001[Music] The only time I was in the schools there was um I worked for our first and we would get a volleyball tournament there. I was out. >> Yes. >> Yeah. >> I like it. I grew up like I said in a small town so it's like wow so many things you can access to and that's the thing that you notice like too. [Music] We used to have a few here and there, but I mean like one PA in Ed in our geographical district. So it's like there's some other barriers, but maybe >> I'm Yes. Boy drive. I'm Christie. >> Nice to meet you. >> Ivan is a certified MASB. I don't remember what level you're at. >> I forgot. >> Yeah. >> Which one's >> They keep track for you. >> Yeah. Which one?
002Second time. I get credit for it again. >> You do. You actually do. You get the education credits, which I think are harder to get. So, if you take a CBA a second time, it flips to education credits instead of CV. >> Those education. >> Yes. Those are hard to get. >> That's right. Um so I thought do you mostly what do you go to the institutes or the annual conference or what do you take my usually go to the pick up >> maybe I'll see you there this year it's in Trevor City >> yeah I know I go north I know the lancing ones are like >> yeah But I think and then they had it um spring institute on math this year. >> Did you like when they had it several years ago?
003That was at 69. >> Wow. That's pretty good. That's pretty good. >> Where would you like me to sit? >> If you want to sit at the I don't know if you want your computer or whatot that might be easier for you. 'll have it up there. >> Pretty good. >> You must have been out of town when I was over. >> Nice camera. Toyers aren't cheap these days. That's all I know. >> I just got another >> You want me to run down and grab that stuff and put it over there on one little staple or something? >> Do I have it in my bag? >> You're I'm in the middle. >> Oh, good. >> You know what I forgot now is the community input? >> Community input sheets. >> Oh, get both. >>
004Yes. Thank you. I bet you are level three. Award of disposition. >> There you go. >> Level three. >> Yeah. Looks like Allie's the only one who's got to be. She's at level four. >> Yeah. >> Am I saying her name right? >> Yep. >> Yeah. She did them online. I don't do online. >> It's more fun. >> Yeah. Like the food. >> Yeah. >> This year they're building them more social >> line on there and I did clean those. Oh, >> I know in the past I've gone, but here we're in Traverse City for 4 days and winery. >> How we doing, Scott? How are you? >> Oh, not too bad. >> Classes learning. >> Well, you see the casino just a little. >> That is true. My first year I went I got
005snowed in. It was And so we had to stay night at the casino. It was the safest. >> Keep going. >> Would you like to look and just make sure your information's correct? And if you want initial, you'll get credit uh for participating in this too. >> Okay. No problem. >> Sure. Okay. >> Yeah. So, I got his email. Um he doesn't use email a whole lot. I mean, but he definitely doesn't use his >> then we don't need to have any. >> That's okay. >> Yeah. his other information I think is correct. 2010 was when you were first selected. >> Yep. Retired as a teacher. >> Amazing. I don't I bet no one else can say that. >> I think everything else right. Yeah. Or no, that's his. Sorry. Sorry. I tried to take
006it. >> Hi, Scott. I'm Christie. Nice. >> Nice to meet you. >> Guys, I not >> I'll have you look at this too just before I forget. This is the MASB board profile. So, it's like information. Does your information look right? And if it does, so like you probably get >> maybe email from them in the mail. Did >> you get credit for >> Yeah. >> before we consolidated, >> right? I couldn't believe how many people showed up. >> Beautiful. >> Yeah. >> One smart dude. Hadn't seen him since 8th grade. >> Oh, really? >> He uh his dad was an engineer. They took him out of Maca and put him in Cranberrook. You remember that? >> I've heard of it. >> Heard of it? >> Yeah. >> Finished there. Air Force Academy now. >>
007Oh wow, man. He made >> literally coming back. >> How we doing, >> Tim? >> Back in your comfort zone of your black t-shirt. So, it's all good, right? >> I put it away in the baggie so it's all fresh for next time. I was surprised how many usually helpful if anything looks right or you want to change it looking up but we'll see percentages for real >> is this just a ten yeah I do it could be because it's about that time right it's been about five years since then so those people that were busy during co maybe >> maybe um you guys served over 400 hot dogs that So that's >> that's a decent amount of people. I don't keep track from year to year, but 400's a good number. >> But >>
008Lisa keeps track though. But she was like, "Oh, I think it's like I don't know how many." It was like a weird >> compared to last year. Yeah. >> Oh, did she know? >> Yeah. >> But there was a lot that didn't take hot dogs, too. >> Oh, was there? >> Yeah. So, >> there were a lot that >> Oh, there were a ton that didn't take hot dogs. Okay. I would say 50% didn't take hot dogs. Maybe not quite the high. >> There was a lot that didn't. >> There was a lot. Yeah, there's a lot of people that came in and out of here. >> I was dismissing when I got home that night. There was probably close to six. Do you mind? I'll double check. >> I feel like there's a lot
009more this year than a lot more the high school. >> Yeah, >> hoping we're not too far away from the elementary that they don't walk down, but it still look like a decent flow of people >> coming through. So, with what we doing with strategic planning. Nice to meet you. I'll just make sure to make sure >> it looks accurate. >> Okay. >> The Air Force Academy. >> You take it. It's free. >> Okay. I I will say that I've had not only our own but a couple complaints that people said the hot dogs were terrible. >> The buns were cold and they were terrible. >> I heard the bad thing about the buns. I didn't hear anything about the hot dog itself. The buns were horrible. Even opening them, they were like half of
010them were breaking apart. >> Well, they were cold. >> Yeah. Well, they were the school's got to serve them, right? You can't. >> We have to circle with a kit. But I don't know with their consortium if like Lisa can even buy some of the other stuff because if it's coming to a school, they only let you buy. >> I think it's a minor issue, but >> but I mean I could have went to Sam's and picked up 400, >> right? They would have been a lot better. >> Yeah. >> Well, we'll keep that in mind for >> it's just it's just our best foot forward kind of. There's so many other things going on and that's the least of the concerns. >> Yeah. But if you're going to serve people food, you want it
011to at least >> Yeah. You want them to go, "Hey, dogs." >> Yeah. I don't know that the hot dogs I think were probably fine, but those buns were the buns were bad. >> Myself, I like grilled dogs better, but that's just my >> They are better, but it it was just the fight the weather and whatnot, and it just it was easier, I guess. But >> it was easier for us because we just had to stand there and open buns. >> Yeah. >> Hot dog buns are not >> I use a piece of bread. >> I don't know why we did that >> for your hot dogs. >> Yeah. >> Do you remember? >> This is nice compared to slowing down the locker room. How are you? >> Hi. >> How we doing? Oh,
012Nick's Austin. >> We're doing great. >> Is that vacation you were on last week? >> Uh, yeah. We got home at 3:00. >> Oh, just got back. >> Just got to go. >> Uh, we went to Montana. We went to Glacier National Park and see Yellowstone. >> Yellowstone. >> Glacier was awesome. >> Did you check your >> You drove the whole way. >> Yeah, I've already checked my mine. >> Glacia is amazing. I mean, depending on the crowd and >> Yeah, it wasn't bad. I mean, there there was a lot of people, but it wasn't. >> Did you get a permit and stuff before you went? Um, my dad has the um, uh, what is it? Senior citizen lifetime pass thing to all of the national parks. >> So, we didn't have to pay >>
013like locals of this park. We lived 10 miles from Glacier two years ago before the move to Oregon like can't even get in. You can't do it >> really. >> Locals can't get in. You have to make an appointment. I mean, everyone's got to make We had to make appointments and they turned us away one time. >> We got turned away in >> Colorado for something. We were going to go to some park in Colorado a couple years ago. We got turned away. >> So, did you go to the west entrance of Yellowstone? >> East side. We started on the east side. We went across the >> that sun or sun road to the sun. Yeah, >> that was awesome. >> Yeah, that's spectacular. >> Yeah, I love Sydney has some really good pictures. >>
014I had a thingy. >> My bad. >> Okay. Calling this meeting to order at 5:30. Uh the mission of the Montabella Community Schools is to prepare our students to be successful in a changing global society. Steve, will you lead us in the pledge today? 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, we are going to jump right into reports. Shelly, cardiac response plan update. >> Yeah, just a quick update for you guys. So the state of Michigan requiring us to have a updated cardiac response plan to include times when school is not in session. Um so this information was in your packet. So I just wanted to bring it to your attention.
015There are two different pieces to it. So the first is the p the the actual plan. It talks about you know how we would communicate during regular school hours. um if there were a cardiac emergency, it goes into um external communication for co-curricular events, whatnot. Um all in there kind of lays out, you know, where the AEDs are located, different things like that. Um not a big change to any to our cardiac plan that we've had in the past. Just added that little piece about um extracurriculars or that after school events. Um going along with that will be a new part to our building use form. Um, so when an outside organization wants to rent our facilities, um, this will be the final page of that. So it will lay out, um, you need to
016know where the AEDs are located. You need to have access or of how to reach emergency personnel if something were to happen. There's a quick little map. These red dots um, indicate where our AEDs are located within our facility. Um, we also have one that's mobile. I couldn't really put a dot on that one. So, um, a lot of times our AD has it with him when he goes out to, um, outdoor facilities. Um, but if somebody were to rent our facilities and be in the outside, um, facilities, for instance, like youth football using our our football field, there's there's no AED out there during that time because it's it's a mobile one. So, something that people are just going to have to initial that yes, we understand and whatnot. So, that kind of goes
017along with that. Um, just wanted to make sure that everybody was aware that we had that. um figured we would take board action on that just to so that you understand that we do have a cardiac plan and it covers the the pieces that the um state of Michigan is requiring us to do. >> Perfect. Any questions? >> Okay. Well, then we're going to move right into communications. Shelly, >> that's me again. Look at that. >> I just have a couple of quick things. Um, so the school year starts tomorrow officially for us as the kids are ready to to come in. Um, as of today, at this moment, we are fully staffed. Um, I won't take anything uh I'll take that with a grain of salt. I shouldn't say fully staffed. There were a
018couple of contracted employees that we had to, as you guys know, that we took board action on because we weren't able to find um our own staff, but those positions are filled and services will be rendered. Um, so they're not maybe all Monabella staff. Um there are a few things that we are watching that may come to you later for um additional staff. Um so our kindergarten numbers are still um higher than we'd like to see for classrooms um in the kindergarten level. Um 24s which are really high for kindergarten. Um and so we're watching that. And then in addition to that, we have some um new students, kindergarten students, and others that are coming in with um special needs and we're not sure how much support they're going to need. So you might see
019paras um additional parah support needed depending on where those needs are at and where we're supposed to where we need to go from there. Um, we did have IEPs and whatnot ahead of time, but more information seems to be coming to light now and now we're a little worried that maybe we don't have enough support to to be able to make those students successful. So, keeping an eye on that. Um, the other staffing one, and it is in the agenda today, is we have added a freshman volleyball team. I can't tell you how many years it's been since we've had um a freshman volleyball team or just a freshman team in general. It's been a been a little while. um a lot of girls that were interested in playing. Um we were at the point
020where we were going to probably have to cut 10 kids if we went with just a JV team. Um so decided in that option that we were going to go ahead and and offer the freshman team. Um part of the rationale in that is that a few years ago we had a similar situation, not quite as high of numbers. Um and we did cut a handful of kids, probably five or six that year. that group of girls are now juniors and only four of them are still playing. >> So, if we can have the opportunity to maybe let more girls have an opportunity, um maybe that transpires into more of them continuing to play or at least more than four continuing to play as they get up there. Um so, our our numbers on the
021volleyball team are good. Um just happen to be all at the freshman and sophomore level and not as many at the junior and senior level. Um but so that's another one that is included in your agenda tonight as well. Um and right along those same lines, you know, we're hitting the ground running. Athletic events start this week. I think we have volleyball Wednesday and um golf is this week. Uh football scrimmage this Friday. I mean, so we >> run too. >> When's cross? >> Wednesday. Okay. Yeah. So here we go. Ready or not? Um, but other than that, um, we think we're ready for the school year, but we always get some surprises. So, we'll see what the year brings. Um, I know people are always a little curious on enrollment. Um, so it's deceiving
022at this point because it looks like our enrollments up quite a bit because we get the kids that are transferring in first before we get notification from another school that a kid is transferring out. Um, but if every kid that was in Power School were to show up, we are probably up 30 kids in the district. they will not uh show up by the way. Um and so last year I think we lost 20 to 30 um at that beginning of the school year of of just those travelers coming in because we do start a little bit earlier than some Michigan other Michigan schools. So sometimes it takes a little bit for those um transfers to get through but um encouraging and that's all I've got. Perfect. Um, I don't see any sheets for community
023input. So, we'll move to discussion. >> We just got the strategic planning at the end for discussion rather than at the front. >> All right. All right. So, we'll move on to the consent agenda. You need a motion to approve the consent agenda. >> Support. >> All those in favor say I. I. Oppose. Motion passed. Motion to approve the action agenda as presented. So move support. >> All those in favor say I. I oppose. A motion to approve the personnel recommendations as presented. >> Motion support. Yeah, I I wrote some information about each of these individuals that we have on here for personnel recommendations minus the volleyball coach, which that one came at the just uh a few days ago. But um Carrie Crrager will be taking over as the behavior interventionist um ironically for
024her husband Tom who resigned. So um she says we got the upgrade on the better Cranger. We'll see um we'll see what happens. Lots of energy. So um we'll see if that transfers into uh to the kids as well. And Jesse Piery is a new pair professional. Um, new to the area. So, her kids are new this this school year and has two years of experience I think already as a pair pro. Um, so she'll be a nice addition for us as well. >> Perfect. >> All those in favor say I. >> I. >> Oppose. Motion carried. Motion to approve the contract with Jen Adgate as a long-term subteer and mentor for the 202526 school year. support. >> So, odd one here. Usually our substitute teachers come from um EDG staff. We have an organization
025that kind of brings them in. Jen is a retired teacher for us. Um and so we don't make her go through that third party and she goes direct through us. So, we have to have an individual contract with her. Um she's going to be every day, show up to school every day, use her in whatever capacity we can find and then some. So, lots of experience and knowledge of the district, the community, and whatnot coming there. So, we think she'll be a nice um addition in that spot. >> Yeah. All those in favor say I. I oppose. Motion pass. Motion to approve the Montabella cardiac response plan, including the modifications of the building use form as presented in your packets. That was what we just went over. All those in favor say I. I oppose.
026Motion pass. Erica. Sorry, I wasn't loud enough. Ivan was sight. >> That's all right. You're good. >> Yes. Please speak loud so Mel can hear you. >> No, I can hear. >> She didn't wear she didn't wear her hearing aid today. Uh, I need a motion to approve the contract with Schoolcom 608 LLC as presented in your packets. >> Support Scott. >> So again, this is a um service for school safety. So he comes in um observes during lockdown procedures, provides input, also helps us make sure that we um keep our emergency response plan up to date and whatnot. We used to contract with this um with this company prior to when we got the SRO when we got the SRO, our school resource officer. Then we discontinued that service with them since our SRO
027was taking care of that. And now that we no longer have the SRO and doesn't look like that's going to be a possibility for us again, um we're going back to contracting those services to make sure that we have just another set of eyes. It's a former law enforcement agent is the one that um that runs that um just to take a look and make sure we're not missing anything an outside perspective. >> Perfect. All those in favor say I. >> I oppose. Motion pass. A motion to approve the officiating course as presented in your packet. >> Support. >> I think that's a great idea. >> Jeremy can have Yeah. No, I mean it's a great idea. >> Yeah. And so I know this was kind of last minute. Um we were thinking it was
028going to be a spring course and then um I don't know, maybe I got confused and thought it was a spring course and now all of a sudden it was a fall course. And so, um, but basically the premise of that is is the kids get online instruction on how to be an official. Um, we're going to work hopefully with some youth, um, organizations to try and get them out and actually on the field, um, or in the gyms to to practice some of those things. They'll work with our PE class at the same time. In that, um, the kids can get certified in three sports within the semester. Um, and they'll all do the same three sports so that they're going through that together. um the the fee for MHSAA is then waved so
029they become an MHSAA registered official for those three sports at the end of the course. Um and so we're trying to kill a couple of things at once like more officials in our area is never a bad thing and the officiating drought is about ready to really hit and it already has. If any of you have been to many games the average age of an official is climbing. Um, so just trying to get some interest and maybe, just maybe, some of our kids will realize how hard it is to officiate. So when they're playing, they might take that into um, account as well. >> Is this just a fall offering for test or >> um, right now it is, but it could be something that is repeated. A lot of it is just going to
030go based on if we have kids to actually want to be in the course and and want to fill it. I think Jamie, the last I knew we had nine kids enrolled in this, which um, is a nice one to get started. Um, we do pay for licenses and stuff for each of the kids as well. >> Well, they would have to wait until they actually get the certification from MHSAA. Um, but we're >> you can't do varsity, but like we could have them come in and officiate middle school games. Um, even through through us. Um, now obviously you'd want to put them we'd work with some of the officials organizations and try and get them with a veteran official that can help them again through that learning process. Um, but yeah, we're hoping it
031leads to to something. The only sport that we're doing in the fall that's going to be difficult is baseball. Um, and so because baseball is not going to be going in the fall and so it's going to be hard for them to get some of those experiences right then. Um, but they still can be become certified during that time. >> So some of the students are interested now. Are they all in an athletic event or playing softball, baseball, basketball, football? >> Not all of them. >> Okay. Not all of them. Um, a lot of them are athletes, but not all of them are fall athletes. Um, so some of them are >> I'm just saying in general, you know, far as to be a refer have athletic experience as far as >> Yes. playing on
032a team. Yep. >> Uh, the other thing is is do they all realize that we have a tremendous amount of Montabella graduates who are referees? >> I don't know if they realize that. >> Oh, that should be something that's brought up because there's a bunch. Yep. >> So, >> there's a bunch. Yeah, >> I' I'd really like to and maybe this year it might be too soon, but to tap into some of that and have some of them come in and speak to to the kids too, that would be great. Um, >> but again, that might be a little tight on time and if we can organize it and get it in, but um I think that would be a nice piece. Any official to come in and talk, but if we get a Montabella
033alum, that's a little bit >> there's there's one that I'm aware of that might be available anytime. >> Oh, okay. >> Eddie Phillips, >> if you could get a hold of him. Okay. >> Between Eddie and the Crawford brothers. Yeah. >> Dustin Brandon, you got Aaron Hadley. Yeah. Numerous others throughout the community. >> Let's see. John Carrier is right, too. >> Oh, yeah. He just started. Yep. >> Yep. >> So, yeah, we have some some people out in the community that can help them as well. So, >> perfect. >> Okay. >> Vote on that one. >> Yes. Um, all those in favor say I. I oppose. Motion pass. Um, so we'll go into our strategic planning discussion now. And Christie from MASB is here to help us get started. >> Yeah. And I'm just going
034to let everybody know that like this strategic planning session is for board input. Um, there will be sessions for community, staff, administration, um, and whatnot at different times. So, if you want to sit and listen to the board have their input during this time, you're more than welcome to. We just won't be able to take any input from the audience at that time. >> Hey, where do you guys think you're going? >> We'll just send it through it as administrative team. So, yes. >> Hi everyone. >> Hi Jesse. >> Um, so as Shelley mentioned, I'm Christie Khan with MASB. So I'm an adjunct facilitator and consultant. I've been working with them for a couple of years and I came to work with them because I'm also a board member. So I sat through classes, CPAs
035and other things um during my service at Howell and I thought there's some things I'd like to get involved with. So my background is HR. Um I've done strategic planning with businesses. I firmly believe in education, public education. And so that's what brought me here to you all today. So, I'm going to be walking you through this process. I have a 12 uh slide slideshow, but really we're going to talk through some of the things, but you're going to get an opportunity to share what you want or would like to see out of the strategic planning process. Um, and I will guide you along the way. >> So, were any I know I had the board profile I was passing. everyone get a chance to look at that make sure that information was accurate. >>
036Thank you. >> All right. So, um the board when you did this process before? >> Yes. Okay. Great. And it was right. So, some of this may feel a little similar. Um it has been tweaked and refined over time, >> but um some of it could be pretty similar. >> You don't mind going to the next one or I can click if you want. >> Nope. It's all right. Hi. >> Thank you. So, um, strategic planning, and I assume some of you have probably done it in your professional lives as well, maybe. So, um, strategic planning is the process of determining what an organization wants to be at some point in the future and how we'll get there. So, we're starting the process now. Our goal would be able to wrap it up in December
037so we can go through all the steps we're going to discuss and hopefully we'll be in a position where you'll be able to review the mission vision goals for the district and approve it at your December board. >> So turning the plan into action. We're going to identify some district goals. We'll talk about how we're going to do that. Um and then there will be discussing the keyword goals of the board of education. I can speak that to you all. that will hopefully then give you some things to give the superintendent for her own goals and to take to the district staff and then they can use with their teachers and the students of course. So this is our overall plan um pre-planning which we pretty much already done right now. We're in the analysis
038needs assessment. So we're going to gather quantitative and qualitative data. So um we're getting your input today. We're going to pull comparison districts to look at test scores, unemployment rate, district size, um, school of choice, um, free and reduced lunch numbers. So, we will have our data and that data from the perspective of administrators, the board of education, staff at all levels, hopefully community, and students. And then during the strategic formulation column, that's going to be the retreat that we've scheduled for November 1st. I believe that's an off day. I apologize. I know there's one Chris, you probably can't make it. Um, but that will be a full day event where hopefully as many of you who can come as possible along with about 30 other people, community members, um, staff, students, and we're really
039going to develop what these goals, the mission of mission look like during that day. So this really is your process, your community's process. And while we each may have ideas on what we want to see come out of it, it really will form and develop as we work through this. The retreat is a big day. So on the retreat day, we're going to go through all of the input that we proceed on session. Then we'll have the implementation meeting with Shelley and her team. We're going to talk about, okay, how can we reasonably implement these goals that have been identified at the retreat. So, as we're starting to gather the data, it starts to look like a funnel. We bring it in and then um have the goals and objectives fine-tune. So, when we get
040to the MASP final reported documentation, match your board meeting in December or you will have the mission, vision, and goals and beliefs to questions about that. So when we do identify the goals, we'll try to make them smart. So they'll be specific, measurable, attainable. We want them to be realistic, but not too easy, relevant to the district and what you're trying to achieve, and timebased. So a goal wouldn't be improve test scores, right? It would be more specific. You might say improve elementary science test scores by 10% over a two-year period, right? It would be very specific. Um, and you would achieve all of or include all of these five components to make sure that um they're able to stay on track and to fill that gap. And it gives Shelley some direction so she
041knows what she's working towards. So she can coach her team that way as well. Okay. So stakeholder input. I'm going to give you each one handout that will have a list of questions that will mirror the slides we go through to write down your own perspective. We're going to replicate this session with, like I said, staff, community, and students. So, we did it with the administrative team earlier today. We're going to have two separate days, believe it September 18th and October 1st where we will open to invite anyone who wants to come from the community, they'll come to the community session. anyone who wants to come from staff, they'll go to the staff session. And then we'll also include students. So, one day will be high schoolers and another day will be eighth graders. So,
042we find that um students usually hopefully are candid and honest. Eighth graders sometimes lose their filter a little bit, so they're really honest. Um and but we want a good cross-section of who's invited to come to those sessions. Any student who choose to take the survey online. So, we do have a link here and that QR code is active for the survey. So, um I just gave that information to Shelley today that will start going out to the community and anyone can fill out the survey online as well if they don't want to come to an inerson session. Um questions are the same no matter what. So, if you pull up the survey link, you'll see it's the same that will be on your questions here in this email. So, um before I hand this
043out, just want to talk about what the process will look like. So, I'd like you if at all possible to write as legibly as you can because I am going to pull the data back from you and the admin team and every everyone else that I meet in person and aggregate it to identify well common themes. I will say okay I have seven board members completed but beyond that I'm not going to know who wrote what unless you identify what you want to share. Um and then I'll say we had seven admin team or 30 staff members something like that. Um, the only time I would ask someone, let's say at a community session, if we have a really active participant, someone who seems vocal, who seems open-minded, maybe doesn't have an agenda, but really
044is there for the good of the community and the schools, I might say, if it's possible, would you be interested in going to the retreat? I can't extend an invitation, but it is something you'd be interested in. And I might take that person's name and pass it along to Shelley. Um, sometimes there are people who not many people would sacrifice a Saturday >> to do something for the schools or someone else. So, if someone seems really interested without being um motivated in the wrong ways, I might say that, but not necessarily. Um, so as I I'll hand this out, do your best to write, you know, your answers legibly because I will collect them again. But we will go around the room and discuss if there's anything you'd like to as a board as far
045as what you'd like to see because this is your time as a board to discuss it. Any questions before we start this process? >> I do it. She does. I have one of my own. Prepared to >> I've got an Apple Pencil. This isn't going to help. I actually have an NASB pen. >> Look at you. >> It's my favorite. It's in my car. >> They do. >> I got two more. >> You need two and I need >> Oh, perfect. Thank you. You're welcome. Good. All right. Do you mind going to the next slide? >> You want this back tonight, right? >> Correct. >> If there is, >> we'll work through it together. You're all right. >> Leave my card to if you think of something else, but um if you need to use
046the back side of the paper, that's totally fine. We're going to try to do it one question at a time. So, I'll give you a couple two to three minutes for each question to write your thoughts down and then we'll discuss. Try not to move ahead too far. You can read the questions to start thinking about it, but try not to go move ahead because I will be paying attention to who's writing still when I stop you to talk about the question. So, um the first one is what you know what are we good at? What can we celebrate? Um what strengths do we have as a district? What's something to be proud of? So, think of your own response and then In a couple minutes, we'll share if you feel comfortable getting started. Oops.
047>> You know the hardest instruction you just gave was right eligibly. Just do your best. That's why we're going to discuss it. So that way if I can't read something, hopefully I'll be able to remember. >> I'll do better with cashews. >> Okay, there you go. >> Oh, yeah. We'll switch them. >> You just get forks. >> That's That's nice. We get forks. We can throw them at each other. Mhm. I may have distracted them for for a little bit on this one. >> That's all right. That's good. Let's save that for the end. >> Okay. >> I won't need anything healthy to keep this. >> Yeah. Get through. Put in your pocket. >> Yeah. Don't put it by Uncle Ivan. He doesn't need it. Another minute for number one. >> That was on number
048two. >> Oh yes. >> Okay. Stop. >> You read the question. >> Stop being an overachiever. Yeah, I might have a sheet. >> I do this for other organizations. I was getting ahead. >> Yeah, we'll do that because that way we'll I might just waiting because I think >> I have a snack breaking. >> There you go. Let me know if you need. Okay, so number one, is there anything in particular you'd like to share? What are you proud of about your district? What do you think you do? I think we have a terrific admin team that leads well and we have great teachers. >> Go ahead. >> We have lots of opportunities. They want to play stories. They'll probably be able to play. Not many students are cut. I said I think we have
049a good financial status. It's reassuring and we have a lot of community support. >> Yeah, that too. >> One of my items I put down, it's the right size, not too big and not too small. So everybody kind of knows everybody or can get to know everybody everything >> right >> along with that small number of staff staff knows each other may not be as popular anyway >> great excellent facilities area bringing people into school events and that kind of stuff. I think we attract I know I agree with Scott on the right size but we do attract I think about the incoming littles that come in some of these are legacy interesting Okay, great. Respected. All right, let's move on to number two. So, conversely, what are our opportunities as a district? What do
050you think we can improve upon? What needs our attention? So, to build that in on number two, we'll just follow the same process for this one. table conducive for sex. Thought you were messy over there. >> Yes, I'm sparing to your table. I don't know if you're coming in. where you miss me. >> I was writing Eric While you're finishing something I failed to mention when I talk about the stakeholder input when we have the sessions in the future the in person virtual um that is not something any of you are expected to come to and I'd ask you not to including Shel because we want people to be able to speak freely. Um, so just know when you see that that that's not something you likely to be at because now's your time to
051share. >> All right, let's talk about number two. What do you think are the opportunities within the district? What can you improve? >> Being able to keep great qualified teaching, staff, administration for the long haul. And how do we do that? I said new teacher retention because I feel like a lot of our new teachers stay for a year and then they leave. >> I feel like we're a stepping >> stepping stone to something bigger, better, you know what I mean? Like right out of college, we seem to get a lot of >> newer right out of college teachers and then they get a year under them, then they're gone. >> Geographically challenged. >> Um I put uh some kind of shop tech classes. um more I mean the career center does fantastic but maybe
052for the lower levels too you know because you can only do career center junior and senior year >> um back when I went to school we went right in when you were freshman shop class and you had home back then and that's what I wrote I wrote down more options for trades y >> trades are huge huge trades trades got put on the back burner When computers come on, >> everybody Mike Ro to come in too. >> Yeah, he was speaking. >> I'd be here. >> Have you? Yeah. >> Call him. Would you Scott? >> I listen to him every week. I think keeping along the same lines agreements and trades and what staff member leaves and then there's nobody to pick up >> the pieces that continue that body is tremendous see competitive they
053work together on that market I don't know ever dreamed that up but that is a great great idea >> well I don't know how I feel about the esports one but >> something also I put were new goals I mean we we did this what 5 years ago our goals were for the connector. Um you know we have that now we've we've made them goals now we need new ones to get past that and work on something different. Um and then another thing that I thought of while we were just sitting here talking were um some life skill classes. I think that is super important. I kind of um pitched the idea a few years ago to Shelley and Shane about getting rid of senior project and teaching more life skill classes. Um now that
054I have a daughter who's going to be 20 here pretty soon. Um I see some things that she could have done better in. Um, I mean, I could have also taught her to, but I think that some knowing that she does have a strong parent to teach her those things. Um, but some kids don't have that, you know. So, I think it's I think it's important to give some of our students life skills. >> Okay. >> So, there we have some that are part of other classes, but it's not a standalone class. So like you know senior math has the financial >> personal finance kind of pieces to it and stuff like that. So >> it's funny you say that specifically about the senior project because I had a conversation with somebody about it'd be
055nice to have like after we had that presentation about that class that Kaufman does that project like how you make certain choices and this is what family you end up in. And I'm like, you could easily do a semester project like that, but like this is your life. You make this choice and you end up with this job or this job and like >> just like Jamie does with the um eighth graders is eighth graders. >> Reality store. >> Yeah. Really? I love reality store. >> Yeah. >> Absolutely love coming here to work >> to evolve this senior project into something more. >> Yeah. I had a whole list at one time of that. Um, there was a few parents that helped me create the list of different life skills from like changing a flat
056tire to some basic plumbing skills that, you know, that they wouldn't have to pay somebody to come do. Um, and we had a whole list of stuff because I have a lot of people that come to me and want to know why we still do senior projects. Um, and I actually have a lot from this last senior class that came to me and said, "How can we get rid of it?" And I'm like, go to Shelley and Shane, start there. So, I mean, that's just something that I hear all the time. They still do that though the um where they have their business. >> Yeah. Um it's younger. >> It's not through junior achievement >> concept of Yeah. >> Final thoughts on opportunity. deal with all the time. >> Why was this decided >> you?
057Okay. Um if you could move on to number three then this one is what are barriers to improvement? What current barriers are in place? And I always like to note we always know money is one so you can put that on there but it's always going to be on there. Um what other barriers do you have throughout this process? I've already heard common themes from the admin like as we go through this process if you with admin with staff community there will be themes that rise to the top um and that will be basically what we work through on retreat day too because all of the input will be reviewed on that day. Um so it is really interesting to see how this process number three about barriers to improvement. What do you think >>
058people? So like attitude or Okay. >> Trying to do changes attitudes not to just kind of bogs down eventually just die. Right. >> So specifically staff or could it be other people too? I >> think the staff and then it kind of goes out to the community. >> I think some of the community is resistant to >> I put uh we have a I put Debbie Downer parent group because we have a parent group that um was very resistant to some um curriculum changes and stuff. Um, and I you get that one group of parents that they can just be a plague and just get at everybody. >> I think we're all in agreement because I put down Steve mentioned the coffee shop talk. These people need to get involved. Come to the schoolboard meetings,
059get involved in the day-to-day events of school, etc. >> They don't come. We have We have one parent that comes regularly to meetings and that's it. Yeah. >> Yeah. >> Well, and I think a lot of it is they don't understand what the school board does and what the admin where you know where the admin leaves off and where we pick up. >> They think that we can fix everything. >> Even when the school offers like come review the curriculum, how many come how many come? >> One day that one day we had the reading curriculum, there was what five people that showed up at that. >> Yeah. >> I'm in a position to add something a little different. I've set bunch of teachers for a long time and they're about the honest damn bunch
060you've ever seen about making I mean agree upon rules if you think about they were empowered too by some >> pretty >> we couldn't even agree on hallway passes I I said aside from >> not a nice >> the fact that we're a small district sometimes we don't have the teachers or the students to do like some of the expanded offerings that we want. We just don't have the kids that are interested or the people to teach the classes like the shop class we had to get rid of because we couldn't ever find anybody to take that over once >> right >> retired. So before you guys >> No, I had her. >> I had her. >> You know when you talk about home and family living first the stove and the refrigerator. She already
061was moving in that direction. She was the one ahead of her time. Unfortunately she retired and then the staff took over on the staff. shouted to hell this become a special ed group. See which way that go >> goes back to consistency again. I also think the qualifications for certain things whether it's a shop or it's an extracurricular you know what makes them really qualified people. I think there's people in the community that want to help. They just don't know how they can be involved because they always standard thing is I'm not a teacher, >> which that's not always the case. >> I think it's so >> I also put transportation down just because of the community the socioeconomic side of it. I mean when you think of athletics parents are asked to power say
062majority is willing to do it but a lot of them can't do it and I feel like we leave some of those kids behind >> competitions they drive no bus >> he's having youth he's talking youth >> there's a little bit of both >> you know >> you see middle school when you make the jump to middle school I mean I've seen our kids and their teammates are why isn't so and so playing and then you kind of hear the reasoning behind it. But I do say we have a good community of parents that are trying to help with that. But it's still fighting through. I probably shouldn't go here, but I started teaching here a couple years ago. And and and at that time the consolidation was just real good. I think we consolidated
06369. I started in 72. >> 67. >> Sorry. >> Anyway, >> I graduated that year. >> The big fight. I mean, it was hot. was they add more the damn they had more coaches one left or two players playing. I mean it was a hot topic man. They were mad because all of the high school coaches basically had come up through the Edmore ranks and they always just played the Edmore players and not the Blanchard players and boy that was a tough one to get over. Besides that, I didn't want the school was on the other side of the road for it. They were mad about the Minecraft. Okay, I'm done. >> Anything else for barriers before we get abandoned? >> Take a second for number four then or a couple minutes. Um, what is
064your appointment? So, and it can be I think the paper says 3 to 5 years. So, it can be that soon. Um, or 5, 10 or 15 years. What do you want the district to be? >> Don't you guys put down an Ivan leaves? >> Oh, just get eraser. >> Ivan stays for the next 20 years. I'll speak right now, but I'm I'm reverting back to my answer for question two. >> Okay. >> Being able to keep great qualified teaching staff administration for the long haul. And then I also put down improved test scores schoolwide. Uh my answer for now, he could be known as that district, right? I was actually writing impro improved perception of the district by like people from others. It's like >> that >> is what we are. I'd like the
065improvement in art drama in that area music, you know, to go along with that. Who do we have in the community that would be willing to come in and work with kids that would be interested with that instead of just having teaching staff do all that all the time? because there's talented people out in the community to be doing some of those stuff. You know, that's where you get more community involvement, maybe more buy into what's going on. I don't know. >> Very excited for the change. And I love Mr. Bormling, but I'm very excited to see where the new band director and then the elementary music teacher. I'm excited to see where that's going to go. >> Oh, no. I don't want to go down that road. You live the music teacher life by
066association. >> Oh man, we are great. Pretty soon it was disbanded. Talk about down. That's a hard one, Scott. It's just a hard one. >> Oh, I know. >> Yeah. I I I tried to come in years ago and do a weekly choir thing with a handful of students and between their schedules and showing up and we'll deal whether it could be drama or whatever, you know, to there's no time. So, you got a little bit of an issue there. I think that's probably because we are a smaller district, which makes those things a little more difficult. Or if you were probably in a school that had two 3,000 students, you'd probably pull in more people or more students that would, you know, they're not in sports or involved in other things, >> right? >>
067Where our kids, you know, my kids when they were growing up going to school, they were in multiple things all the time. So they would be another group that wouldn't be able to do some of that extracurricular. Well, they were doing extracurricular, but on top of >> that's where our size fights us. >> Yep. >> You don't have enough school, >> right? >> It's the same kids that have to do everything. >> Yeah. >> You go to like Greenville, look at the music program and the offerings they have because they have the students. We just don't have enough to do that. So uh >> our our size is a plus and that's a downfall. >> That's why they consolidated in schools of course. >> It is a dichotomy because I remember years ago I visited
068Rockford High School and uh the principal who still remembered me because I spent every day in his office for four years. He asked me what I do. I said I'm a ministry. He goes ministry or prison? One of the two. And uh true story and I was telling him where I live, you know, he's like, I get kids who walk in here every day and go, "This school sucks. There's nothing to do here." He said, "We have every opportunity you can imagine." He said, "What you have that we'll never have is intimate relationships between students and staff, >> right?" >> Y >> see, teacher retention camp on that. He said that's that's the greatest value you bring >> that we can never touch of a school our size >> because relationships are what kids are
069going to matter because like you know we might not offer all the programs and we shouldn't try to offer all the programs. So let's do what we do best and build relationships with students. the rest of it they'll get. You know, between technology and availability, there's nothing that they can't learn or gather someplace else. But what we give them is a foundation of confidence that far outweighs even our curricular issue, our curricular, you know, offerings. Confidence and a sense of belonging and identity that we can provide at Montabella. >> Our kids can participate now in the sports. Yeah, >> we shouldn't over we shouldn't overlook that. Now, we do have students who can't don't find that sense of confidence either because if you're not an athlete, what is it for? >> I can't do wood
070shop. You know, there's no drama. I want to act. I want to dance. I want to right. So, where do we over how do we how do we help our our certified staff understand that the sense of identity and belonging far away English, math, science or or band or anything else. I mean it might not look like it to the state or other other places where people were moving in but students will remember that above what they learned in geometry class or that they didn't have calculus too. So that's what my son >> water >> without the flat river that's hard Ivan you know there's no white water it's just >> we found something in West Virginia >> is there anything else for the vision >> um I put stronger community involvement Um, I mean
071we have a good community like I was thinking of like sports like um football games and basketball games. I mean we have a good community that that comes and supports our sports. Um there's a lot that come to home games, you know, like older people that in the community. Um but I'd just like to see a little bit more, you know, and not just boys basketball and varsity football, you know, there's more. I feel like those are the two sports that they focus on the most. And you don't see very many people just parents at volleyball games or middle school games or I mean I I went to a couple middle school games this year just to go and and uh it was basically parents in the in the stands. >> Yeah. The other thing,
072I don't know if you get it, but we'll show up once in a while to these types of games and we'll get asked. Well, why are you here? >> Yeah. What are you doing here? What are you watching for? Just cuz I want to, >> right? How do you know how to do drastic high school? So, it's just I mean that's like an edge to have problem. >> Yeah, we don't have that anymore either. So our last question is if you could choose this is the hardest one. If you could choose just one thing to do prove change what would it be if you could think of that one thing write that down. I miss you. All right. Who wants to share takers? >> I'll share. >> Um, I put life skill classes. Um I
073I think we need to give kids the opportunity that their home lives might not be able to provide. Um, we have a lot of lowincome families and um, you know, like growing up, I mean, I grew up in the area and the kids that I went to school with that were always in fights and now I see their kids in that same group that are the ones that were always in trouble. Did drugs, drinking, fighting. And I see, you know, the tr trend just keeps going. And I think that maybe um we could step outside the box a little bit and teach some things to maybe start breaking some of those molds. Um and um just help the kids. A lot of kids who parents work sometimes double shifts. They might not they might be
074home alone for a while. Um, you know, we could teach them to make a simple easy thing for food that, you know, they don't have to use the they can use the microwave and not the oven. You know, just I think we can we can give our kids a little bit more that maybe their home lives can't provide. >> Thanks. I had said was um improving looking at improving like the benefits package for like staff teachers pair pros that's a good one because um I think some of them leave because they get a better opport better offer somewhere else. So if we can improve that retention, it's just a cascade of things that that will hopefully improve relationships with students, you know, consistency in what kids are being taught. If it's the same teachers, they
075can they learn as teachers, you know, and get better over the years hopefully. Um, so improving test scores, improving, you know, the student outcomes. So >> is it benefits specifically or like total compensation? >> I think like total compensation But we're a small district. So yeah, you know, we're >> I think that's a struggle for a lot of employers. >> Yeah. It's not just it's not just I work at the hospital. It's >> we get people that leave the hospital because they get a better offer somewhere else. So, like I know it's not >> I know it's an ongoing struggle for our HR all the they're always um talking to other companies along around the area and asking about benefit packages and like all year long they're doing that. up. >> I guess working with
076more of the youth up through middle school, I see kids that think again that economic life. There's a whole lot more to the world than just the district. I mean, I literally have had kids at my house and we never they've never been to 131. >> I've had the same thing. and to show them that there's a whole other world out there and giving them opportunity to succeed when they walk out whether they go into trade whether they you can go to college you can go to trade school you can go into the work course and there's nothing wrong with any of those but are you ready to do whatever I kind of in general the same idea but kind of really vague going along with more than your home life and the all the
077above dream. I'd love to give our help our students just dream a little bit because I think their ceiling's pretty low, >> you know, and I know our teachers strive to do that. get them to think outside the box of possibilities and potential and what could be because sometimes that just absolutely squashed by the time you walk out of your home your house and you walk back or school and you walk back into your house >> because your reality right is you in the face like I'm never getting out of here. >> Maybe that's not the perception but I I I think it is the perception. >> Yeah. Even to the point where people think like our family is weird and we are but like you know I always tell people like I didn't like
078how do your kids live so far away and travel the world and do everything to do. I'm like well that's how I raised them. I didn't raise them to keep them. I raised them to travel the world that they literally do every day. U people think that's odd because odd your kids don't grow up around you. Your grandkids don't grow up around you. We think it's normal, but then again, we're a little abnormal. But I think every kid should have that at their feet. >> Well, think kind of um on this vacation um while we were on vacation because my parents went with us. And um you know, we'd go we go down the road and my dad would say, "Oh, there's a welding place for, you know, cuz Sydney's going into welding." And my
079mom's like, "She's not leaving Blanchard." And I'm like, "Yes, she is. There is no opportunity. She, you know, she is not going to work at Bandit or Morbark. Not that that's wrong. >> She currently works at Bandit anyways, but you know, but I want bigger for her, you know. Um I when we went to orientation at Ferris, um they showed us a a video of a girl that had just graduated and she's working on Boeing 737s in California. I mean, I want more for her. I don't want to hold her back. And I think that that's what some people around here do is they they hold back. >> Um, >> right. >> My parents didn't want me. My dad did not want back anywhere near the >> I went to California came back >> because
080I like this is home. >> I went to California. >> But you already you went out. >> Well, I did that ant the whole Texas scene too. So that was >> But you went past 131. You've been there. >> My parents took me back. >> Right. Exactly. >> But there like I have had some of Sydney's friends in the same situation where we'd go to Grand Rapids or even Mount Pleasant and they had never been >> they didn't know the world existed. >> No. After Edmore. >> So, but I think it the dreaming and they dream they want to come back here. It would be great. Even >> Exactly. Exactly. >> Yeah. I think are some very diverse. I think in the arts all the different exposures and praise and everything that should be there
081around but I think the devil get al too it's hard to justify why they algebra 2 now maybe there's a good reason out there for it but probably will make life miserable for a lot of young people I don't think a whole lot more and they would have been far better jobs doing some other areas that they might have been interested in. Superintendent of schools are really stupid. >> Same way about chemistry too, Mr. >> I was going to say, didn't you teach? >> I both so I was I still got an A in this class. distract you. >> Yeah, distraction. Thank you. >> Any additional thoughts on one thing? >> We could keep teachers for a longer period. I was reading our Mustang news and it was way embarrassing almost. I'm like, you know,
082and I didn't know any of them. And and I thought my first thought was nobody has a relationship with anybody. I mean, like my mom had you, you know, as a teacher. So like I was already warned about you before I you know that doesn't happen. One of the questions, one of the questions I got quite often from the students was uh what would my mom or dad like, you know, and I would never answer that question. I always had a good answer if I don't remember. And after they had me for a while, they knew I wasn't lying. All right. Well, if there's anything else you'd like to share, uh, now would be the time. I will collect these back and like I said, we'll replicate this process over the coming weeks um with
083the inerson and the virtual session. And then, um, I will see you again at the retreat on November 1st. And, um, that's will be a very fun day. It's a very full busy day. Um, you may think eight hours, you really need eight hours, but it is. We keep the groups moving and thinking and working and uh you'll leave feeling productive and like you accomplish something and hopefully excited too. So, >> great sales job. That's a great sales job. >> We know one question. >> Yeah. >> How do you deal with these honorary teachers? >> So, I don't notice them being as orary as what you said. So maybe our turnover has been good and there's not as many ordinary teachers. Um >> she's good, isn't she? >> I believe >> I mean there's always
084there's always people that question and want to know the why um of change and whatnot and not everybody moves at the same speed. Um, and you occasionally have some people that that resist or or don't want to change, but um, I would say most of the time that's the minority as opposed to the majority of them. Um, I think most of our staff wants to do what's right for kids. Sometimes they want to accomplish it a different way than maybe you know the direction that we think should should be done but they usually are resisting in a way that they think that what their their view is right >> 16 new stat >> because I think orary grows with a right I think orary grows with apathy and callousness sometimes from being in the classroom
085I mean not that I've ever seen it in my wife who's taught for 38 years But you know, >> right? >> Everyone other than her. >> But I mean, you do >> you get cynical. >> I don't think it's ordinary. I think sometimes you get cynical because the system changes and then something else is done and something else is done and you're just trying to survive the day for most teachers. They're just trying to survive the day. It's a It's exhausting. I could never do it. I would like one day Mr. sitting at your desk listen to NPR man, right? I'm like, "Yeah, I couldn't do it." And um but so when you get some fresh blood in um who have a zeal and passion for education and just starting their career, I mean, we
086don't want turnover, but we also don't want them to become cynical, >> right? >> Your wife has also created amazing relationships because she stayed. >> Yeah. I mean, I'm I'm agreeing with you completely. We choose the right ones like you don't know at all, do you? >> Yes, you do. >> I will say a lot of our turnover is people in their first three years. It's the same teachers we're replacing over and over. Um so it's we can't keep them beyond that. Um and a lot of it's our location to be honest with you. Um >> salary wise we're close with most >> area schools. You can't fault somebody for wanting to move closer to their hometown to be a teacher. >> Yep. >> To answer your question about time retreat 8:30 to 4. >>
087I'll encourage Shel to have breakfast. >> We're still working on location. >> It'll probably end up being here. >> Okay. um just because there not a whole lot of facilities in the area that can house us all and just have to figure out how to get lunch in. >> Sit down and let finish your meeting else for me. But you have my card if something comes up you have a thought something you didn't write down just let me know and I'll be available to you. >> Awesome. Thank you. >> All right. Well, I don't see anything else on the agenda, so we will adjourn at 6:45. >> Thank you, Christie. The big nine. >> Yep. Last year started last year as a single digit. >> I know. We went today and I'll take