. >> I'm also talking about um so I think that that's great. Um, is he also willing to add on what we have seen within our communities, our immigrant and
095um, ESL communities with um, hesitancy to come to school specifically in regard to um, like ICE incidences that we've had. >> Um, I I think you need to form that then as a separate question. >> You think so? >> Yes. >> Okay. Or you could say unfortunately crisis events and trauma can happen in schools in many forms. >> Then the followup could be specifically >> how you manage crisis situations and then that could be your followup and how could have you managed a variety of crisis situations or something like that. >> I like the in many forms. >> It's just simple. >> Mhm. >> So we're keeping eight. >> Yep. >> You're keeping eight. Add add unfortunately crisis events and trauma can happen in schools in many forms >> in that first sentence. >> Yeah.
096>> How have you managed these situations? And then the followup can be any specifics that we >> Mhm. >> Okay. >> Tell me about a time. You always want to use the tell me about a time. >> Time. >> Mhm. >> Because that gets you the specifics that you're looking for. That's the behavioral based questions we want to get after. That's what prevents us from getting into the yes, no, >> red, blue, green answers. >> Yeah. Okay. >> Okay. All right. So, then we talked about you want um did someone have something different for the nine the diverse group of people? Um I did want to add how do we increase our um representation for our students that um we have we are seeing right here specifically we are seeing this growing number of diverse
097student population. How would you address diversity among staff and district leaders to mirror this population growth? So is that the substitute for nine? >> Yeah, >> because that feels like a different question different question. >> Yeah. >> Could that be a followup in terms of you know you ask nine and then say specifically? >> I feel like nine in what you're discussing is different because it's very different. It's recruiting, retaining, >> right? And I think this is a diversity of consent. Like this is a diversity of opinions and consensus, right? Like Okay. And I think obviously I think John does a really good job with that. But >> so then do we need nine? If you say John does a good job with it. >> Yeah. >> I'm just asking. >> We can come back
098to it. >> Let's circle back to that. put that as like a maybe. >> All right. >> So, number eight is actually only our fourth question and that's with Joe. This is a question mark. >> Does 10 and 16? >> 10 and 16 are very similar. >> Which one do we like better? >> 16 gives him much more of a how he's engaged and support. >> I think 16's better for sure. Yeah, I think 16 more specific. How do you know >> 10 is >> That's question number five. >> Mhm. >> Okay. 10's out. >> 16's in. >> 11 and 12. I said those are very similar. >> Is it? And maybe I'm just my words are blending, but is are 11 and 12 similar to 18? Yes, because we were talking about parsing some
099of that algae. I think 12 and see I think 12 and 18 more similar to be honest with you because I think you know 11 is really about what's your experience right doing this >> and 12 and 18 are how have you pulled others in >> to do something I I see that yeah >> um and I do think it's important for us to understand I mean yeah >> a lot of the time he's going to be leading and helping lead people >> to you know get solutions but also he's going to have to um have solutions as well right and and come up with ideas that are outside the box. I do think it's important to be able to ask both >> 11 and 12. I like I like 12 better than I like
10018. >> You like 12? I I toss it for me. I don't care. >> What does everyone else think? >> Mhm. Just get rid of 18. >> Okay. >> 18. So 11 is question number six. 12 is question number seven. 13. So this gets to, you know, part of what I was talking about as far as um evaluating program and personnel. >> So go >> I think that the 13 is a specific question. I think we can get a better question that just seems very >> fluffy like you know what are your expectations? It's >> um so I think asking something more specific. You had kind of worded it before, Jason, which I thought was I don't remember I don't remember how you worded it, but I thought it was was good. But >> with
101it comes to personnel. >> He's like, "Can you give me a hint?" >> I don't remember said about people forgetting what they say. >> Let me think on it. I'll get back to you. >> Well, I added to that, and I don't know if this is what you were thinking of, but I said, um, and how would you address areas of high need or deficit? because it's not only expectations, but if they're not met, what are you going to do? >> Which question were you adding to? >> That is on number 13. >> Yeah, but doesn't that flow into 14 with what you just said? >> That's what that's what I'm seeing. >> Well, I think between 13 and 14, 14 is much more powerful. >> Yep. But this is more about instructional practices, >>
102right? >> The number is dealing more with central staff, >> isn't it? >> Well, it's central staff, it's principles. >> Well, principles and teachers, right? Sure. >> But it includes more. >> It's personnel overall personnel. Right. Right. >> Um, >> but 14 is more about instructional staff. You could ask it how do you assess the effectiveness of instruction practices and teaching resources and then you could come right back how do you assess the effectiveness of okay >> personnel. And I think an important followup is sort of what do you do you know kind of what's your approach if you find that whether it's you know a teacher a principal anyone you know personality >> right if if you have concerns and need >> to improve how how do you go about doing that >> so
103in in looking at 14 my my question on curriculum is the followup >> yeah so H. >> So 14 would be eight and you could follow up with your Okay. So 14 >> 13 is out. >> 13 would be out. >> 13's out. >> Okay. >> And then follow up. >> I'm correct. >> Followup is Bob's. >> Yep. >> So 14 is in. Is that number eight? >> So do you want the followup? You don't need the follow-up question, do you? Well, or >> do you want it? >> I I think you do. I mean, I think they're two separate questions. >> Well, no. I Well, they're sort of attached, but they are >> attached. You know, if he's already if he's already putting in resources to answer 14, it would almost seem that he's
104going to be ready for the followup. Okay. Is the should follow-ups be considered in the group of questions that they will see? Usually usually I do not because they usually when they're follow-ups it's this thought of >> it's ad hoc. >> Right. >> And that's how that's how I see it. >> Jason. >> Yeah. I'm just trying to think through because it's a pretty structured followup. I mean >> see I like your curriculum question. >> I like your curriculum question. >> I don't want it to be necessarily just a followup. I would rather have it be. >> So, can we take Bob's curriculum question and make that our ninth question and place it right there? >> So, he had the curriculum question regarding math and reading concerns and what we can do to align um
105the district and that can be question nine. >> And I'm I'm okay having them being separate questions. You're going to ask the 14 and then you can say, "All right, now more pointedly, >> let's talk about this." >> Okay. >> Yeah, >> I like that better. >> So, follow the follow. Okay. So, number nine would be Bob's curriculum. >> Mhm. >> So, number 14 is question number eight now. >> Uhhuh. >> And then Bob's curriculum question is question number >> number nine. Yep. >> One thing that did we touch on this and I'm sorry my it's kind of flowing together. Did we touch on for example if John um you know becomes the king the new suit having once been a colleague of central office now he's going to be a supervisor >> I would
106like a question on peer today boss tomorrow >> that's a good that's a good question yeah >> how did we put it right there peer today boss tomorrow it's a it's a book today boss tomorrow Just like list that question mark. >> Have you read a good one for you to ask? >> Come up with something. >> Yeah. >> All right. Uh we're on to question number 15. Considering your past accomplishments, what are some reasons for your success? How did you overcome difficulties you may have had have encountered? >> Anybody have a >> cut that? That's I mean >> we had >> Right. I I think that's okay. >> Um 17 >> 15's gone. >> 15's done. Yep. 15's gone. Um 17 I marked it off cuz I mean we've seen what he's done. >>
107What he does what he does, >> right? Yeah. >> Yeah. >> Um >> 17's out. >> 18's out. >> 19 general. I wonder if we could put something in there like the question about tell us feedback that you've received, you know, about your leadership, you know, that you are still >> continuing to work on or something, you know, what what areas do you need to continue to develop in? >> I'd rather do that than get questions about leadership style. >> Can Oh, yeah. We cut 19, >> put mine in there, and then you have the followup with that. >> Okay. The development one that >> Yes. Okay. >> Yep. >> What was your followup one? >> What was the development? >> The Can you read that again for us, Bob? Your development question. >> It's
108not complete. >> Well, take the child. It's pretty much the difference between Roger versus Ron related to leadership development strategies um and their approach to resolving issues >> along with their management styles to facilitate leadership development opportunities. I'm going to rework it. >> And then following that up with what is feedback that you've received about your and I don't care if we say leadership style or management style, whichever is more common. >> Um, and what are you doing to continue to um develop in that area? I would say hey when you when you think about this role right and the challenges that are ahead of you >> what is the one thing you think you need to work on the most >> which is really >> that's a good question 21 isn't that what question
10921 is >> can you add to that and how will you know you've made progress >> and I feel like that's >> is that 21 >> 21's talking about the district >> well the district but yeah >> so is that a follow-up question or a separate question. >> So I think it would be a separate separate question. >> So um >> so it was 11. So we have the the hey the leadership style differences right? You know what what have you seen work? What does not work? >> Um >> uh and then we were going to follow up with um >> what is what did you just say? You phrased it very well. What is the what is the um we need to have >> when you look at when you look at uh um
110the needs of the position um uh of superintendent, right? Where do you think you need to continue developing the most? >> Yep. I like that. That's a better way to say what >> I was trying to stumble out. >> Perfect. All right. I got it down. Good. >> That's question 11. >> All right. Um >> for Amy. >> So then Brent had a good one for 21 >> or so question 12. >> So this is the >> that's I said we have said Granville as a destination district. Can you list a couple of examples of why it currently is and what do we need to do in the next 5 to 10 years to remain that? >> Okay. >> Mhm. >> Can you write that down and share that with Mark? >> That'd be correct.
111It just >> Can I go back? Was >> 20 out. I have 19 out. 20's out. >> 20's out, I think. I mean, unless someone's got >> Yeah. >> And 21's going to be replaced. >> 21 is going to be an add. >> 21 is going to be what just said. >> Yes. >> Basically, it's a destination district. And how do you see us further? >> So, 21's out and Brent's question is going to replace. Yeah. >> Replace 21. right down here by Burn's question that he's going to get to. >> Did you actually have a full question? >> Yeah. >> Oh, okay. >> And that's question number 12. Yeah. >> So, leadership development strategies is bottom line. >> So, 22 was one that again I I thought was important, right? And the way I
112was thinking about that I'd like to phrase it is, you know, we talked about budget difficulties that we have ahead of us. And we all know we are going to have to do uh more with less. So evaluating, you know, uh everything we have, our our personnel and our programs is going to become even more important. How are you going to go about doing that? Mhm. >> And so you're is putting a special like budgetary emphasis on that >> because otherwise it's it reminds me of what we were talking about before in 14 >> 11 through 14 was all >> but this is more of a budgetary twist on it. >> I think it's more of again going it is because I think that's Yes. >> You're going down a level. >> You think I'm
113going too low? >> No. >> But no, I like the fact that you're doing that. You're going down a level. You're getting to that next level question. >> Yeah. A little bit more specific. >> No, I like >> I can get you the wording on that because I've got it written down here in front of you. >> Okay. >> So, 22 as it stands out. >> As it stands out, it will be I'll give it to you. Yes. Yeah. Exactly. It's just going to be slightly revised. So, it's question 13. You got it. Um, personal integrity consequences for you. Thoughts? >> He's like such a good guy. I'm I'm the where I think he would go with this, which I think would be cool to hear, is I think he would talk about his relationship
114with Slice >> is what I think he would do. And that's kind of a cool thing. >> Even though there were a bit of negative consequence for him, >> he lost his best friend. >> I don't know. I was just giving you an idea. I >> It's more face of opposition though. >> Yeah. I I was thinking I was hoping for more of an answer that was, hey, I had to stand on principle even though it may not have been the right that's the gist of that question. >> Yeah. >> I understand. >> Yeah. >> But that was both professional and personal. So >> yeah, >> it's it doesn't matter to me. I'm just >> I'm giving you I'm giving you how he might answer. >> I am definitely not completely in tune with John
115Pho. >> Is do we like that question? >> I think if we are looking at it is very hard to be a superintendent and you know it is very hard to um sometimes make those decisions that don't what is always popular is not always right. What is right is not always popular. So, um, we have 13 questions right now. >> Yep. >> Mhm. >> Could you phrase it so that it's more about, you know, that you need to be true to your personal integrity and what was best for the student involved or students involved, >> even though you had to stand up to, you know, opposition. >> Mhm. >> Yeah. I'm just wondering I mean it starts to get make the example very specific and you may not have had to have something that that
116was that specific >> because I didn't know how deep you know far you want to dig down I could it be otherwise >> in your professional life here in Granville >> professional >> it's only been here it's only been here >> yeah well okay so in Granville >> take away >> I do like that you would leave it open and that as far is what type of how does that person how does John see um when had what opposition he had to stand up >> come up with his own what you know he may come up with >> working with a student it may be something >> appro who knows what it could be >> but >> that's one I do like it a little more open >> y >> okay all right so that's
11714 23's in >> Yep. Yeah. >> All right. So, question number 14. >> I wanted to get at least one of them. I >> uh talked about 24. >> I think 24 is the one that >> 24 is similar to the one that we added >> that is going to add, right? The >> leadership needs a super. Where do you need to develop most? Although I guess when I think about this, >> this also includes the board. >> Smart goals come to my mind, >> right? Well, and I think about more specific. So, I think about leadership development, right? Like how do you interact with people? I think I look at this as more what PD >> Yeah. >> Um, do you think you need to become sort of well-rounded? Because again, when you step
118up into this role, >> uh, you're in charge of everything in the district. So where do you you know do you need more PD or development around special education procedures? Do you need it around K4 curriculum? >> Does MASB offer things for new superintendent kind of thing >> have their own >> MASA? MASA and there's lots of stuff around the state for that. >> Right. So right >> but kind of thinking about that continuous >> professional development. >> Yeah. Yep. >> I'm good with keeping that one. >> Mhm. >> Okay. So, that's question 15. >> 15. Mhm. >> I 25 I I liked I mean, I didn't really like that. I mean, I like 26 more if that >> 26 quite a bit because that was also one of the things that was brought to
119the board regarding >> our achievement gaps, how we get more students into AP, how we close um >> um those achievement and proficiency gaps. Um >> Mhm. >> And it also talks about having like gaps in feeling um safe and included. Um Yep. and it also talks about our uh combating um race-based bullying and all that stuff. So, I think that's a very good one that can actually hit a lot of those questions that were asked to the board. >> I like that one. >> 26 is >> 26 would be number 16. I don't know if anybody else heard a lot of this and the people that they talked with, but I I got a lot of feedback about, you know, will the superintendent be willing to look at redrawing lines in the district? Did
120Did that come up with you, Brent? No. Okay. In terms of class size, >> that likely feeds into class size. >> Yeah. I mean, that would tie into class size if it >> can be done. Yeah. I mean, that's >> I don't know. >> They they use um that for openings for school of choice. >> Mhm. >> So, that's how they adjusted over time. >> Yeah. I just >> It's been a struggle this year for sure and the past. >> There's I mean, there's so much that goes into that. I mean, it's not a I don't I don't think it's a I don't think it's a >> I'm just bringing it up because I did have it come to >> Yeah. I I just don't know if that's a superintendent interview question. >> Okay. you
121know, how are you going to approach redrawing the district lines if you need to? >> Well, and I think >> because it's so layered and complicated. >> It's very and it changes actually sometimes very development. >> It that's it. It can change so quickly from one year to the next because you can't just redraw the lines because what happens the next year that school because of people leaving, you know, a family of eight moves out and a family of two moves in, right? I mean, you can quickly get yourself sideways if you're trying to redraw constantly. And I almost am wondering is I guess the question that maybe that's getting at right is is given I think the dynamic nature of the Granville community. I mean the public school district is we go over into
122Walker a little into Wyoming and how you know things change over time in terms of how many people are in the district. How do you manage that? >> Um you know how do you plan and and manage changing enrollment patterns? Although I don't know that we could get a really good answer because I don't think there's like a quick answer you can give to that. >> It's something to me say I go to look at that. That's one of those things we're going to evaluate someone on in other evaluations in your basis. you know, are they bringing these things forward, saying, "Hey, >> yeah, I met with uh, you know, someone talked about, you know, getting involved with the state, right? I mean, >> right, wrong, and different superintendents, you know, get that, right? I
123mean, they're not necessarily involved. They're not going to lancing a lot, but they're talking to their legislators, right? They're talking to the mayors of Walker, they're talking to the mayors of Wyoming, right? Understanding what's coming. Um, hey, when is this going to get approved for that new development next to Meyer and how how many people are going in there and starting to talk to Jack about, hey, how do we swap land with you here, you know, with uh the old uh >> you don't want you want to have a conversation with Jack cuz you know what he's going to do. >> He always wins. >> I don't Oh, it's 50/50. Uhuh. >> I think I think that's not a question we want to ask. >> Yeah. Just do just >> Did we get Bob? Did
124we get your special education? Is that in there? Okay. So, we want to add that. >> That could be number 17 >> around. >> Mark can put it where he needs to put it. >> Yeah, we can put it. It doesn't matter where. I I also would like, you know, and this might come to might be a professional development question because I know we have about curriculum selection and you know, all of that. Um, I think I heard a lot of questions about PD and so one of the questions I think might be good would be, you know, how do you prioritize, you know, something around PD? >> Um, so how do you select PD? How do we ensure that all of our teachers and staff receive the professional development they need to ensure that,
125you know, >> Yeah. >> something around PD. Mhm. >> Such a balance, right? Because this person isn't doing all of this. >> It's holding the people accountable that are responsible for doing it, right? You know, I mean, kind of like the president, the president, well, you know, typically doesn't set every policy, >> right? But if the policies that are in place go against what they want, right? Or or what's what's they hold that person accountable, right? Well, and I wonder with PD, I mean the question is what is, you know, tell us what you think high quality professional development looks like? >> How do you evaluate whether it's working? Um, and sort of what do you do when it's not working? I mean, it could be a follow-up to curriculum. >> So, that's the instructional
126uh practices and and teaching resources. I mean, it kind of fits in there. I mean, if you you want to reward that somehow to be more pointed, I mean, that would probably make sense. I guess I guess I wouldn't want to go >> I don't know if we need to want to add another one on top of that. >> What do you think? >> I mean, part of me thinking, my thought is we have room for questions. One of the things that came up in our our survey, our >> um some of the sessions were curriculum and >> um I do think then cuz we're starting to get to the limit, right? We are starting, you know, at 17. >> Yep. >> We didn't put the pure today boss tomorrow question in yet. And if
127we want if we don't want that, that makes 18, >> right? And if we're going to have a final one as we wind down, and we don't have to do that one, that's fine. >> But I mean, we're already at 18, >> right? And if we look at time, you know, 3 minutes a question, we're at 54 minutes. >> We are. Yeah. um you know so so that's I we're getting the point of deciding which ones we leave in which ones we don't >> because I do think the pure today boss tomorrow is a really critical question um I wonder if getting at the PD through follow-up questions might be the best way to do that >> um just in terms of asking I I'm like I said maybe it's an add-on to that >>
128it could be >> that question >> I agree should be follow. >> Mhm. >> It simplifies the process. >> Yeah. So that's >> now having said that, >> right? >> Having said that, Bob's question is a follow-up to that as well cuz it's number 14 is what we're talking about. >> I thought we were putting that one in. >> We did. We >> It's Oh, okay. It's a separate question. Got it. Okay. Got it. That makes sense. >> Question number nine. >> Yep. >> There you go. All right. I like it. >> You're doing a great job tracking this. I'm I'm not really. But so I'm going to go with this. All right. I'm going to read through what I think we have and then what we're going to go from here. >> Okay. >>
129Yes. >> Cuz I'm going to need some questions sent to me. >> Yes. >> So we have one >> as is um Bob's budget question. Yep. That's question number two. >> Yep. Then we're going to with number six. >> Yep. >> And I've got some scribble on here that I think it's um I'm going to need some file. >> What have you seen work well? What would you like to implement going forward? >> You like keep the question, but add that part on to it, right? >> Yep. Some people have just typed this up right here, but that's not me. Um, >> eight is in. >> Yep. >> Mhm. As a number >> and we're adding to the first line in many forms. >> Yes, I have that. >> Perfect. >> Um, number nine, I
130still have a question mark by because it was a maybe. >> That's what I heard. We were going to get back to that one. >> We were >> because we think about how do we have it really asking more of that diversity question. >> I have 11 and 12 is in. >> Yep. >> I have six and seven. Yep. >> Yep. >> Wait, what' you say about six? >> So nine is in then. >> Nine is five. >> No, no, no, no, no, no, no. >> So what we said we we moved is that question number 16 would be our number five. Number 16 is number five. >> 11 and 12 are in. I'm not keeping track. I'm glad somebody else is doing that. >> 16 is five. Yeah. Okay. >> Number 16 is five.
131Yeah. Number 11 is six. Number 12 is >> four. Yep. >> 14 was in. Yep. >> That's number eight. Yep. >> And then there was going to be the followup curriculum question. Bob's follow Bob's question is number nine. >> All right. It's number nine, right? It's not >> Bob's question number nine. Yes. >> Of curriculum. >> Then we have 16 is in. Yes. >> Right. Yeah. >> Yep. >> Then I have >> 17, 18, 19, and 20 crossed out, but I have written in here Bob's question. >> Question number 10 is the the leadership question. You know, the comparison of Ron versus Raj's leadership development. >> Mhm. >> Okay. All right. I didn't know which one of Bob's questions. So, yeah. Um, >> 21. Brent's going to give me the wording for 21. >> Well,
132before that, Amy also has when you look at the needs of a super, where do you >> that need to develop or that was already up in the other one, so that's not even there. >> Wait, no, no, no, wait, wait. We were So, you're saying get rid of that? >> No. I thought we had I had that in there, too. Right. >> That you were going to ask a question about >> I I'm sorry. I I did I did have it written down here is number 11. The new number 11 it says >> when you look at the needs of the superintendent >> where do you think you need to develop >> the most? Yes. >> Um the most >> Yep. So that's okay. >> And then we had Bob's leadership question. >> No.
133Then we had Brent's Brent's question about the district >> as a destination district. >> Yes. Oh >> Bob's other one was 10. >> Yes. >> 21 basically 21 on here. I'm replacing with >> 12. Just Brent. >> Just another B for you. That's all. >> And then uh we said uh the old 23 is still in. >> Forgot 22. 22 was in. >> 22 is well 22. >> We talked about the budget budget budget difficulties coming with Jason. >> Yeah. And I'm going to send you that. >> That's the uh >> how will you do with less? How will you evaluate what is to be kept and what is to >> Y >> 24 is in. >> Yes. >> So 23 was in 24. >> Mhm. >> 23 as well, right? So 23 is 14.
134>> 24 is in is 15 >> and 26 is in. >> 26 is in. Yep. >> And then you usually have some sort of ending. >> So but don't forget we have special education question is question. >> Where do you want to put it? 17 or where where would make sense? >> Yeah, somewhere. >> Just so I know, we'll have Bob's >> I would say it could actually >> it could go anywhere actually. Uh maybe after >> maybe after curriculum. So >> yeah, >> eight would be the old 14, >> nine would be my curriculum, 10 would be special ed. >> Okay. >> Yep. >> Adjust it down. >> So just adjust it >> and then everything else moves down. >> Mhm. >> Yeah. I don't have the numbers but I'll figure it out. >>
135I got to develop just throw them in the order. >> Pier today, boss tomorrow question. Okay. >> Yep. >> To end. And and then >> that's number 18. >> Yep. And then the last question as we have it would be the 27th. >> Mhm. >> Yeah. >> Yep. >> Okay. >> And that's 19. >> Yeah, that's 19. And if um >> that's good. I I I I would rather go with fewer >> questions so we have more time. >> So um All right. So I had this straight. Yep. We're going to have all four of what Bob brought up, right? We end up with all four. >> Apparently, we are. Yeah. >> So, you're going to send those to me >> tomorrow by 11:00. >> Okay. >> You have two to get to me, Jason.
136Peer toe and peer to peer to >> peer to boss. Yeah. >> Yeah. Boss and uh >> the other one. I just says place with Jason. Okay. Okay. Um Brett's going to give me his probably tonight because he looks like he has a piece of paper right there ready to go. Mhm. >> Is there any other ones that I need? I think I got them all. So, >> all right. Next question. I usually assign people to read these, right? >> Did was it something? Bob, did you want to read all of yours or >> I would like to read at least the budget, the special ed, and the soups. I don't need to do curriculum, but I can. >> I think it's good for someone else to jump in there. >> That's what I'm saying.
137I'm going to give that one away. >> So, >> I guess, you know, from my perspective, really, I mean, >> randomly assign. >> Yeah, I we can do that. I mean, for me, I just like to be able to start and end, >> you know, with the beginning and the last question. >> There you go. >> Yeah, that's typically what happens is the board president running the proceedings does the first one, last one. >> Um, and I usually go through and and just kind of go down the list and use every everybody ends up with a couple. But it's okay if >> you know Bob's are kind of I don't want to say unique but you know I think particularly the leadership one I think Bob should ask that. >> Um >> can I ask
138a question about number three and number 11? It looks like we have the same question. So it says what have you seen that works well? What can you improve? But then we have it down here also with >> when you look at the needs of the super you need to develop most. I feel like that's that is the exact same question and somehow we got that in there twice. >> What do you mean? >> Before we shifted everything down when Bob put um his special ed question at 10. >> Okay. >> Question number 11 was when you look at the needs of the super where you need to develop the most. But she said when you look at what works well >> is that for is that for the community or is that for >>
139it's the maintain visibility accessibility staff parents. It's more communication based. >> More community. Yeah. Okay. >> That's to me anyway. >> Yep. You're right. >> That sounds good. >> Yep. >> So, the way I will do this then is I'll try to put Bob with his I'll give the curriculum to someone else. Put Bob with your three. Um, >> toss everybody else out. >> Toss it around a little bit. That's fine. I don't have any preference. I just like to just like to spread the wealth. You know, you want to give Brent his, you know, one that he built. >> And so I'll uh and Joe will be here for >> Okay. Yep. I will put um I'll put the questions together before I put them on the u uh the interview guide itself. Um,
140Jason, I'll send them to you. >> I was just going to ask, are you guys comfortable with me working with Mark and making decisions about if we have to tweak uh, you know, order anything again? >> I was going to say blind copy each of you, so you can only respond to me, but I think that's not that's too close to close to crossing the line. I think Jason has as long as he and I communicate, we'll have it. >> Sounds good. and and then you can expect uh it'll be sometime this weekend I will send the guides to all of you so you have them >> perfect >> and if something you see something on there >> it's like this isn't at all what I had in mind or something email me and we'll
141figure out from there where to go. >> Yeah. Um, let's >> But I think we'll I think if I give it to Jason, have him check, we'll probably be okay on that. You'll send me yours. >> Mhm. >> Send me yours. You're going to give me yours tonight. Last question. Um, I my advice with the questions that you have, I think you want some thoughtful answers. I would advise that you give John the questions Monday afternoon. >> I I I when we discussed that at the beginning, I I I don't see any issue whatsoever with that. >> I Yeah. In in my experience in having done this professionally, right? I mean, I think it's a best practice, you know, unless you're looking at a position like a salesperson where you're looking for them to think
142quickly on their feet or a PR person, you know, that that's not what we're looking for here, right? I want some thoughtful answers and I want someone who can spend some time giving it. So, >> and I guess you know the number one mantra that a superintendent and uh the board should have is no surprises. >> Mhm. >> So, we should at least put our best foot forward with regard to that. >> Does anybody have concerns about it doing that? >> Okay. >> Fair enough. There we go. But can I just make sure that but we if it arises that you can ask a follow-up question even though we have not >> Well, for sure. >> Exactly. And I will say that's that's how you understand whether or not someone is that's why I always
143tell people is when you do this it's I think it's best practice because you get good thoughtful answers but you're okay to peel the layers of the onion and see if they're BSing you if they just Googled it or chat GBT or whatever nowadays. clawed clotted it. >> They clauded it. Yeah. >> I don't know. There's all kinds of AI miles. >> Do we need to accept this these set of um questions then? Do we need to prove that or is that an extra? No, >> no, this is just right. You're right. >> This is just discussion report. So, >> and so um just just as a reminder also for Wednesday saying why is it Tuesday? Tuesday evening 6 o'clock. Um, it's a regular board meeting, so we will have the the uh public comment
144to start out with. >> Um, and I would suggest that uh and then they'll obviously they'll be able to feedback forms >> and then um on that do you should we do public comment beforehand or you want to do it after? >> After. Okay. >> After. Let's stick with protocol. >> Okay. >> You get a squirly look on your face. Tell me why. >> Well, I just I was thinking just the opposite, but I did I mean I mention >> we moved it to the back. So, we should hold to that. >> Okay. So, it's normally it's in the back. >> Yep. >> Yeah. >> Okay. Um and then the agenda will say basically um one interview and then there will be an action item of that we'll just say um I move to enter
145into contract negotiations with in this case we have one with John um Pho and then the board will take a vote. after you're deliberating. >> Yeah. >> If you are not ready to make a decision or you no one makes a motion then obviously you don't you know how it works. You know you don't have but you should have it just so you know that that would be there. >> Does that make sense? >> Yes. >> I have one process question though. So given that this is going to be an interview, so between Heather and Walt, I want to see if you were paying attention. Um, it would to me it would seem preferable to have uh John sitting at a table with a mic. >> Yes. >> Okay. Just want to make sure >>
146I was going to bring that up. what we did for the >> vacancy vac. >> Yes. >> Where it was right in the middle here. >> Okay. >> Yep. >> So that can be I was thinking this could this is here is it? So it could be moved. >> Um >> or something could be put out there. >> Yeah. That's wired in. So >> yeah. Okay. So you have a wired wireless one. Perfect. Yes. >> Great. Mark, thanks for being patient with us. >> I I appreciate you. uh working with me on this. So hopefully uh >> you're earning your fee. >> I think it is >> only only if at all when we're all done >> only once we're once we're there. Right. There you go. >> Yeah. >> All right. Any other items
147to discuss here? Discussions reports. >> Okay. Public comment. We don't have any public comment. All right. So, the next board meeting of the Granville Board of Education will be a special meeting on uh Tuesday, March 24th. It says 7:00. We're going to change that to 6 p.m. at the Granville Administration Building. We are journ