2023-08-02 | Regular Board Meeting

001Welcome everyone to the Taylor School District regularly scheduled board meeting of August 2nd, 2023 where our mission statement is to educate, engage, and empower those we serve. And our vision statement is that we will be the innovative destination district where all succeed. This meeting is called to order at 6:00 p.m. Miss Block >> here. >> Mr. Heath is absent. Mr. Myers >> here. >> Mr. Thomas >> here. >> Mrs. Thomas >> here. >> Miss Shu >> here. >> Mr. Wright is here. Please stand for the pledge of allegiance. >> I aliance 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. First up on our agenda is our good news. We have the Kids Read Now Reading

002Program. Miss Nickel. >> Yes. So, I know we're keeping everyone brief. So, I have a mystery number for you. Today's mystery number is 1,161. Any guesses of what this number means, >> how many books they read? >> Yes. >> Thank you both, Ky. I appreciate you participating. Uh as you know uh our kids read now uh program has provided uh nine books mailed to the homes of all of our students in grades kindergarten through fifth grade uh as part of our grant funding in terms of how do we keep engaging students in reading? How do we help uh increase literacy and opportunities for uh building a book uh collection at home? And so, uh, we are going to continue to reach out to families through Remind, through email messages, through social media posts. Students are

003able to text, give a phone call, or use an app to check in after they have finished a book. And I have a guess that this number might be a little bit low because we have some students who may have finished reading a book, but may not have as necessarily checked in quite yet. So looking forward to our next uh numbers over the next few weeks to see how our kids have uh engaged in reading. So thank you. >> When does it run till >> uh it just throughout the summer. Uh what's really nice about this we we actually had this program last year and we provided it for kindergarten through second grade students. We increased to third, fourth, and fifth grade for this year. And the most important part of this program is that

004the kids choose the books they wish to read. And we know that when kids pick their own books, they're more likely to be engaged in reading it. So, um, looking forward to hearing what they have to say when everyone comes back to fall and principles and teachers have conversations. >> Zachary loves it. >> See? >> Yeah. >> How many now? How many books does he What's his number? >> I think he's read all of them. >> Oh, yeah. >> That's awesome. Picked out all has all nine of those books in his in his uh in his hands. I love hearing that. So, thank you for the feedback. >> Awesome. Thank you. Moving on to item number four, revisions, approval of agenda. Miss Block, >> are there any revisions to the agenda? >> Call for a

005motion for approval of agenda. >> Motion by Mr. Myers. Is there a second? >> Second by Mr. Thomas. Absent. >> Mr. Meyers. >> Yes. >> Mr. Thomas. >> Yes. >> Mrs. Thomas. >> Yes. >> Mrs. Shoot. >> Yes. >> Mr. Wright. >> Yes. >> M. Yes. >> Moving on to item number five, discussion items. First up, we have our outofstate field trip request. Cedar Point. Mr. Pitts. I don't think he is here. >> All right. Well, we have a field trip request in front of us. Um, just to go through the packet. Um, this is for the Taylor High School football team. This is for them to go to Cedar Point on August 4th, 2023. Um, the trip will go from 8:00 a.m. to 8:00 p.m. Um, the funding source for this trip is the

006athletics fund. Um, and I know they are going for the purpose of team bonding. Uh this is kind of before the season for them to be able to go um kind of spend time together as a team and build that camaraderie um before the season starts so that way they have a strong uh camaraderie against with each other when the season goes on. So um any questions? >> Um I have some questions. Um do we our athletic um funds do they support this for any other athletic team in our district? >> Yeah. So um actually about the information I had sent earlier. Give me just a second. I can look at my notes. Um there's some really good clarifying questions. Um so for example uh uh I was able to conduct just a quick review

007of some recent field trips that are have occurred or will occur. Uh for example cheer camp there were uh the transportation fees for cheer camp have been paid for through the through um the activity account. Uh transportation fees for band camp this summer. Uh substitute fees for the Disney band trip coming up in the spring. uh substitute fees from the April theater and music trip to Chicago. Uh and then also I didn't have a cost figure, but we did provide district transportation for the uh April 23rd JOTC physical competition. Um and some of the ways that uh there's funding collected for these activity accounts, there is a small fee of a $1.50 uh to uh obtain admission to uh different games. Uh, and then there's also like a small participation fee. For example, at the

008elementary, the kids may pay like $20 to have biddy ball for a few weeks. And so, um, using that money, you know, looking for the the greater of the group. Um, >> so I'm looking at the total and it's nearly $2,600 as a total. um that doesn't even compare to a transportation fees paid for the cheerleaders who are also going to cheer camp for >> team bonding as well as um you know new skills and all of that. And so I don't really feel like that's a comparison. We could have just paid the $424 for the transportation for the football team and like these other, you know, for cheer camp, band camp, Disney, >> those students are all parent funded or fundraisers. >> So if they wanted to do something along those lines, maybe that

009should have been a parent funded and we could have supplied as a district the >> bus transportation. So, I've um I received these questions like this morning for example and I was able to talk briefly with Mr. Jones and um >> the district is not paying for the trip. It's coming out of their student activity account which is funded through fundraising. District will not pay any of the fee that they're using to go down this trip. >> So, it's football team. >> Yes, they have their own student activity account. >> Okay. So, >> so it's strictly coming from a football athletic. So it >> that is correct. >> Shouldn't that be where it like where it says funded? It shouldn't say athletics. It should >> it says it's funded through the $150 admission collected for

010the biddy ball for six weeks and the $20 participation fee. >> I think it was I'm so sorry. I think it u my note said uh the student activity account was funded through the $150 admission. I'm I'm not sure. I I I was under the impression that was like through football initiatives. Um >> Big Basketball. >> Yeah. No. And I know the big the $20 participation fee indeed was for the fall >> because it says funding source. It says athletics funded. So this specific account >> I think what it is is they should have been more specific in the fact that it was an athletics activity account and not from the athletics budget. But when you say athletics activity account, is this a athletics activity account for every athletic team within our district or specifically

011a fundraising athletic account for the football team? >> It's a so actually they're using because it was the fundraising came through Viddyball. That's where the funds go. So that's what that where the funds will come from. That is a student activity account that is basic totally funded through different fundraising tax. >> Okay. So, I just I just want to understand if the football team can use $2,500 from that athletic account, any athletic team in our district should be able to use $2,500 >> as long as they have the funds and that's how they want to spend them. The only rules that go with activity funds is you have to have the money first before you spend it. It's up to each person who runs their activity account on how they spend it. >> So there

012is a budget or a fund that shows each team what they have available. >> Yes, they all have their own individual. We have I can't tell you how many but a lot of student activity accounts and they all um um are tracked and before they spend anything they have to have we have we make sure that they have the funds in there before they can spend anything. >> I'm just confused how this account like I just I'm not truly following how this account works if it's a student funded account or is it a football student funded account. >> It's a they're all Okay. So the whatever organization is responsible for the student activity account does their own fundraising. So think of all of these as different individual accounts that are just for that area. So

013like cheer has one, football has one. I mean we have like 100 to 150 different student activity accounts for all different areas in all different schools. >> So this this account is strictly the football that is correct. student activity account. >> Correct. >> So, the Biddy Ball stuff, it says it's coming from the $1.50 admissions collected and from the $20 participation fee for the six week biddyball session. So, this account associated with this is a football fundraiser. >> In this particular case, Athletics is using their Bitty Ball fundraising fees to pay for this. That's what they're saying on there. But it is a student activity account. >> Okay. So, I'm going to go back to >> this is not specifically >> I I don't know why they're doing that. I can just tell you >>

014all I checked on is the funds are there, >> right? >> And that's the only basic rule with your activity accounts is that >> because I know that's a basketball fundraiser. That's what I'm saying. >> And I've never seen a football coach or player >> Be able to use that account. And that's what that's that's where I'm caught up too that they're using the basketball fundraiser to pay for football to go to >> I can't answer that why they're doing that. >> And they do a lot of football does a lot of fundraising. >> They do their own fun. That's why I'm confused by >> it should be a student a football student account is where the money is coming from. Not. And if you're going to say the money is in this particular account

015from the biddy ball. So cheer could have requested that money or soccer could have requested that money >> or golf could have request golf is looking for um people to donate clubs and golf balls and stuff to them because they want to have a golf team but they don't have the tools to have a golf team. volleyball doesn't have enough volleyballs to host a solid practice because they don't have enough volleyballs. We don't have enough uniforms for So, if we have $2,500 in our athletic account to be sending a football team to Cedar Point, then we should be making sure all of our athletics across the district have what they need for their sports teams, not sending them to Cedar Point. That specifically is something that should be in my opinion parent funded and the

016district should offer to pay for the busing, not their ticket. >> Dave, you might be able to answer this. Does this bitty ball stuff go to a different or different sport every year? You don't know. >> I don't know. >> Okay. Okay. That's thinking maybe football. >> And I was just able, you know, it was a kind of that set of requests. I was able just to look very quickly through what we have currently for the 23 24 school year, what we spent in 22 23 and then I also looked back into the 2122 school year just for um anything that was under athletics or field trips or extracurricular like the choir and the band for example. The only thing I can respond to that is that the activity accounts have each area has their

017own person who is responsible the supervisor of those accounts. So actually there's two people. There's one person who manages the account who physically does all the actual work of depositing the funds and paying out the funds and then there is a second person who is the signer who is the supervisor of that account. And those are all in groups. In this instance, both groups are under athletics. So the same person manages both accounts, whether it's the football account or the video. >> Who was the person that signed off on this? Because I know Lauren's been on medical >> that I don't know. So, um, as you can, as I was saying, um, for example, um, Lauren actually did not sign this document. As you can see on the second page of the or actually the

018first page of the request that we've received, uh, through the field trip request, uh, you can see that, um, there's a slash and then an MM for the initials of the secretary. Um and then this this field trip request was made prior to um you know any any recent decisions that have occurred. Um >> so prior to pits be prior to pits or prior to assignments. >> Correct. Correct. And it's not unusual with the volume of field trip requests that we receive where um there may be two or three or four organizers who are requesting a trip. So it may be like written in like you know Smith Jones you know I mean I know especially from the high school um the requests that we received have multiple teachers names or participant names and then

019I did notice um that coach Pittz indeed did sign on the um on the third page um you can see where his signature talks about just agreeing to inform and continue >> I just like to see that pity ball and I go to different sports every year that if that's what we're going to use it for. >> Well, not only that, just from experience, my daughter um and son have been in athletics since they were in elementary and all of the team bonding um not field trips, but team bonding we all paid for. >> Um and they were in Michigan. They were at Champagne Park. They went to the the scoop for ice cream. They came swimming at my house one time and tie-dyed shirts. I mean, that kind of thing. Um, so for them

020to pay for teen bonding, who's going to guarantee that these kids are staying together and bond while they're I mean, Sierra Point is an amusement park and they're going to go their separate ways. That's not really team bonding in my opinion. >> And I'm just still there needs to be a better clarification of um accounts and what's broken down for each sport. Whether it's like this bitty ball goes to football and football concessions goes to basketball and you know if cheers is running a car wash, it needs to be broken down better because it's just looking like I don't know. It's not very clear to me. And >> I have a question. I don't know if you can answer it, Dave, but um most places, universities, high schools, football, the football program brings in the

021most money of anything. Are they taking money from the football program all year and this is a way of replacing it? >> No. This all anything that runs through an activity account is that strictly has its own funders. Nothing comes from district budgeted funds for their program. >> No, I'm talking about their fund is that fund you I mean at the University of Michigan funds the whole freaking place. >> Yeah. >> Football tickets. >> So I understand what she's saying. Does the admission of football Yeah. cover some of the cost of our other sports like right those type of >> like is football is football gonna give a portion of their >> funds earned to the new cheerleading uniforms that they need or is football funds for football? >> We do not directly assign receipts

022to cover expenses. So if football raises so much money, they get so much money is not how we budget the athletics year. We budget the expenses based upon what's the need for each program. And then when funds come in from any type of an admission like football or basketball, they just go into their just general district receipts. So they don't So to your point and I know what what what you're asking about is they do not get an advantage because they bring in more money. So they get >> Well, I'm not thinking of an advantage in this case. I'm thinking of a did they fund a lot of other stuff this past year and this is one of the ways >> to reimburse them. So basically they took >> so they baseball took $2,000 they

023didn't have in their account this >> Lauren and Marie putting the pity ball money back into their account to help that. >> Yeah. And you know what? I don't know of any instance where any of their fundraising went to anybody else. >> Any other questions? Moving on to item number two, elementary security, Miss Nickel. >> Okay, great. Uh, so as you know, uh, a lot of our goals in our district are centered around just doing and providing our best service for our students and serving our families and, uh, building security is always uh, a very big uh, concern and um, not only at our, you know, starting from high school to middle school down to our elementaryaries and preschool. And we've seen through the years we've we've increased security presence at our high school and

024of our middle schools. We've even um added a recent security guard to Meyers Elementary. And with the addition of um you know, we've been working to secure and obtain new grants for the district. Uh one of the uh grants that is available is through the idea of safety and security. And so, um, we're proposing a request of eight additional security guards at the remaining, uh, of our, um, elementary schools and Johnson Preschool. And the goal for that is just to really assist in that morning drop off, arrival, and also at dismissal at the end of the day. Um, really help with visitor traffic that comes to the building. Uh sometimes um if there has been perhaps a conflict at the school um emotions of parents can can be um you know they they can they

025can have some concerns that they want to address immediately. And so having someone there there to greet them at the door and help manage that piece. We think it's really important. Um the request will also assist with uh the visitor entry and uh students who might be coming in late or needing to leave early. In addition, uh this really can help support our principles and our assistant principles. It can free them up from some of the door supervision or the um the managing of visitors to the school unexpectedly. Um, this person could also help to be visible in the lunchroom and help support some some supervision and uh assistance. And this this is a important initiative for many reasons. First of all, safety and security of our students. Uh second, it gives our our uh

026principles and administrators some additional support and that's really critical because then it also allows our our principles to uh really start focusing on the instructional delivery at the schools. Uh it can help us with uh supporting our teachers as we're looking at evaluations, observations, allowing principles to be more present in classrooms. uh it helps to us as we look at efficiency of our building systems for safety uh procedures for drop off uh and then also just at uh finally that level of customer service. We want our parents to be greeted when they come to the building and be able to assist them but also be able to u maintain safety and security of the school. Uh the cost for this would be uh through completely through grant funds um that are earmarked for just this

027reason of providing additional safety and security. Uh we've seen an increase in this funding from the state. Um and we see we have noticed an increase for the 23 24 school year. Um but we're awaiting final details uh through the governor's budget of final numbers. But um you know we wish to uh continue our relationship with Lagarda. We have had some conversations and some feedback about current uh security services that are offered. And something that was really um part of our conversation that I was advocating from, you know, thinking about the elementary um if you are an ele student, a preschooler or elementary student, and you see someone at your school with what would look like maybe a traditional security guard uniform, that could possibly be intimidating or maybe scary. And so we have requests,

028we're hoping that Lagarda would be able to wear um like a shirt with their insignia on it um to to help know, you know, identify quickly in the building who is the Lagarda security assistant. And uh we're just asking for uh continuing to expand our contract with with Lagarda as a result. I just want to say too, I mean like last year I know there was the incident at Johnson um when the uh individual came to the building and I know that was a scary moment. Um so thank you for thinking about the elementaryaries too in this. And the other question I just had one question was Michelle Marshall okay in agreeance with the fact that we would be going through Lagardia rather than posting a position within the district? Actually, I should have mentioned

029that Michelle Marsh was part of those conversations with Lagarda and her input was really important because she's been really instrumental in overseeing the Lagarda personnel at the high school, the middle school, and at Meyers Elementary. So, she has built that relationship with them and if there are things that need to be addressed, she's she's built that nice relationship and with Lagarda and they've been able to listen to feedback and make adjustments as requested. Any other questions? >> Thank you. >> You're welcome. >> Moving on to item number three and then I'll also just add item number four, new positions, dean of students and then resiliency coach, Mr. Anastas. >> Thank you. So, we'll start out a little bit big picture. I'll get to you have the proposals and more specifics. So, I'll go over a

030few things on them, but not every detail since you have it in your packets. Uh, but this has actually been something we've been reviewing for the past couple years. I've been talking to our unions about it, our staffing, our our leadership. Uh so instead of going right away with ADINA students, we chose to be more pro or more uh proactive over the last couple years such as improving our PBIS, MTSS, adding effective instructional practices, taking a look at the resilience team, social workers, uh those type of thing of taking a more of a proactive support to the the students. Um but looking at all of those those initiatives are up and underway. uh but we still see a need to be uh a bit more reactive till we can allow those. It does take a

031few years for some of those proactive measures to really uh take hold and be built within the system of the dis uh district. So, we're looking at uh Adena students. Right now, we're proposing at the high school, at Hoover, and at West. Um, as part of this, this will be um a way to remove some of the low-level student behaviors uh and the attendance issues and some things like that from uh some of the principles and excuse me, assistant principles plates uh for that. And also with this, we're finding it difficult for a lot of our principles to run some of those initiatives that we're talking about or providing evaluative services or supporting staff, supporting students in the way it is being wrapped up um very frequently with with some of these minor uh behaviors.

032And as we know, if they're not addressed, uh they can become more frequent as as well. So that's not a proper way to uh to deal with them uh either. Uh medium high behaviors obviously will still be handled by our principles, our assistant principles. Uh deans will work closely with the assistant principles and principles during the the day to make sure that they understand the culture and what the needs of the district uh are. Uh this is a uh proposal that we've talked to uh TPA, we talked to also TFT uh both are in support of providing that because obviously it doesn't only support our administration but it supports our uh teaching staff and allowing them to be more uh follow up more quickly and more frequently as some of these uh misbehaviors come up.

033Uh so we are utilizing uh and repurposing title one money uh to fund these uh positions. So again it will not be similar to security guards. We will not be using general funds uh for these. Uh so we'll be using title one. Um we are going to bring before I forget to get into some details. We are going to bring forward also an elementary equivalent because kind of as you said and Kyle want to keep in mind of the elementary but it won't be in the form necessarily as a dean and assistant principal of the next board meeting. We're going to take a look at utilizing some mental health funds for looking at social workers. So that will not be until next. We got a little bit of work to do with that before I

034bring the proposal forward. But uh we feel something like social work be more appropriate at the elementary level to support kids in some like a dean would at the higher level. So we are going to bring that elementary equivalent. It's just not in this this meeting. So the only specifics to point out in some of the proposals and I'm happy to answer any more questions. Uh we are proposing to be a TPA um a TPA position. So if this is approved, our next steps will be have to meet with TPA leadership and we will have to uh discuss and negotiate a uh essentially anou to get into the TPA contract before we open it back up for because it will be a separate lane. Currently there is no dean of students lane uh in it.

035So when I put the estimated cost that is a proposal uh based on but I did say it has to go through you know TPA first uh to approve uh that. So it is a figure from from my end. And then I go in a little bit more detail on the purpose that I talked about it already before. Um so the only difference between Taylor High and the two middle schools is just the um changes of some of the repurposing of the title one money, but I mean for they're still for the same purpose moving forward with how they're going to support students. And again, their main purpose between kind of low-level behaviors and attendance truency. uh those type of things will be what they're heavily uh focusing on. They will not not be doing

036teacher evaluations. They will not be doing some of those more uh what you consider like an administrative task. >> Are there any questions >> will be posted internally and externally? >> Yes, that would be our plan right now. Now, we'll talk to the, you know, unions about that. Usually we post it internally and externally first unless we see a strong need for um for just an internal posting, but that'd be our plan. >> So it says um funding from the ninth grade advisor will be used for the dean of students. So you're getting rid of the nth grade adviser. Part of our repurposing our proposal right now is moving forward would be because when it comes to the high school title money, obviously there's a limited amount there. And so we're looking at if we

037put a dean of students into the high school, we repurpose that and remove the nth grade advisor. We'd also be adding the resilience coach. So really, we'd be putting a resilience coach, dean of students into the high school in replace of that um in replace of that position. Now that we also have the ninth grade principal and ninth grade counselor up and running uh as well in that in the high school. >> That's correct. >> If someone's in that position, do they know that it's possible what possibly on a year-to-year basis that their job could change? >> And you're talking about the dean position. >> I'm talking about the ninth grade ad. nth grade. We we had conversations with the individual who was in the ninth grade adviser position previous to this because obviously with

038any position it's not it's not I don't it's I don't think it's ethically right to find out necessary at the board meeting. So we had conversations about that and what potential you know positions could be moving forward whether it is like the resilience coach position or some other that they prefer due to qualifications. But >> she's being relocated. She's still going to have a job. >> Oh absolutely. Yeah. No. No. Absolutely. Yes, that there will be not there will be no layoffs in this process at all. >> Okay. >> Y >> and have all unions been informed, agreed everything >> this we talked to the two unions we talked to the most about this has been the the TPA and the uh TFT for this one. They're both in a green suit. I have not

039um work closer to the other two unions for this position. >> So we're we're looking at three three different positions. >> It'd be three total. Yeah. Three total. High school and Uber and West. say one. So, three FTE. >> So, that's that's all right. So, we're looking at the high end with your numbers of $390,000 >> for three positions >> to do a job that we already pay principles and counselors to do. >> And so, would we So, twofold. So, yes, the amount. Yeah. So, if you include benefits and the top end dependent where the negotiated one rise, that's where I put the 130. That could be the top end. So, yeah, top end's correct. Um, and so as far as the the counselors are intended more for again that student support piece, we don't

040get really the counselors involved in the strict disciplinary piece. Now they may help follow up or do some circles those type of thing more like restorative to support the students but we try to separate them from the peer discipline because then that that sometimes keeps students from coming to the counselors for support if they if they see them in a kind of a negative negative light and that's what makes it hard for admin to balance that right they're here to support kids but they're also there to hold them accountable as uh as well and so what we're finding because part of the administrative responsibility as you're correct is still the disciplinary uh standoint point and it's still going to be uh that especially working either with the scene or doing like I said the medium

041or high level. What we're noticing right now is the amount of time that our administrators are spending at some of the lower level things is really starting to take away from some of the other proactive measures. And I can and Cindy can too account for our you know principles there's a lot of time spent outside of school too trying to catch back up on some of these things. So, we feel with this little bit of more of reactive strategy, we can gain more of their attention on some of the the culture building aspects of the building that they're responsible for that we're losing or there's a few low-level behaviors that are not being addressed because of the time commitment which are escalating into >> and also to consider is that our principles and our schools

042have been really working as we have been kind of like rejuvenating our PBIS system and looking at what are major behaviors and more like minor attractions of behaviors that will result in an office referral. And so um we just finished like one year of really increasing our awareness and having greater conversation about that. I anticipate with continued u focus and looking I know just today you were talking about some behavior data in terms of you know the number of students coming to the office. Um uh we expect our principles during one of the between meetings each month have a talk with their PBIS team and they look for trends and patterns related to the behavior. So that's going to take a little a little longer to continue to focus and this is just another another

043layer of >> well another layer of support is $390 $390,000. It's not a little level. And this is all grant funded. >> It's all grant funed. And please understand too um when you look at a grant funded position, you are there's the salary piece. There's FICA and retirement which which is nearly 50% of of the salary plus any type of benefits that the person will receive. So to to see a figure of 100 to 130 for each of those positions is aligned with with the current teacher salary. And you're thinking that you're going to have people in place in a month? >> I can say, you know, I reached out to a few administrators to gauge what their thoughts were on this topic and the sentiment was Taylor has needed this for a very long

044time. that the sense of help with handling the discipline, help with pulling them away from dealing with so many student issues to be able to actually support their buildings. That has been something that they really said has been needed. And that's just the conversations I've had. >> I'm not opposed to doing this. I'm just I mean this seems to be a skeleton and I think we need more of a body >> which I think >> this ties in with resilience. Yeah, >> I know. But just I think I don't know. I I don't think that that's a we should be voting on a bare bones. It should have more meat to it in my opinion. >> And the one thing from the funding piece too where Cindy, we look at the we always look every

045year at the title one money, 31A money, all that support and look, it's commonly repurposed based on the district needs at that time. So that's part of what we're looking at here is we're spending the same amount of pot of money, maybe a little bit more because we're it increases over time as federal and state increases that amount. Um but repurposing it to to serve our schools where we feel like is is more appropriate at that time. >> I just I mean I can only speak from my experiences being an elementary principal. If I had kids in the office, I didn't just have one or two kids in the office. I had 10, 12, 15 kids and I was only one person. So I was, you know, kind of like triage like what was the

046most major behavior? Did I have, you know, safety? You know, was there major was it safety issues? Did I parents I had to call it issue with a group of kids? And the hard part too being only one person though the eight 10 students, they waited in the office until I had the time to meet with them. So I couldn't always send them back to class. So they they would remain in the office for some time. And you know, we're we're that impacts our our student learning. We have to get kids in class, but we need them to be in class when they're home, when they're, you know, when when things have been um settled and diffused. And this is a a solution in terms of how do we support that? >> How will this

047cut down the discipline hearings or will they be involved in the discipline hearing? And that's where getting to some of the the bigger picture type of items because you look at some of our proactive, you know, measures that we have with the resilience team going in MTSS, PBIS, some of those, especially the resilience team. One of our goals um that Emily and I have been working on and Cindy over the over the summer which are going to roll out to the principles in August is we're revamping uh the discipline hearing process basically to be more proactive in the beginning to be more to have a better prehering to have a better post-hering experience. But what do we do when they come back to the building? So our goal through that process um is to reduce

048yeah some of the hearings that we need to better support the kids and that will this position this dean position will also help support that. The only problem is every time we step up to better support kids, it does take more time, more energy, more resources to do it. And and that's where and the supports has always been needed as as Kyle kind of said, but it's, you know, our and I can, you know, vouch for our administrators. they they they put a lot a lot of time in and it's uh so we're looking to just, you know, take that fire hose on full blast and kind of just reduce it just a little bit to allow them to get out in the building and do make a bigger impact that they that we know

049they can. >> Any other questions? All right, moving on to action items. >> You want me to Oh, I didn't never went over the resilience real quick. Sorry, I should have just filled it. You gave me the head to go into that. So, this one's a lot a bit quicker unless you have, like I said, more questions. Basically, this is twofold. We're asking to come back before we asked for um three resilience coaches. And we basically we based that number on where our need was, but also where our funding was at that time. As Cindy stated, going into this next school year, uh, the 2324 school year, the state has pretty substantially increased our atrisisk funding, which is 31A. We don't know the exact numbers yet because they're also doing a varying uh style of

050funding where the more at risk the district may be, the more funding they get. So, we do expect from talking people at Lancing that Taylor amongst the groups that get a little bit even higher funding than some other districts. So, we're proposing to add one more just one more at this time resilience coach working with the same team getting the same training they have. What this would do is basically take some of our split coaches that are in like three elementary buildings and split them down to two. Uh it also provides where as we're repurposing some title funding also provides uh additional support uh with the removal like I said that nth grade advisor, additional support of from the resilience uh coaching end. So it's able to balance the uh the groups or the buildings

051in the district uh better. So that's why we're requesting one more at at this time. Any questions? >> Is this a yeartoyear position or is this like a if you get hired you're >> This is I mean we want it to be since we're grant funding our expectation is always for it to be a a permanent position we're in there. However, I mean, we always re-evaluate our our grant funding from year to year with that just like we do our general fund and when we look at what's the need of our the amount of teachers we have, what's the need of our support staff. So, it will always be re-evaluated, but we don't expect it to be probably just a year. We would like this to be a little longer than that so it can

052have time to make the impact that it needs. >> Any other questions? Moving on to item number six, action items, Miss Block. >> Number one, out of state field trip request, Cedar Point policy 2340 and policy 8640. The superintendent recommends the board of education approve the following out ofstate field trip request Taylor High School varsity football, Cedar Point, Sanduski, Ohio, August 4th, 2023. Is there a motion? >> Motion. Motion by Mr. Meyers. Is there a second? >> A second. >> Second by Mr. Thomas. Mr. Meyers. >> Yes. >> Mr. Thomas. >> I'm going to say yes, but would like to see that go to different teams. >> Mrs. Thomas? >> No. >> Mrs. Sheel? >> No. >> Mr. Wright? >> Yes. But I really think we need to address our athletic budget and how we

053spend money in athletics. >> That's exactly what I was going to say, but I will vote yes since they're already on the bus. Mr. Deep is not here. That passes two three four to two. Number two, Lagardia Security Contract House 4120. The superintendent recommends board of education give authorization to the superintendent and district legal counsel to negotiate and execute a contract with Lagardia Security. Is there a motion? >> Motion by Mr. Thomas. Is there a second? >> Second by Mr. Meyers. >> Mr. Thomas. >> Yes. >> Mrs. Thomas. >> Yes. >> Mrs. Shoe Belt. >> Yes. >> Mr. Wright. >> Yes. >> Mrs. Miss Black. is a yes. Mr. Keith does not hear. Mr. Meyers, >> Yes. 6 to zero. Number three, Dean of Students, Hoover Middle School. The superintendent recommends the board of education

054give authorization to a superintendent in order to execute an agreement the dean of schools position with the Taylor Principles Association, TPA, at Hoover Middle Schools. Is there a motion? >> Motion by Mr. Thomas. Is there a second? >> Second by Mr. Wright. Mrs. Thomas. >> Yes. >> Mrs. Sheel. >> Yes. >> Mr. Wright. >> Yes. >> I'm a No. Mr. Heath is not here. Mr. Meyers. >> No. >> Mr. Thomas? >> Yes. >> Okay, that passes 4 to2. Number four, the Dina Middle School's West Middle School superintendent recommends board of education give authorization to the superintendent in order to execute an agreement the dean of schools position with the Taylor Principles Association TPA at West Middle School. Is there a motion? >> Motion by Mr. Thomas. Is there a second? >> Second by Mr. Wright.

055Mrs. >> Yes. >> Mr. Wright. Yes, >> I am a no. Mr. Heath is not here. Mr. Meyers. >> No, >> Mr. Thomas. >> Yes, >> Mrs. Thomas. >> Yes. Miss 4 to two. Dean of students, Taylor High School. The superintendent recommends the board of education give authorization to the superintendent in order to execute to execute an agreement for the dean of students position with the Taylor Principles Association TPA at Taylor High. Is there a motion? >> Motion by Mr. Thomas. Is there a second? >> Second by Mr. Wright. >> Mr. Wright? >> Yes. >> I have a no. Mr. He is not here. Mr. Meyers? No, >> Mr. Thomas. >> Yes, >> Mrs. Thomas. >> Yes, >> Mrs. Shufeld. >> Yes, >> that passes four to two. >> Number six, resiliency resiliency coach, Taylor

056High School. Superintendent recommends board of education approve the new high school resiliency coach position. Is there a motion? >> Motion by Mr. Meyers. Is there a second? >> Second. Second by Mr. Thomas. Miss Black is Yes. Mr. Heath is not here. Mr. Meyers. >> Yes. >> Mr. Thomas? >> Yes. >> Mrs. Thomas? >> Yes. >> Mrs. Shoefeld? >> Yes. >> Mr. Wright? >> Yes. >> Okay, that passes 60. >> Moving on to item number seven, consent agenda. Miss Block. The consent agenda for policy 016 166.1 and policy 6470. Number one, minutes from July 13, 19, 2020, regular board meeting. Number two, consolidated items, payment of current bills, certified, non-certified, and administrative reports. Is there a motion? >> Motion by Mr. Myers. Is there a second? Second. >> Second by Mr. Thomas. Mr. Keith is not

057here. >> Mr. Meyers. >> Yes. >> Mr. Thomas. >> Yes. >> Mrs. Thomas. >> Yes. >> Mrs. Shupel. >> Yes. >> Mr. Wright. >> Yes. >> Miss Black. Yes. Yes. 6. >> Moving on to item number eight. Item scheduled for the next agenda. Wednesday, August 16th, 2023. We have our capital projects committee meeting for the bond program. Moving on to item number nine, public comment. Thank you to all those who could be with us tonight. We understand the importance of continuing to keep you informed and providing an opportunity for you to be heard. Public comment will begin with those in person and then move to our online audience. For those in person, please step up to the microphone and state your name and address for the record. After the in-person comment, our online audience will

058need to find the raise hand symbol for a moderator to recognize and unmute you. Please take into consideration common courtesy, refrain from any personal attacks, and keep your comments to 3 minutes or less. We will provide and assist with timekeeping so each guest will be able to monitor their own time and know when to conclude so all who wish to speak will have an equal opportunity to do so. As a reminder, if there are any questions at this meeting or by some other avenue, superintendent, the superintendent Mills or his designate will work on getting those answers in a timely manner. Do you have any in person at Hall, principal of Hoover Middle School, just want to say thank you uh for your consideration for the Dina students at the middle schools and the high school.

059Um, just to kind of want to make sure that everyone's aware that we're not adding 390,000. It's repurposing of money that we already had there with some positions. So, there might be a little bit added cost depending on the experience of a candidate. But I also wanted to say that it's going to build some leadership capacity. We have a lot of great teachers in this district and you know whether it's external or internal that may want to step up that are in leadership programs right now that may want to step into an administrative role and what an awesome experience that would be um to get your honestly get your feet wet a little bit. So the these are not going to be people that are just doing discipline, okay? They're going to be doing a

060lot of the things that our behavior interventionists were doing and everything else, but they'll be able to take some of that discipline on rather than not. So, I just want to say thank all of you and I appreciate you. Thank you. >> Thank you. >> Are there any other in person? Mary Susa 26640 Beverly Rod. Um I have two. One is the school on Beach Daily. Is that actually used as a school >> of Fiser Elementary? Is that >> Yes. That is our Head Start pro. Well, it's is a district building, but it's housing Head Start apparently. >> Okay. Is there a way to get a sign that says school zone because I used to have one, but it was taken down. And maybe get the school um the road, you know, on the road

061where it says school redone if we could. I don't know if that's probably not in your your wheelhouse, but you know, >> that' be more of a city >> city thing, but we can reach out and make that contact. >> Okay. All right. The next is I was here in June when you guys were talking about the new school and all of that and I had a bunch of questions and I've yet to get all the answers to them. And so I have I mean it's been a month and I think that that's more than enough time for someone to get me the answers that I asked. I don't think that they're difficult answers. One was how much was a school going to be cost to heat the new school? How much is the school

062that you now have? How much does it cost? So I had these questions and I like I said I've yet to get any answers. So do you guys have the answers? So, I I can speak to that. So, I know that you had emailed me um as well a list of those questions and so I know that we did get those over um to the bond representatives and to the construction managers. We are just waiting on their responses. Um so, we should have those prior to that August 16th meeting. We will absolutely get that to you. >> Well, I may not be here for that August 16th meeting and I believe since I asked the questions, I should get the answers. That's my personal feeling. I feel I waited a month. I'm patient, but I'm

063not completely patient. And so, you know, like I ask how uh how many classrooms are in the school in the new school and in the old school. The answer was current high school has 78 and the new building is designed to have roughly 60. What does roughly mean? You either have 60 classrooms or you don't. How do you have roughly classroom? So, these are answers that I would like. >> Yeah, we can absolutely get you those answers and we'll make sure that we definitely get you that sheet and obviously I have those questions in an email. >> Every single one of those will be answered. Absolutely. >> All right. I'll give you about a week and then I'll start knocking on your email. >> All right. >> Definitely. >> All right. Thank you. >> Thank

064you. Any other in person? Do we have any online? All right. Moving on to item number 10. Adjournment to close session. Miss Block. >> Adjournment to close session uh policy 137.2 two. Pursuant to Michigan's Open Meetings Act being public act 267 1976 and as amended, I move the board in being in close session pursuant to attorney client privilege. Is there a motion? >> Motion by Mr. Meyers. Is there a second? >> Second by Mr. Thomas. >> Mr. Myers? >> Yes. >> Mr. Thomas? >> Yes. >> Mrs. Thomas? Yes, >> Mrs. Shel. >> Yes, >> Mr. Wright. >> yes, Mr. Pes. >> We will go into close session at 6:54 p.m. We are returning from close session at 8:06 p.m. Moving on to item number 11, action after close session. Miss block. >> I will entertain

065a motion to approve the resignation and separation agreement with Superintendent Griff Mills. Is there a motion? >> Motion by Mr. Wright. Is there a second? >> Second by Mrs. Thomas. Mr. Thomas is absent. Mrs. Thomas. >> Yes. >> Mrs. Sheel. >> Yes. >> Mr. Wright, >> yes. >> Miss Black is a yes. Mr. is absent. Mr. Myers. >> Yes. >> That passes 50. Motion number two. I will entertain a motion to approve Mike Wagger, interim superintendent, subject to negotiations of an employment agreement. Is there a motion? >> Motion by Mr. Meyers. Is there a second? >> Second by Was that Mrs. Okay. Mrs. Thomas, >> yes. Mrs. Shfeld, >> yes. Mr. Wright, >> yes. >> Miss, yes. Mr. Keith is not here. Mr. Myers, >> yes. >> Mr. Thomas is not here. That passes 5

066Z. Moving on to item number 12, recess for goal setting workshop. All right. So, I know tonight it's Oh, a mo is there a motion? Oh, my motion. Motion by Mr. Meyers. Is there a second? >> Second by Miss Shufeld. Miss Thomas? >> Yes. >> Miss Shufeld? >> Yes. >> Mr. Wright is yes. Miss Black. >> Yes. >> Mr. Heath is absent. Mr. Meyers. >> Yes. >> Mr. Thomas is absent. That carries 50. We will go into our recess for goal setting workshop at 8:08 p.m. Mouth closures. Sorry. >> No, you're good. >> Happy to wait. >> How are all of you? >> Um, so my name is Julie Krisky. I work for Michigan Association of School Boards and I am very very happy to be with all of you this evening for our goal

067setting workshop. Um I had the opportunity to talk with Kyle quite a bit over the last couple of weeks um about this experience tonight and how to make it um tailored specifically and uniquely to tailor schools and your needs at this moment in time. Um so I hope that what we have planned together will be useful to you and you will find it effective and helpful as you are embarking in a month on a new school year. Um so uh typically this workshop is about two hours long and I know you have a long night so it's going to put us at about everybody okay with that. Well, you can leave anytime you want then. >> Do you want a microphone or do you feel like it's okay? >> So, that's for our online audience.

068So, our online audience can only hear through our microphone. >> Okay. Gotcha. >> Okay. >> Yeah. Yeah. Yeah. That's fine. No problem. Do you think this is adequate for it to be here? Okay. >> Okay. Very good. So, I'd like to take just a moment um to introduce myself a little bit more so that you know who I am and where I'm coming from and what my background is. And I really want this work to be relaxed, low-key, uh, relatively informal because I think we're at our best when we're relaxed and just doing the work. Um, so again, my name is Julie Kaminsky. I have worked for Michigan Association of School Boards for a year, almost exactly, a little more than a year. U, but that doesn't mean I don't have a lot of experience

069in education. I'll be embarking on my 27th year in education, uh, this coming school year. I'm actually officially retired uh but I've never worked longer and more and done more than I have in the last year. I retired last June um from public education and I know all of you know that that in July the state came in and said, "Oh, you can you can return to public education after nine months of being retired." And I uh worked in a private school for the last year, but I'm actually returning to a public school setting starting on Monday. Um, so I have worked in two counties, four school districts, a private school, and soon to be a fifth school district over the last almost 27 years. Um, I was a teacher at Annapolis High School in

070Dearborn Heights District 7. I was assistant principal and athletic director at Alen Park Middle School, so not too far from here. I was assistant principal at Plymouth High School for eight years and helped to open that building on the Giant campus and was there for eight years. Then I was went to Oakland County and I was principal at Farmington High for just about eight years and moved to an elementary in the Farmington schools where I was principal there for five years. Loved it. hardest job ever and also the most rewarding job. And uh then I retired and then I quickly became a high school principal again uh for the last year at a private school in Royal Oak and then I will be doing some instructional coaching and curriculum coordinating in the coming year and

071having a few less nights to be present in a building. So where of course I'll be doing lots of MASB stuff. Um I'm a proud mom of two boys. one just graduated and will be moving into Michigan State in three weeks and I'm not sure how I feel about that. I'll probably cry if I think too much about it. And then I have going to be a junior in high school. Um and yesterday was my 26th wedding anniversary. Um so that's a little Thank you. That's a little bit about who I am and what I bring to the room. And I want this to be enjoyable and engaging, especially when you're tired and hungry um on a Tuesday. Is it Tuesday? No, it's Wednesday evening. >> It's a Wednesday evening. So, um, could I just

072have a chance to just meet you a little bit? Uh, just could you introduce yourself? Tell me just briefly a little bit about yourself, how long you've been on the board. >> Uh, Dave Myers. I am a trustee. I've been on the board. Um, this is my fifth year on the board. Um, I love it. I've been married just celebrated 18 years. >> Oh, congratulations. >> Um, and that's really about it. got I got three wonderful kids and they're all doing well. My daughter graduates this year and >> How exciting. Well, thank you for your service to your community, David. It's super pleasure to meet you. >> Yeah, you do. >> I am also a trustee and my name is Stephanie. Um I have two boys uh 16 and 13 and I've been lived in

073Taylor my whole life, graduated from Taylor. So, I um am looking forward to doing great things here in Taylor and I've only been on the board for a few months. >> Awesome. Well, >> fill in a seat that was empty. So, >> that's a big job. It's a big job to take on. And you're a boy mom. Hey, I'm a boy mom, too. I got 16 and 18. >> Boy mom through and through. >> Yes, I am, too. A total boy mom. And it Yes. God knew exactly what he was doing when he gave me two boys. I love it. They're amazing. >> So challenging, but >> it's awesome. Yeah. Yeah, it's awesome. Not that I wouldn't have loved girls, don't get me wrong, but I don't have girls, I have boys. So, I I

074love that. That's wonderful. It's very nice to meet you, Stephanie. >> Nice to meet you, too. >> My name's Jodie. Um, this is my third year on the board. >> I've lived in Taylor my whole life. Um, been married 23 years, so not as quite as long, but uh in June we celebrated 23. >> Wow. That's a big That's a big deal. >> Yes. Um, I have a boy and a girl. My son's going to be 22. My daughter's going to be 19. both graduates of Taylor High. Um, yeah. So, >> it's really nice to meet you, Jody. And you have great nails. >> Oh, thank you. >> Yeah, good color. Good color, Kyle. >> Yeah. So, uh, I'm Kyle. I've been on the board for just about, I would say, two and a half

075years. So, I was actually appointed to to the position. Um, I've only been president for this year. Uh, and I was a Taylor graduate myself. Graduated in 2017 before going off to Central Michigan University. Nice. >> So, I spent a lot of weekends at MSU. They're right there. >> Um, and then, yeah, I've kind of just moved back to Taylor and I have a pup. She's a husky, little two-year-old brat, but her name is Mila. So, >> does she sings? >> Oh, all day, every day. >> Yeah. I have an almost three-year-old brat who's a golden retriever and she's giant and a disaster all at the same time. So, I understand. But we love them anyway. Right. >> That's wonderful. Nice to nice to meet you in person, Ka. >> Um, my name is Ann.

076I am a lifelong resident of Taylor and I was shocked five years ago when I want to see it on the board. >> Good for you. >> It's been a ride. We lived through co >> Oh yeah, I know. I know. Isn't that sad how hard that was? And it's almost like people have PTSD reflecting back on it and especially in their role as board member because you couldn't do anything right. Right. >> You did some really good things. >> I know you did good things, but in the view of the world like you did this, it was wrong for this group. If you did this, it was wrong for that group. It was really hard. Yeah. >> You listen to all the naysayers, then I believe with your heart. >> That's right. Yeah, good

077for you. Well, it's really nice to meet you, Ann. And I am always super excited to meet board members because I think it's such a really amazing thing that you all do for your communities to give of yourself and to serve your community and serve as leaders. And so, I know that, you know, it takes a little bit of time, but I think it's always nicer when we know a little bit about one another and it makes a little easier to work together. One of the things that I typically forget when I do uh work with school boards is to send this around. This is MASB's board profile. It's a way of keeping everything accurate in the MASB files. If you wouldn't mind, if I pass this around, would you just take a look for

078your name and just double check for accuracy? If anything looks wrong, feel free to cross it off and write in the accurate piece and then initial or sign next to it. This way, when I submit this, they update things. This is a way for them to make sure that their information is accurate because things are changing in systems frequently. And then when it gets this to Ann, I'll just holler and I'll grab it. Okay. Okay. So, we are here together to work on um our uh our goal setting workshop. And I know that some of you have some quite a bit of experience, some of you are newer. And so, we're coming at this from a different perspective depending on um how much time you've served as a board member and what you bring to

079the table. We all bring our bestelves to the table and we all have diverse and different experiences. So, uh goal setting is super important. is something we should be doing annually to make sure that we're healthy in our work as a governing board of education and it's something that is useful especially when you're facing transition. So listening to some of the things that you just were approving prior to this portion of your meeting starting um it sounds like you're in a transition period of time where a superintendent has been has is exiting you are bringing on an interim superintendent and then you'll likely be starting a search for your next superintendent. And so that is a period of change and transition all while starting and kicking off a school year. So that's a lot of

080things. And so one of the ways that we can help you to stay focused on the critical work of s serving your children and your families and your community is to set clear goals. Now I know that you had a uh recent a strategic plan that's sort of coming to its end of its three to five year cycle and you had some very beautiful goals and a nice lovely handout which is a two-page I put that and that's going to do some that's going to be some um very helpful document for us to review in the second portion of our time together but I think it's very important for us to take a few minutes and it's and I don't know if it'll be a half of our time or a good chunk of our

081time but it is setting the framework work for why goal setting is so important. What is it that we mean by goal setting and what does it look like when you set quality goals for yourselves? And we know that if systems have lots and lots of goals, they really don't have any because who even knows where to begin with all of that and where to put your time and energy. So, we really want to focus on usually around two to three goals a year because then you're sure that they'll stay and you stay focused on them, you're likely to have success. And when you have success, we know that su success breeds future success. And so that's sort of the context for which we're going to work together. Um, do you have a clicker or

082do I just say Okay, sounds good. We can go to the next slide then. Okay, so before we get started, I like to make sure that we're clear in our roles and that I don't check good instructional practices at the door. I think it's very important for you to know that tonight when we're together, you can count on me to do these things. You can count on me to share the importance and benefits of regular goal setting, especially in your role as a governing board, and to continue to do strategic planning. So, you've done a strategic plan, and it's coming to the end, but you probably won't be ready to start a new session until you get settled with your new superintendent. So, this is going to serve as a very important interim um guidance

083uh experience, if you will, for what you're going to focus on and what'll be your priorities in the coming year. uh you can count on me to explain your role as schoolboard members and in a governance board of education in relationship to goal setting and the goal setting process. And then finally, you can count on me to be sure that we discuss who, what, where, where, when, and why uh goal setting is so important. Okay? So, you can go to the next one and then I'm going to count on you to be reflective, share your ideas, access your school's current goal setting or planning structure. So, think about that. I brought copies of your current strategic plan so you can use that as a reference. They're ready to go. And then to practice the skills

084that we discussed. So, first we're going to talk about goal setting, what a good goal looks like, why it's so important, and then you're going to have an opportunity to literally get chart paper and start writing goals for this year. Okay? So, we're actually going to leave with a product. Okay. Next slide. Okay. So, let's start with the basics of goal setting. So, here are some things. Here's a checklist, if you will. I don't know about you, but I'm a list maker. Okay. When I have a lot to do, I make a list. Do you How many people make anybody? >> Yeah. And am I the only one that puts stuff on the list that I already did? This way, I can start out with some things crossed off and I can feel accomplished. If

085I'm particularly overwhelmed, you can see me putting things on the list like, you know, place a grocery order. And then I already did that, but I'm like, look at me. I'm uh rocking it out today, right? Or um you know, start a load of laundry. I might put that on there and I'm like, well, it's already going so but I'll take the time to write it just so I can feel accomplished, right? And then when I get too many things crossed out, I write a new list, right? How many do I do that? You know, you keep keep your list. Your list have lists. Sometimes I put a sticky note on the door to the garage. I put a sticky note on my steering wheel. I put a reminder on my phone because this helps

086me to stay focused. The same is the case when you write goals. It helps you stay focused on your priorities. So we like a list and it helps us to make sure that we're thinking clearly about the goals that we're about to set. So things like developing them annually, assessing where we need to be, looking at the current state of things. You want them, you want goals that your admin developed, goals that the board developed. There's layering you want developed with the community. So you want your stakeholders having input. We're not going to have a lot of that to do tonight, but we we know that the strategic plan was thorough and and you have a sense of where things are in your current community and where things are at in the current times. We

087want our goals to be smart. We'll talk about what that means. Many of you probably already know what that means, but we'll review it. And in case you don't, we'll make sure that you do. We want them to be smart. That's an acronym, okay, that we'll get into. We want them to be based on the data. And it's really important that we consider data in the light of it's not just the numbers and the graphs and the statistics. But data is also qualitative. It's in the storytelling. It's in the context. It's in the anecdotal experiences. It's in the public comment. Right? We can't quantify the public comment, but it's important data that we're getting in reviewing what our community thinks. So the concerns our community members have. So when we think about data, we're thinking

088about numbers and graphs and statistics, but we're also talking about storytelling, anecdotal things, current concerns, emails, those kinds of things are also important data points. We want to make sure that when we write a goal, we align it with the budget. An unfunded goal is nothing. It's something written on a piece of paper. If we don't have resources and we haven't put the support behind it, we're likely not to achieve it. um they are connected to a school improvement plan so that your system is rowing all in the same direction and it makes sense. Oftentimes they're connected to a strategic plan which we're going to do tonight. We're going to like help this be an extension of your strategic plan in some of the key areas, not all of them. And then they require monitoring,

089right? They require monitoring. If my goal is to lose 25 pounds >> and I never get on the scale, I'm never going to know if I'm making progress towards my goal. Right? So, you have to do check-in. You have to do assessments and looking at the data to determine, are we making adequate pro progress? Are we going to actually achieve this goal? And then once you set the goals in motion, because likely the goals that you set, they're going to be other people's jobs to make sure that they're happening. you should be getting regular updates, which is what I'm saying. It's that getting on the scale or it's getting that feedback. So, you want to make sure that you're monitoring along the way because if you don't monitor, you have no idea if you're headed

090in the right direction. It'd be like driving a car without a gas gauge, right? You can guess when you might run out of gas, but you don't know for sure. And if my car didn't ding and light up, I'd probably run out of gas quickly because I'm always so focused on where I'm going and when I'm going to get there that I often don't notice the gauges. So sometimes when they ding and light up, it helps you focus. So that's what we're kind of talking about that monitoring because when it dings and lights up, when somebody comes to the podium with the board report or a midyear update, it's sort of like the dinging and lighting up of your gas gauge, right? It's highlighting and emphasizing the progress. So think of it in that light.

091So, these are the things we're going to kind of have in our mind as our checklist for goal setting. And I'm kind of trying to move it along without like being too quick. Is this an okay pace for you? Because I want to make sure we have enough time and I don't want to keep you till it, you know, midnight. Luckily, it's a summer so it feels like it's not as late, >> right? >> Just a reminder about the key work of your board, right? You're all about the vision for your system, accountability to the system, making policy, setting policy. All right? Uh leading in the community, and building relationships. Those are the key components. And then all of those things are centered around that big star in the middle. Why do we exist to

092begin with? Why does Taylor schools exist to begin with? Well, it's to serve students and to make sure that they're educated. And we know when they're educated and doing the right things and at the right pace when when the achievement is high, right? So we can talk about test scores. Yes, of course we mean that. But we mean all of it. We mean all of it. How well are kids doing? And so the vision and the accountability and the policies you set and the relationships you build are to the end of creating great opportunities and experiences for your kids that you serve. So that's just a little reminder. Why do we do this work? Why set goals? What's the point of it? What types of goals will we even be setting? Well, they're all going

093to be directly connected to this key work that you all have engaged in and volunteered to do. Thank you. So, every year it's sort of like this cycle that you can't get out of. It's a it's an iterative cycle. So, MASB recommends that school boards actually engage in the self- assessment process. Has anybody ever done an MASB self- assessment? Yes. What do you remember about it? >> Not that much. Okay, fair enough. So, a self assessment is an online survey that each of you takes individually. So, David, you would take it on your own time, in your own way, at your own device, and you would go through each of the items, and you would rate your board from your lens. How well do we do this, this, this, this, and this within this greater

094category. There's seven categories and you there are some of them have eight statements, some of them have 13 statements. It's around 8 to 15 statements per category. And you there each statement is its own key piece of key piece of information, key work of our school board. And then you rate yourselves. We're really great at this. You give them a five. We're pretty good at it. You give a four. That's okay. We're neither good nor bad. We're neutral. We're a three. We're not so great. We improvement. That's a two or we're terrible at this. Is a big opportunity for improvement. That's a one or you don't know at all. Okay. And so all this data gets collected from each schoolboard member. It goes into MASB survey data and then we provide you with a beautiful

095data report and it's bar graphed and colorcoded and all of these wonderful things. And then someone like me goes into school district and does a session like this. But what we're studying is your own feedback and your own assessment of where the board is in each of these key areas. And what it does is it gives you opportunity to celebrate what you're doing well and it gives you also key areas for goal setting exactly what we're doing. So, I was out in Jackson County last Monday doing a self-evaluation workshop for Handover Horton schools and that was a really cool experience because now we have seriously key areas where we're going to celebrate and then what what are opportunities for improvement and they're pushing into a strategic plan that we're going to do this fall. So,

096every year it's really a healthy thing for your board to do a self-evaluation. That's one thing MASB offers. And I'm not here to give a sales pitch. I'm just saying this is this is helpful to you as you govern yourselves and know your strengths and know your opportunities. Every year you do your superintendent evaluation. Are you on an every year cycle? >> Okay. >> Do you use MASB's evaluation or do you use somebody else's? >> We use we use our district's legal counsel evaluation. >> Gotcha. Okay. But I know that the superintendent has goals and the superintendent has to report out on the goals and since the superintendent is your only employee, you set your you set the goals, right? And so part of what you're doing tonight will be framing the goals for the

097year that will likely become part of the superintendent's goals as well because you want it all to be cohesive and you all want to be working towards those same priorities. And then of course you have a goal setting process. That's what we're doing. So we're part of the healthy governance tonight. And then strategic planning when you're ready. But you already have one. It's not like it's old. It's just coming to the end where you will probably want to up reup that cycle for the current times. Okay. So, I talked about uh what the board self assessment looks like. Here are some key examples you have. You all have this packet in front of you? Yes. >> Yeah. >> Okay. So, um, it's like some of the things that the board would be assessing themselves on,

098you would be assessing yourselves on is do you annually review your progress towards long and short-term goals? Does the board consider perspectives including residents without children in the district in determining district priorities? Those are actual statements that you would be ranking yourself on if you did MAS board self assessment self assessment. And then if you were to jump over to the superintendent's evaluation knowing that goals should all be aligned and we should all be working towards the same end. For example, a superintendent's evaluation might be um progress made toward uh by the school district in meeting goals set forth in the school improvement process or plan and then you know a rating like that's another Liyker scale where you have ineffective, minimally effective, effective and highly effective. So there's a translation between the board goals

099and then how that would look in the superintendent goal or evaluation so that they jive together. And so this cycle uh continues annually. It repeats itself. It's an iterative cycle. The board adopts the vision for the district clear is clear on its mission and beliefs and then the board sets its goals based on all kinds of data that you're getting current budget situation student achievement data uh you know the personnel uh student teaching and learn or teaching and learning initiatives all of these things um become part of the process and the cycle but your key work is to adapt the vision mission beliefs and goals and to set the policies and direction of the district as a governing board. Okay, next slide. Okay, so what is your role exactly in planning? Okay, so these are

100some this is another I think it's a helpful checklist and that's why I wanted to make sure you had a hard copy for you to keep and not just see and hear it and then not have it to refer back to. But this is a very helpful list kind of reminding yourselves because remember we have a mixed set of experiences and those of you that are sitting here some of you have only been here a couple months some of you have years of experience under your belt and then in between right so it's important for you to remember that um you're going to do uh three things and there or four things rather there's an acronym of plan so you notice the P and provide is underlined and bolded the board's role in planning or

101plan is to provide direction for the district. It's also to link the district priorities to governance to a assess progress towards the priorities and n notify the communities about the priorities and the progress being made. So you're going to set the prog the priorities, you're going to make sure they're connected throughout the system. You're going to monitor or assess your progress and then you're going to notify or communicate with your constituents. And I'm not going to read these to you because that's not my it's not fun to have people read things to you, but I wanted to highlight that so you could see the P, the L, the A, and the N. And this is a really nice reference document for you. So like under provide, you know, are there clearly identified district priorities? Okay,

102you have them in your strategic plan. How often do they get referred to? Do you remember that when you go through periods of transition like and change with COVID over the last few years and then emerging from that to a fairly normal school year last year to now, you know, moving away from that, but now also a period of transition and and your top leadership. Are we remembering our priorities, right? Are we remembering that we the board set the tone and we set the direction? So, this is a helpful document. Okay, next slide. So now that's the why, right? So if I go back to you can count on me. So just to review the importance and benefits of regular goal setting and strategic planning. Who wants to share out why should we care about

103this goal setting? What's the purpose of it anyways? Why do you need a goal? Why do you need goals at the board? Any thoughts? You need to know what you're striving for. >> Yeah. You need to know where what you're striving for. What's the point of this? Where are we headed? Okay. Why do it all the time? At least annually. I mean, maybe that feels like all the time. Why why make this an all the time focus? >> So, you keep up with it. >> Yeah. So, you keep up with it. If I'm going to lose 25 pounds and I never check in and I never like think, geez, are my pants getting tighter or looser? Like, you never pay attention to it. you have no idea and likely you won't succeed. Actually, we encourage

104you once you set your annual goals to keep them at the top of regular agendas or if you keep a board binder, it's lovely to keep them there and to refer to them in your regular meetings. And even sometimes you can get really fancy and as you go through your agenda items, you might even code them. this is in relationship to our community goal or this is in relationship to our um facilities goal so that you kind of are always roadmapping what work is connected to what goal helps you stay on focus. What is your role as board members in relationship to the planning and goal setting process? What is the role of the school board and goal setting and planning for the district? Does anybody want to venture a thought? What is your role?

105Whose responsibility is it to set goals for the district? >> Well, we we're supposed to um direct the district in a certain manner of what we want to see >> y and be accountable for the community and kids and districts. >> Yeah, you're 100% right, Ann. So, whose role is it? She said it super nicely, but really at the end of the day, whose job is it to plan and set the direction of the policy in the district, the direction of the district? Whose job? >> The board. >> Your Yeah, the board. Your collective responsibility. You set the tone. And then you hire your employee, your superintendent, who is responsible for what? >> Carrying it all out. And who are they accountable to? >> Us. >> You. And then you hold them accountable. This is

106the work. this is the priority. You don't have to micromanage how you get the work done. That's their job. That's why you hire brilliant people like all your assistant superintendent and your building principal. That's why you hire the experts, right? That's their work. But you all set the tone and set the policy and the direction and then your superintendent in his or her team make sure it's right. So that's kind of how that tear down process works. And then you can count on me to discuss who, what, where, when, and why you set goals. So, who sets the goals? We just we just covered that. You do, right? We're going to do that together. What? Well, we're going to talk about that. What are we going to set goals around? We shouldn't have a lot

107of goals because if we have a lot of goals, we have no goals because no one can get all those goals done. So, we always want to narrow our focus down. Drill right down to what it is that we mean to do where. Well, we're going to do it tonight. And it has to be something you monitor all the time because otherwise, if you don't monitor it, you're not going to achieve it. when annually. And why? Well, it's like this quote, without goals and plans to reach them. You're like a ship that has set sail with no destination. And if you have no destination, you might be that guy that they found out in the ocean the other day. Did you see that? Where he was out there with his dog for like four months.

108Did you see that article? >> Yeah. He was found by a helicopter floating on his disabled boat with his black lab. He'd been out in the ocean for I don't know 14 weeks with his lab. They lived off of rainwater and fish and they were fine. So, but he did not have a goal and his goal he had a goal. He was going somewhere but it didn't work out and he had no backup plan. So, he was a drift and we don't want Taylor to be a drift, right? Hoping for the helicopter to come and pick us up. So, we're going to set goals and we're going to monitor our progress and we're going to shift gears to this second section. So how do we do this goal setting? What does it look like? So

109these are some how many people have seen these with a word salad type of deals, right? We want our goals to be responsive. We want to be respective as a board respected as a board. We want to be missiondriven. We want to be helpful. Sometimes we're reactive, but it's always better not to be if we can avoid it. Um we want to be collaborative. So, some of these are positives and some of these are negative, but we want them to be helpful. We want them to guide us. We want them to be monitored. We want them to be focused on. And we want them to be consistent with the rest of the system. Okay? So, district goals are set to do some key things. They're set to help you achieve your mission and vision. They're

110set to serve as a foundation for your decisions, a filter, if you will. They're set to clarify and communicate your district objectives and to establish board and staff performance expectations. Whose performance expectations do goals guide? Whose performance expectations? Which person in your system? Who are you going to hold accountable as a board? >> Super. >> Your superintendent, right? You're going to do your annual evaluation. So, your board goals will be reflected in your superintendent's goals and then ultimately your superintendent's evaluation. Are they getting it done? Are they getting his or her team to get this job done? >> Okay. So, the types of goals that exist, you know, we have school improvement goals, we have sitebased goals. That's really like school goals. we rise up to board goals, the superintendent's goals, and then the district

111goals. So, it's sort of like um do you remember Ferris Fueler's day off where he's standing in the art museum towards the end and he's just staring, Cameron's just staring at the picture of the park and then the director has it zero in, zero in, zero in, right? And before you know it, you're looking at dots >> this way. I want you to think of you start with the the full picture. That's the district strategic direction of the district. Then the superintendent is a layer down. Then the board goals are a layer down. And then the building goals are even closer. And then the school improvement goals are even closer. And then we can go further. We can talk about grade level goals. We can talk about classroom learning goals. Right? We can drill drill

112drill drill drill down. Okay? So, it's like that Cameron looking at that picture in Ferris Day off and just drilling down. Um, did you see Ferris Wheeler's Day Off? Okay, good. >> It's a classic or at least we all think it's a classic, but sometimes I date myself when I refer to the old movie. >> Okay. >> So, it's a process. Um, so you have district goals. They are the key work and goals of the board of education. Those are in parallel and in tandem. by their top to top with the superintendent performance standards and goals and then my kip. What's my kip? And that's been called everything known to man and now it's my kip. Does anybody know what my kip is? M I cip >> Michigan something I think. >> Michigan something. It

113is the new school improvement plan. It's the process for school improvement. So it used to be everybody calls it school improvement. Before my kip it was advanced. Before Evan said it was North Central, it just goes back and forth, but it's it's the process that schools and school districts put their school improvement in district plans in. IP is the new version. It's always changing. Um, and then it goes and and it it gets more focused there at the end with district staff performance, standards, and goals. Okay, so it's this constant process. Okay, remember we talked about smart goals. It's an acronym for specific. Your goal should be specific, measurable, should be reasonably attainable. It should be relevant. It should make sense for the current state of things and it should be timebased. By June, we

114will achieve such and such specific very clear in our language and our word choice. How are we going to measure it? 80% of our students will. Okay, that's that's measurable. Did they did 80% or did 65 or did we achieve it and go beyond get 85? So, very much measurable. So, we want it to be something where you can go get a data point or multiple data points and tell you whether you're making progress. I'm going to lose 25 pounds. I'm going to get on the scale today. I lost three pounds. I can measure that because I'm looking at the scale. I'm going to do it by Christmas. Okay. By by December 25th, right? So I can that's my time bound. It's relevant. It's important to me that I want to do this. It's good

115for my health. That's relevant. And then attainable. Can I actually do it? Will I really go to Planet Fitness? Will I really stop eating candy? Will I really do whatever, right? Is that really attainable or should I set it more like at 15 pounds or 10 or whatever? Is it attainable or am I just setting myself up to feel like a failure? You want to make sure that you can actually achieve it. You know, it's great to have lofty goals. That's lovely, but usually you want to break it down into attainable chunks first. Otherwise, you can end up doing the opposite and demotivate a system. Okay, here's some sample goals. We're getting ready to dig in, guys. We're doing good. You're doing great. I promise I won't talk the whole time. Okay. The board will

116improve or enhance student learning. The board will forge partnerships and enrich our programs. The board will strengthen our relationships with the community. The board will prepare our students to flourish in a diverse and global world. Okay? And then when you get really specific, this is when they start to get written in those smart standards, the specific, attainable, measurable, time bound. By 2020, we will increase student achievement by meeting or exceeding all state assessment averages. By 2020, a parent community participation our schools will increase by%. By the 2015 school year, we will implement budget and operational project processes that support the district's strategic priorities and goals. Do you see how those are different? Very different than we're going to improve community partnerships. And they're both important, but one is very near or very specific. Okay. So,

117so the framework for setting goals, it's really important to review your beliefs, mission, and vision. It's also equally important to assess where we are now. What are the key issues we must address? What are essential to the district, essential to the superintendent's work? What are our uh major priority goal areas? Three to five. We're going to go with three. Five is too many. Um and then we're going to focus on for the next year, sometimes the next two years. What are the key indicators that we're going to use to measure whether we're going to achieve the goal? and then discuss the next steps. When are we going to adopt the goals? When are we going to start to put an imple implementation plan in place? And then how are we going to monitor? Put it

118on the calendar. Ask for reports depending on what the goal is. and make sure that people are giving you updates and that you're holding the system and yourselves accountable to make these a priority because then you really feel successful and when you do go to the next cycle you're like yes we achieved that things are improving we're heading in the right direction we're achieving the things we set out to achieve that make sense >> okay and I think that's the last one but don't click the next one yet yes so that part is you're good >> so that component did that second se section where it says goal setting that's the nuts and bolts of goal setting that's your reference you're going to refer back to that okay so did we frame it okay I

119wanted to do a quick frame of why goal setting who does it why is it important how does it connect to your superintendent hire what you're going to set for your superintendent's priorities and goals for their evaluation once you hire and then what are the priorities for the school year so that your interim superintendent knows what it is that they're supposed to do besides keep the boat and the water and the water boat going in some direction. What direction? Like that's what we're working at. Does that make sense? >> Yeah. >> So far so good. We all clear. Thumbs up. Clear side. Not okay. Down. I have concerns. Anybody can you give me a rating? Good. Okay. Great. Okay. So, the next step is we're doing awesome on time. I'm gonna set this down for

120a hot second because I got to pass this out. >> This is a black and white copy of your current strategic plan as it is on the your school district website. >> You want a copy? >> Sure. >> Okay. Thank you. >> Okay. So, you did this. You want you uh did this in 18. It was adopted in 18 and it took you through 23 which is the microphone which is pretty normal. Strategic plans typically span three to five years usually five. And so um your mission I try to put all these key information pieces because if we're going to do this you got to review your district vision, beliefs and mission. the tier, right? Vision and vision are here. Uh determine priorities. Okay, you've got your goal setting on the back. We're going to

121walk through that and you can kind of determine like where are we at? Do we do this? What's still hanging out there? What's still a priority or what needs to be revised? It's a priority, but it's not quite right. Um and then key indicators for measuring the goals. We're going to kind of help you. You're going to dig in and try to tackle that yourselves. And then what will that look like for next steps? Monitoring those things. We're g this is our guidance. We're gonna leave that up there. This is our guidance. But then in your packet, you have, you know, what SMART stands for. You have what some sample goals, right? You have some of that. And then I want you to take a look at this front page. So right here at your

122fingertips, the mission is to engage, I'm sorry, to educate, engage, and empower those we serve. The vision is we will be the innovative destination district where all succeed and then it was the board of education at the time that this was adopted. Um Ann, you were on there and that's it, right? >> Dave, yes. I'm so sorry, >> Dave and an belief statements. We're going to review those because that's really important. They're right here handy dandy for you. You already had it. you have a beautiful uh framework to work from. All students can learn and succeed. We believe all students deserve safe and positive learning environments. That critical thinking is crucial to success. That district success is built on a culture of collaboration. That encouraging behaviors which promote uh perseverance and integrity. So there's character

123statements there. that student and families should be actively involved in setting goals for lifelong learning. So you prioritize goal setting even in your strategic plan and in building and sustaining and engaged in sort supportive community. Those are beautiful belief statements, right? Do you think that those are relevant belief statements for you all today? A different board that sits here in 2023, can you get your behind those belief statements? >> Dave says yes. Yeah, I think it's a good foundation. >> I think they still aren't outdated. Do you think they're still relevant? >> Yes. So relevant. >> Okay. Jody, what do you guys Jod and Stephanie, what do you think? >> I think they're going to agree. I think they're good. >> Okay. And then there were six areas of focus at this time. You had

124student achievement, technology, a student program, finance and operations, communi communications and culture and facilities. Those are all really important all the time in school districts. But given the nature of where we're at today, I'm going to encourage you to not write six goal areas. I'm going to encourage you to write three goal areas. And in talking with your president, Kyle, we kind of discussed uh focusing our efforts on three areas that are there. So, if you flip to the back page and you want to highlight her star or circle or check uh student achievement, community and culture, and then facilities. I also want to open that up if yeah wants to change that or whatnot. >> Yep. Sounds good because we want to have consensus around that. So I think and I don't want to

125speak for you Kyle, but I'll share a little bit if that's okay. >> Yeah. >> So student achievement is the purpose of any school district, right? It's the central focus of the work at the end of the day. you know, our maintenance um staff get up to create clean facilities that are operational and working and safe for the purpose of students to come there and achieve, right? Uh our bus drivers, our transportation department, our teaching and learning, um our principal, our peer professionals and so on, they all get up for the purposes of helping students to achieve. So, I think that that is one that's central and critical to the work. So I feel that that was a good suggestion that Kyle made made but we can talk about that communications and culture is always

126important. Um so I think that's constantly relevant and then facilities I think you have some bond work coming >> and so that might be an important focus in the current time that's still relevant. Not to say that technology, student programs, and finance and operations aren't, but if you're forced to focus on a couple so that we don't have too many because you're going to face a big transition here with your superintendent search and getting that person onboarded and supporting your person that's in transition and opening school and before you know it, it'll be November, right? And then, you know, November feels like halfway through the year, even though it's not. So, you don't want to fight off more than you can chew. So, what are your thoughts about those three goal areas? achievement. Student achievement,

127communication and culture and facilities. >> Student achievement is still probably number one. >> Okay. >> We have to focus on facilities is coming in as a close number two. >> Okay. >> Um I think we've made gains in communication and culture. I don't think finance and operation is as important as it was all those years ago and student programs. I think we really make inways in that too. Um technology we now we're on the right course. >> Okay. So you think those other three make sense? >> Sure. But I mean my little table would be uh student achievement like here >> and the other two maybe here. >> Okay. I think we really lacked in the one >> which is >> student achievement. >> Okay. Okay. So for sure student achievement you really need a

128home and then secondarily you can get behind community communication and culture and the facilities but really your priority is >> yeah and and more facilities than communication. >> Okay. So the next one in line for you an is the facilities. >> Okay. So if you wrote it, you probably would maybe even just focus too, but you could live with it. >> Okay, fair enough. I love that. Thank you for sharing. Jody, Stephanie, Dave, >> I would agree because just in the short period of time, I feel like um we're really getting um like a handle on communicating and trying to communicate more with um our community, but also getting more and more feedback from teachers and trying to take that um step in the right direction. Um I'm with Ann. I think student achievement is

129definitely number one. um and facilities because obviously students are going to work harder and be better and when they have great places to be with updated and working >> structures that aren't crumbling. Yeah. >> Working facilities, >> they're warm enough, they're cool enough, they >> Yeah. >> Yep. They're not walking in in the fear of So, >> yeah. Oh, right. Good point. >> Those are, you know, that's definitely number one and two. when I think we're making great steps forward in communicating and cultural process and trying to adapt to all of that. So, >> okay. So, so when you take a step back and you look at the strategic plan that was for five years out 18 to 23 and you're sitting in 2023, you're like, "Yeah, we're we're really making progress with >> well

130even because uh you know in 2018 my son would have been in elementary school. He's now in high school. So technology has come a long way. >> Yeah. Especially co made you really right. >> And then um our programs sure we don't have some of the programs that some of the surrounding districts have, but we're getting there. >> And um without students wanting to achieve better for themselves, like I think we're sitting in a good spot for our programs for what we have as far as like our students. So, >> okay. >> And I think we're okay in the finance and operations. Sure, everybody could be better. Sure. >> You know, but so those things could definitely come off. >> So, your priority is student achievement and facilities because you see them linked very closely

131together. >> Yeah. >> Okay. And the other one you feel like you're making headway with. So, you could you could take it or you could leave it, but for sure you're committed to those. >> I don't think it should disappear. I think we should keep working, but >> Okay. >> Definitely the two. For sure. >> Okay. Okay. >> Yeah. I agree. I I agree. I think our communication has come a long way from 2018 till now. >> Good. >> Um >> with staff and and the board. So >> Dave, do you offer any different insights or that they >> No, they hit it on the head. I agree with them. >> Okay. So then do we want to craft three goals or do you want to craft two? I'll leave that up to the rest

132of the board. I'm >> It's I'm good either way. >> Yeah. >> Thoughts, discussions and >> I just student achievement is the biggest thing the reason I got. >> Okay. So, we'll do that for sure. And then we're definitely going to do facilities and then let's see where we get. But communications and culture is a good one to still set a goal on because sometimes if you say, "Oh, we've arrived or we're close to arriving." And then you don't focus on it, that's something that can quickly fall by the wayside. So I think I would encourage you based on your feedback, still do the three. >> Yeah. >> Because you don't want to lose sight of that one because >> communication and culture is so touchy, right? Um there's a saying that we talk about

133a lot of times in leadership that um culture will eat structure for breakfast. In other words, like if you have a culture that's toxic or headed in a toxic direction or isn't positive or isn't open and transparent, then it quickly can cause all kinds of unintended consequences. So, I would encourage you, even if you're making headway and you feel really proud that you're making progress, I would encourage you to keep that on your radar because you could get a drift out at sea with that and think you've arrived and maybe not focus on it and then it can cause its own problems if you don't focus on it. So, let's do the three. I've only got five of you. So, to break you into groups, three groups, we'd have two, two, and one, which isn't

134particularly great. So, we could do um we have a small group. So, we could do um two and three and then the three could tackle we could take two people with the student achievement since that's a big one >> or we could do the three with the student achievement. It doesn't have to be this, but I'm just saying that you're close. >> He's leaving. >> I gota I gotta go. So, you can do two and two. >> Okay, I'll do. >> Thank you, Dave. >> Hey, no problem. Um, it was a pleasure to meet you. >> Yeah, you too. >> Uh, so, okay, we'll do the two and two and then maybe we'll write the culture and communication together. Or maybe what we should do I know what we're going to do because I'm changing

135group and I'm on the spot facilitating. So, I think we're going to write student achievement together. >> Okay, >> because that's the big priority one and then somebody one group of two will tackle the facilities. The other group will have >> communication coach. >> Okay. So, let's get you what you need. So, where are you going to look to start thinking about what you want to write for your goal? Where's the starting point? I gave you a cheat sheet front to back. >> Probably the goal statement. >> The goal statement from your strategic plan, right? You already have those there. So, you can use those as guidance. We know that they're good. Do they check the boxes of smart goal standards? Are they um are they specific, measurable, time bound, attainable? Are they all those

136things? >> Do they make sense? Revision. >> Are you specific to the goal statement? Are you talking about the priority objectives as well? specific to the statement. Yeah, the goal statement and the priorities like are they current are they current now the goal statement achievement simple but I'm going to move >> everything together Okay, we'll do anch. Um, let's take a look. Let's use this as our starting point. student achievement. Your goal statement back in 18 was I'm your goal statement back in 18 was we will increase student achievement at all grade levels in all areas. So that's that's a big statement. Okay. And then the priority objectives were develop a plan of improvement um for student attendance, student achievements, and graduation rates. That's pretty huge. uh continue to develop and align district multi-tiered systems

137of support that include strategies to reach all learners. Implement wall-to-wall academics ormies rather for high school and project-based learning at the middle school and elementary schools. vertically and horizontally align your K12 curriculum and use data from local and state assessments to drive instruction, determine interventions, and prepare students for mandated testing. That's huge. Okay, remember that was going to keep you going for five years. How long is the goal you're going to write? How long is that? When are you going to do this again? >> Next year. So, kind of think of this in the coming school year. maybe in the next two school years, the one you're starting and then the following one. And remember, goal setting happens how often? >> Every year. Okay. So, you want to probably narrow your focus down from here.

138Okay. So, um you know where you're at in your system. >> Um you have some resources here. You have some people resources here. You I'm sure heard reports as the year summed up at the end of the year where things stand in your tailor schools. So what do you want to focus on for this year for sure possibly the following year? And then remember use your document here to guide whether or not you're being focused enough. Remember clear things. So I'm going to let you start to think you're going to do this together, right? So why don't you take I don't know let's take five minutes for the part you the two of you and the two of you brainstorm some things that come to mind that you think you should focus on and then

139we'll share out with that okay >> just write it anywhere on here >> yeah you just make a list >> you're just going to make a bullet point So in attendance >> that >> right to improve that We know what you mean. >> Yeah. Yeah. continue right now. Thank you. Continue. I think that's good. Yeah. >> Are those too lofty or you said? No. And then some are just >> crazy. >> So growing that% >> stretching her. Sorry. Well, yeah. We talked about graduation. That's hard. >> But if you do another another >> work >> and your nails are pretty, too. >> Oh, thank you. >> You're welcome. We're small but mighty now. Huh? Legally vote. >> That's right. >> We can still legally vote >> because we have quorum. >> We have quum. Yes.

140>> All right. We're all set over here. All right. So, who wants to share what's on your list and make them the other student? What are the thoughts that come to mind? >> Um, for us it was still like um obviously to improve the attendance like that is important. You can't unprove the student achievement if they're not attending school. Um, and then the discipline, we really need to get a whole handle on that so that they are in school and learning. Um, and I think with some of the steps that we're trying to take as a district, uh, that's going to be huge improvement for our students. >> And that moves forward to moving forward for a safer environment for the kids. students >> and then just continuing to stay up to date on the

141data and more and more um programs that are out there to learn individuals. Um I know our resilience team is working on some more things. So the more data that's out there that we can get back, we can narrow down and help our students individually if they needed it or in group settings or whatnot >> to mention. >> Yeah. >> Okay. So Okay. Very good. Those are great thoughts. Thank you for sharing those. What did you guys come up with? Student achievement. >> Uh so our first one we said that all student and index scores slashbuilding index scores on the state level should be above the bottom 15%. Um and we know where that is stemming from. Um and then we said student attendance rates should grow 10% from last year. >> So they're on

142line with you guys. >> Yeah. Yeah. We didn't put numbers in. Oh, you guys are very Yeah, >> that's good. It's okay, but you're on the same page with your thinking. That's good. That's why you The smartest person in the room is the room. Never forget that. >> And then our last one was have a higher graduation rate from the previous year. >> I like that. Like instead of just like a overall >> if we're increasing each year, that means we're doing something good. >> Yep. That's right. >> And oh, I was going to say and we had conversations like graduation rate is more of like a long-term thing because it can't change in one year. So just having that be a gradual and that's why we said just higher than the previous year >>

143some type of progress in the right direction. Yes. >> But but that's something if you all uh embark on a new strategic plan once you have your superintendent seated and in place that should be something that you hopefully will have show up in the process. Right? You want that to show up. The graduation rate is the end product. Right? Who crosses the stage in 12th grade is an indication of the system success right? And so um that's important that you want that to show up there. >> Okay. So now we have what are the commonalities between the two teams that sort of refine. You both talked about attendance, right? Because if they're not there, they can't learn, right? >> And then you also talked you talked about the culture this the the the environment the

144the the water that they're swimming in, right? So if we think of a school as a fish tank, right? and the water that they're swimming in. That's the environment that they're in. You spoke to the water. So, tell me about those two things again. You said >> um to get the discipline under control to move towards a safer learning environment. >> Okay. Safer learning environment. Discipline that's under control. That's the environment. That's that water they're all swimming in, right? And then um so that was setting the stage or the environment piece. And then for you want very specific all student index scores uh or building scores above 15%. Okay. Do you know what he means by that? Right. On the school report card, right? >> Yeah. School report card. >> Yeah. Okay. >> So, >>

145all right. And then you talked about gradual increase of graduation rates. What was your last one again? um >> staying up to date on um like the data and learning what our kids need and bringing that into their daily um >> curriculum. >> So you're saying individualized plans? >> Yeah. Like if you know we know 10 out of 15 third graders are struggling in reading, we can find that interventionist or whatnot to help them. Where are they struggling at? Is it comprehension? Is it just sounding out the words? Is it whatever? >> Yeah. Drilling it down. >> Yeah. >> And trying to find that so that we can improve them throughout, you know, at whatever age. It could be a 10th grader. It could whatever. >> Yep. Okay. Okay. So you want so I'm going

146to put your your thought in edges and so in edges we would say we want quality tier one instruction. In other words all students are having the best researchbased instructional first experience. Everybody gets this instruction. And then when that isn't enough, you want to be sure that the next level, the the 10 out of 15 who didn't get it, they're going to get the next step, the intervention, the next opportunity, the new instruction, the next dip of instruction, if you will, where it's going to be something different and more focused when what do they need? Like looking at the data to know what they need. Are they struggling as readers because they need more phonics instruction? Are they struggling to make meaning and comprehension? Are they having trouble with fluency? those kinds of things. So,

147you want that's what you're talking about. >> Yeah. >> Yep. Got it. That using your reading example, right? And I'm putting that in Yes. in the education world speak, but I know exactly what you're talking about. Yes. >> And then did we miss anything on yours? You had attendance >> bottom uh should be above 15 and then the graduation rates making progress. So, how do you feel about that? There's an they had something you didn't with the the environment piece, right? Safe learning environment, right? >> Which is huge. So I think >> I mean I don't want to go to school if I don't feel safe there. And then how do you achieve anything if you're not in class, >> right? Absolutely. So those two things go hand in hand. So if you were going

148to try to put your best foot forward and we're going to use this page in our packet, the guidance piece, sample goals. >> Um so you can have broad goals. All right? And then you can have specific goals. So I would encourage you to do both. Okay? and under the under the heading of student achievement. So, I'm gonna give you another piece of paper and >> who wants to be the recorder for both of them? >> Not me. My handwriting. >> I'll record it. >> Okay. So, now you're going to put a team at the top again. >> Okay. >> And then you're going to make sure you wrote so fast. So, let's pull this up. Okay. And you're going to work together now. Seated achievement. Look at your broad goals. What does that look

149like and sound like? We will. It's the start. You're doing good. I will right cool. >> All right. >> Okay. So, we will And what will we do? Look at what you said. You might And you might have to cross things out. So, don't write everything when they say it. Make sure you get consensus before some people will be like crazy. >> Sorry. Okay. >> Okay. So, we will what? >> Take your thoughts. No, look at look at your sample here. We will improve or enhance student learning. We will >> have better graduation rates in the Taylor School District. >> Okay. So, change that word better. Be more specific. What would you say? What do you want the it to do? We want the graduation rate to increase each year. We will increase graduation rates.

150Yeah, >> we will increase. >> What are I I want to make sure there's consensus. >> No, that's that's fine. Yep. >> Okay. So, that's under we will, right? >> Yeah, that's broad. That's going to be your broad statement. Yeah, we will increase graduation rates. >> A safe learning environment. >> Yeah. Create a safe learning environment. What was it? >> We will create a safe learning environment >> in nice and simple very direct language. Create a safe learning that encapsulates what you're talking about, isn't it? >> Yes. >> And we mean safe in all senses like it has in our safety drills, right? We have >> everything >> locked and secure buildings, but we also have emotionally safety, right? character development, >> physically, >> development, how we resolve conflict, how we regard one another, how

151we interact, how we're expected to behave, and all the like all of those things. >> Okay. So, you have increase graduation rates, create a safe learning environment, and then your other one that you both talked about out of the gate was if they're not there, they can't learn. How would you make that into a broad statement? What would the words be that you would use there? could not >> increase attendance rates. >> Yes. >> Yeah. >> That's it. Super simple. >> Okay. All right. So now you've got three major areas in your broad goal statement under student achievement. How do you like those? Kyle, read them out for all of us. >> We have we will increase graduation rates. We will create a safe and learning a safe learning environment. We will increase attendance rates.

152>> Does that cover your big ticket items? >> Okay. Now we need to get specific, right? We know this goal is for at least this year. So we look now to our spark standard. Yeah, you can put Yeah, you can put your little code over here. Uh you could just let's Yeah, you can write. Let me see how Let's use the language on here. Let's be consistent with your language. What did you say here? Everybody does it a little bit different. >> Priority objectives. >> Yes, use your be consistent. >> I like that. And that language is language your system knows. We'll stay with that later. There's many ways to to tackle this, but we'll stay consistent. >> Okay. All right. Now, this is a little trickier. Now, we want to make sure our priority

153objectives are written with a SMART standard. So, they're specific, they're measurable, they're attainable, they're time bound, and they're relevant. Okay, I didn't put those in order, but never do when I say, but they're there. So, here's a sample. By 2020, I know it's old. By 2020, we will increase student achievement by meeting or exceeding all state assessment average. We're not going to write that goal, but that's an example. Now, remember, your broad statements lead to the remember we talked about Ferris Buer big to narrow. This is what you're doing under the guise of student achievement. You're going big. Big are increase graduation rates, create safe learning environment, increase attendance rates. Those are big. And now if you do all those things, what will it specifically achieve? Do you see what we're doing here? Okay. So,

154take a look at their stuff. They wrote some numbers. I think your things show up there. This one's not there yet, but I think it's it's going to be a part of the plan. Okay. >> It's going to be there. >> It'll be there. >> So, what do you want to write? So, you were specific about attendance by 10%. But you also at the end of the day, really, what do you want to achieve? What do they want to achieve? I know you do, too. >> Higher graduation rate by the next year. No, >> higher index scores. >> Yeah. School report cards. Basically, the district report card. >> Okay. So, how would you want to write that? I when will we will do what? Because at the end of the day, if you increase attendance,

155like you said, if they aren't there, they can't learn. If when they get there, it's not safe and we don't have and ultimately will lead to graduation rates going up, right? So, you see what I'm saying there? It's the it's the environment. What will we ultimately what is our ultimate goal by the end of this year >> to increase by 15%. >> Do you think that's reasonable? >> I do. I guess >> it's not increased by 15% though. No, >> it's a increase should be above the bottom 15%. >> So I guess I want to pivot to one of our resources in the room. >> Going to call a friend. >> Yes. Um because I know the schools rated in their index scores really low. I mean, two of our buildings are in the bottom

1565% and so reaching that goal to above 15% that's growing at least to, you know, 10 plus percent. Is that attainable for the school district in one year? I mean the um it it could be those those factors of scores also compare us to all the other student districts. So it's kind of relative to where we're at within that. So it kind of also determines where everybody else kind of scoring. Um there's certain ones when we looking at those factors. There are certain ones where we think like we call them like the low hanging fruit that we make a few changes and we get some back maybe the way that my operates those type of things. So we're going to see some improvements there. And then some of them are more challenging like when you're

157talking about the student achievement course and those that will smaller percentage growth but so it is I didn't look at the math I mean it's mathematically possible to increase that much simply because between the smaller changes student achievement the higher changes >> to at least above the bottom 15. >> Right. Right. And our goal I mean our goal with working with the state for the next three years is to yeah get those schools out of being in that zone so we're not you know being looked at anymore. So I mean I think it's definitely possible especially those other factors >> in a year time frame. >> We would have to look I'd have to look at the map of those other factors. If not we were seeing just student achievement that would be a little

158bit more challenging like we're looking working with the state and we're at like you know 2% 4% you know around that frame but if you're looking at overall >> yeah percentage you have a higher chance to probably achieve a bigger >> what you want to do you want to say want to keep that as your measurement the index the school index as your measurement that That's something that's really >> I mean even if we only hit like if we get to 10%. It's an improvement, right? Like so then >> but >> then it just shows okay well we only have 5%. So if we went up 5% this year, next year let's hit that 10%. And so let's you know maybe >> that's kind of in% at least 8% and if we go to 10

159we've overachieved >> because some of our schools because it kind of varies because the two were below the 5% but then all the rest were above 5%. Between 10 and five >> we have some schools total that are kind of looked at but only two that are actually in the partnership. The other five are if we don't make improvements eventually we could be in that situation but not yet. So for those two schools it could be a really lofty >> it could and that's where it depends. I mean you talk about progress like looking at progress throughout. I mean that's one part we can work with the board is looking at those individual percentages and kind of looking at what are the areas that we're able to improve quicker what does that do to the

160overall percentage? So that's data that we can work together too and kind of see partway through the year if you're seeing that it's achievable or not. I don't know if if you vote like if you want to change that go at that point or just say hey this is more realistic in direction we're going >> you can always modify things if you want do you think that using that index as a indicator of progress is a reasonable index would you recommend a different index for your board >> I mean the index as a whole the nice thing about is it encompasses a lot of factors to it right so I mean like I said you could focus on just the student achievement factor within it, but then you're probably looking at a smaller percentage increase

161and then we're looking at our high state testing and those types of things. Um, so by doing that, you kind of do capture a larger pool of factors that you're looking at including things like some of those aspects >> and it is a public thing. So that's not that's a reasonable thing for you to want to focus on. >> Yeah. because as a board I mean it's easy for school by that >> and it's on the website. Yeah. So I think it's a reasonable thing. Do you think separating maybe because our schools are in different areas, maybe the two schools that fell below the bottom 5% setting a separate one? >> You could write it like no schools will be below 5%. >> With a goal of all schools being at or above those >>

162Yeah, just would you all be okay with that? Yeah, that >> you know let's get those above the 5% and like >> so instead of like targeting them you would just simply say >> no schools. >> Yes. So look at your guidance. So by by 20 so we're in 2023. So do you want to do it by next year or 2025? >> Because we're almost >> 2324 is the current year. >> Yeah. And then >> I would say by 2020 like the start of 20 Yeah. >> 2425 school year. >> By the start of the 24 school year. Okay. Yep, we will. And then >> have no schools. >> Yep, you got it. Kyle, that's why you're right, N. >> No schools. >> Bottom 5%, right? >> Yeah. >> That's measured by Oh, you know,

163just do that's measured by once. the bottom 5% and right didn't you say you want to and make sure that the other ones are >> above >> and that all schools I think that's what you're trying to say >> all schools should be >> are above the 15% above the bottom 15. >> Yes. >> And then this is where you're going to have the measurable as measured by this school building index. Is that the official name of it? And the accountability index. >> Yeah. >> The state accountability index. >> Yeah. >> So, right. State accountability index. I feel like they chang >> right >> here's the plan state accountability index. >> Yeah. >> Okay. So, go ahead and read the priority objectives back. >> All right. By the start of the 2425 school year, we

164will have no schools in the bottom 5% and that all schools are above the bottom 15% as measured by the state accountability index. >> Perfect. >> And that's very specific. >> Yes. >> And very time bound and absolutely measurable. >> All right. >> And you don't have to go through a lot of effort to get the measurable because the state will produce it for you. >> Yes. But you can monitor your progress by doing what? So where are you going to look to monitor your progress >> by looking at the attendance? >> The attendance. How is that going? To improve that. Is it actually being improved? What else? >> Graduate. Oh, learning environments. >> The learning environment piece. And then the other thing that isn't there yet, but you could put there is this piece

165about I can't read upside down >> staying up to date on the data and learning what the kids need. >> The tier one. >> So it's uh I wouldn't go so specific. I would say big picture. I would talk about quality instructional practices or quality instructional strategies or experiences you learn it. >> But um you might want to know I would put it up here. um you might want to add one to reflect that which I told you eventually it will come in there uh you want to make sure we will ensure um let's see you have increase graduation safe create a safe learning environment increase attendance rate and then ensure quality instructional experiences in our classrooms or ensure all students receive quality instruction Ensure quality instruction >> in all classes. >> You can word

166this way. >> A lot of times when you write something, if you leave it for a while and come back to it, you're like, oh yeah, we nailed it. Like, you write it that way. So much easier if you send it this way. Come back to I'll take pictures of these and we'll leave these with you. I'll take pictures and send a summary to you. >> Sweet. And then from there, you can hold it, work it, you can send it out to your board. Yeah. People can look at it after a couple days when they're not tired and starving. And uh you know, you know, look at it again. Okay. >> I am tired and starving. >> Me too. I can think about >> school quality and student success index, which is one we can

167make a bigger impact on right away. We talked about assessment participation which is actually very good. A lot of improvement to make there but part of school quality and student index includes um on track attendance and all those types of things as well. So >> it's a good example. >> Yeah, it's kind of all you said by going to school accountability index all those things you talked about. >> It's a good index. It doesn't take a lot of effort to gather the data >> and it takes into account your Vivo broad >> and your timeline's nice because >> May 2024 is our 18month area because technically even though it felt like we just joined the partnership it started in November >> and then November 2025 is the 36 months. So you'll we'll have >> we'll

168have a couple different times to >> 18 month progress update before you get to the end of the summer. So we'll have some we'll have an checkpoint from the school. >> Sweet. >> I can use Yeah. >> Okay. Good. So that's awesome. So let's set that one aside. That one feels pretty good. Pretty proud of that. >> Tackle is facilities. >> Are we going to split up? >> Split up because of time. >> We can do communication. >> Communications and culture. Now I want you to do the same process. Look at your guidance documents. Take a look at your strategic plan. What's there? And what would be the priorities now in that area? Does that make sense? So you talked about >> right. So we're doing facilities, you're doing okay. >> Yeah. So you're going

169to work and I'm going to leave you alone. >> Okay. And what I want you to do is brainstorm first >> and then shift over to your broad statements and then what would you narrow it down to get me? What >> use your use your guidance and then we can >> face. >> Oh no. >> No. >> Uh updated. >> Yeah. We're focusing on >> Yeah. >> Um >> staff. >> Yes. Sure there's enough stamping I got accomplished. So should we get specific? Should we say >> this past year? We only >> Jacob, we only lost 81 kids this past year. >> Break it down, >> right? Technically >> count. >> Yeah. Yeah. Depends which one you go on >> with the state. Yeah. >> Los Right. Updated is basically >> yes. >> Okay. So

170now We have to write broad right to be able to maintain maintain what >> and actually I think enough staffing should be under broad as well that this and this shouldn't be should be safe, updated and monitor them both into the right into the same thing. I think we're moving right along. >> Easy. >> It's nice to do one together. >> Yes. >> And then you can >> Yes. Learn from it. >> We do that all the time. at least likely state this morning. each of them >> hard to get it written and get it in and get it published time. Okay. >> So from here now you went from your brainstorm to your broad >> I'm just kidding. >> It will feel good when you know you have thought it >> facilities is an

171easy one because we're we're lacking in so much right now. So you know exactly there's lots of reasons. >> Yes. >> And that's that's good to have things where you know and you're just going to do it. You're going to tackle it and that's the way it is. >> Yep. >> And it's really good. >> We're doing okay on time. We didn't start till almost 10 after 8 and I know you're tired and everybody I get it. So we'll probably >> I didn't need dinner and that's better than my kids. My son was not home when I didn't >> Oh, >> but they had such a good run. >> Yeah, they went they went pretty fast. They went to the World Series. Yeah. >> Such a hard >> D I S C. >> What are

172you ready? >> D C I >> discipline. >> L I N. >> C and the I >> C or C I. >> What is that saying? It comes before EA except after C. >> That's how I >> Oh, no, no, no, not actual page. We just have one more. >> You guys are overachievers over there. >> It is. >> How'd that work out? Because we set the syllabus for Okay, so I just wrote it down so that it locked us in. >> Oh, how' that work that we got that We have one. We don't know how to phrase it. >> Okay. >> So, the district has very big issues answering. So, how do I phrase that? it as a goal. >> Yeah. >> Improve frontline communication with time. um including I'm just but including um

173prompt personal touch points or cleaning efficient phone or that's pretty callbacks. Oh yeah. >> Yes. >> Buttons. >> Well, there's no buttons either. Just no answer. >> Yeah. So, there might need to be buttons at the back of >> the first. So including prompt personal uh prompt addressing of issues, prompt response to phone calls, emails and maybe they go with prompt response to phone calls, emails and inerson meetings versus visit something like that. You're not just it's all of it, right? It's our first step forward to the public. I'm so sorry. >> There you go. >> Should I say like also with how we have response? >> Yeah, you can work with it, but it gets the idea there. >> Yeah. Okay. Okay, >> cool. We're done. >> You guys are good. >> Yeah. >>

174Okay. So, who wants to share out first? Facilities or >> your facilities? >> Okay. >> So, they did broad and specific. >> Okay. >> Yep. So, our facilities uh we put safe facilities, updated and modern facilities is >> our brainstorm. Okay. The broad picture is to maintain them like have maintainable facilities like updated and m maintainable staffing to maintain them >> because currently I don't think we do. Um that was our broad picture and then the specific is uh exactly what is currently on there is we will improve the function security and appearance of our facilities and we added to retain our students to keep them here >> in order to in order yes in order to facilities in order to >> oh so don't keep it a second okay lend them together in one

175statement that So the purpose of having these facilities maintain uh safe and improved appearances to retain and keep residents right. Okay. Good. Nice. Thanks. Thank you. >> What do you guys think of that? >> I like that. I actually do like that. I think >> you have anything you might want to add to that? >> I I I think the broad goals really cover a lot of what the facilities need. I really do think so. And was there specific ones too? >> The specific we just had we will improve the function, security, and appearance of our facilities in order to help retain and retain our students and keep them here. >> So the only thing you might want to do is say by when if you want like >> um or and because we >>

176Yeah, I was going to say by 2026 and the school's built. >> Sure. I mean that's a long period though. I mean hopefully >> well I wouldn't say >> I mean I think we are landscaping landscaping >> I think yeah I think but I think like even in the in the year past like you know like the Hoover pool was is being fixed or was fixed and then you know we're going to make updates to the current high school's pool and the gym in the high school was just done and so now we need to maintain yeah >> that floor and whatever was done inside there. So even if we gave ourselves to the 20 24 2025 year again um >> we can update the buildings there and with facilities in a goal like this

177this is something that is ongoing right but it's also nice to put a a a checkpoint in >> Yeah because we're we're working on getting the new windows the playgrounds are all new so we need to make sure that those stay >> uh up to date and maintainable and you in a bull not >> so what type of time frame do you think just you said ongoing I mean >> ongoing really isn't a time >> I would say by the 2425 school year that way we just we set goals and they can present like parking lots are redone like what has been accomplished in this area >> and then maybe we can adjust this at that point >> oh yeah you can rewrite and keep it go and make, you know, edit and word Smith

178and change. Yeah, absolutely. >> Because there are updates and improvements going into multiple schools. >> But if you go then when you ask for when you when we look at the accountability steps, you're going to make sure that people are reporting out and you're getting updated information and that's the focus that you're laser your laser on like even like >> and the improvements are happening at least within this year. >> Yes. So, >> yep. And then we can look back and go, "Oh, look, we did 50% of our schools are >> Yes. Yeah. >> Be a point of celebration and then also a piece where like we've done these things really well, but we still have the focus on, >> right? >> Yeah. >> Good job. >> Okay. Communication and culture. >> You're up. >>

179Okay. Develop a yearly enrollment plan to increase district enrollment to a net loss of 50 or less. All right. >> 50 pupils like a raw number >> 50. >> I would define 50% 50 actual numbers. >> Yeah. Oldfashioned word. >> Still don't hear. >> They still call it that. >> Still says it. >> But they're like, "What's a pupil?" >> Yeah. Okay. You're right. in your eyeball. >> Okay. Each school building will maintain updated monthly newsletters including administration. How about to inform all stakeholders? >> Yeah, that's a great idea. >> And you want newsletters or do you want websites or do you want do you want it specific to the newsletters? Are those electronic? Do they get mailed? Do they go there? Would they go on a like a Facebook page or a website? >>

180So, some schools right now they do cuz like I know in the beginning of the year we were getting like one or two. I know Shauna put us on the list for the newsletters but like we like those kind of were stalling and so like just making sure that newsletters are consistently going out communication. But you might want to, I'm not saying you have to, just offering ideas. Each school building will maintain updated monthly newsletters or >> communications. >> Yeah. Yeah. Yeah. I would add something that gives it a little if each if we're not gonna you're not going to have uniform. This is the way they all do it. It's all on what is it? Um what is that platform Jar? Do you have you heard of Peach Jar? They can create these beautiful

181flyers and it's a platform an online platform called Peach Jar and it >> it's a way that schools >> have this uniform look to their communication. You're not going to mandate a uniform look to it then I would leave it opened to be >> okay. >> Yeah. They're all different. They're all very different. Yeah. >> Okay. >> So, you might even take it step forward to district adopt. >> Do you like the future >> some type of platform and it doesn't have to be that any platform of how >> you communicate, right? >> Anyway, just >> I like that. Okay. So, go ahead then. Keep on going. >> District will improve parent processes for attendance, discipline, building events, etc. And what we mean by what I think processes parent processes was like my star or

182you know other things that like play a role in attendance discipline and building events. So >> yeah. Okay. Good. Yeah. Okay. >> Okay. And then this is a big complaint. >> Yeah. in the district. Improve frontline communications, including prompt response to phone calls, emails, and personal contacts >> to all all bodies like whether it's >> the community or staff or students or an admin like >> Yeah, definitely. >> So, the stakeholder piece is what you'd say. Improve frontline communication for all stakeholders. That covers it. >> Yeah. Okay. >> Okay. How do you feel about those? >> Sure. >> So, you have a communication one. Well, it's all communication. So, you have a building communication. That's what we we want it >> monthly and detailed and >> consistent and predictable. >> We want our front line

183the first interaction to be good, right? Because you know the old Mayan Angeline quote. I'm not going to quote it completely, but it's the idea that we won't remember the specifics of what we talked about or the reason like a very specific people will always remember how people make you feel, >> right? How they made you feel stays with you longer than the specificity of what you interacted with them about. But if you remember like, oh, I remember really loving that person. They were so kind and thoughtful and calm and professional. You might not even remember the 15 reasons why you interacted with them, but you remember that feeling they gave you. That's what you're talking about. You want to improve that. I called the school and that person was so helpful and so kind

184and they made me feel like I was the only person on the planet. She could have had chaos going on in the office. You didn't know it because >> I was the most important person. That's how you >> Yeah. >> Because then they go tell their neighbor, "Oh my gosh, they're the most amazing person talked to me the other day." And then that becomes the narrative and you start to change. and that same change if we need it sounds like something. >> Yeah. Yeah. >> So you have this building, you have frontline communication for all stakeholders, you have district group of the parent engagement process, right? >> Yeah. >> Uh >> should I put engagement? >> You might. And then uh develop a yearly enrollment plan to increase district enrollment. So you want to really

185bolster how many students and you want it very specific, no less than 50 students lost in the system. >> And that's based on I mean for 40 years Taylor's been losing students every year for 40 years. This past year we reached our lowest net loss of 80 like between 80 and 90 students. >> So you're you're maybe on a time of studiness more steadiness >> peaks and valleys. >> Yes. Stay in balance. >> Yes. >> Okay. Yeah. Okay. Good. Good. All right. Are we feeling good about those? >> Okay. So, when you think about the coming year, that's only three goals, but that's a lot of things. >> You see why I would say don't pick five. >> Yeah. >> And you see how if you're not careful with your monitoring, you can get lost

186even with three. >> Okay. So, you've got student achievement, you've got facilities, and you've got communication. I'm gonna take pictures of those and those are things that okay I'm gonna take pictures and I'm gonna type them and send them to Kyle and then Kyle you can distribute them and think about them and refine them and at some point you want to make them pretty and adopt them and say these are our goals. >> Okay. >> So you you will maybe want to make a motion at some point that these are our goals. We've agreed about them. We've studied them. We've been in work session. We've reviewed them. We've edited them. We sat with them. >> And we you might ask your stakeholders. You you might ask admin, does this make sense to you? This is

187what we're saying. This but remember it's your job to set the vision and the goals and the priority. But that doesn't mean you can't include input. >> Um because remember we talked about at the beginning of our session, good practice is to include input from others, right? The smartest people in the room, the smartest person in the room is the room. So use your research. >> So you might want to have some other eyes. What do you think of this? Would you add those kind of things? And then once you're as a system of board of education members and your collective board, you're going to adopt your goals. >> And then you're going to use this to help your new superintendent, your interim superintendent set the priorities. Then they know what their work is. There's

188a million things to do, but these are our priorities. Okay? And then now let's take a second and go back to that packet. We're We're going to We're doing fine. Um, go back to the Hold on. Now, at the very end, this one that looks like this. Okay, I want you to look at that very last thing. So, we're using our agenda for goal set. We've reviewed our district mission, beliefs, and vision. We are assessing where we're now. What are key issues we must address? You all agree that key issues are student achievement, facilities, and communication culture. We use common language to our pre similar wording things and focusing on things. You're going to connect these in the end to your superintendent's goals. Then you hire one and get them put in place. Um, you

189use your three to five year major priorities from 18 to 23 to help guide you in your thinking and you put your focus on the next two one to two years. Okay? And you talked about key indicators for measuring your goals. So you talked about my startup school index, you talked about facilities and reports like from maintenance what's happening, right? and then attendance that that you can get data on attendance. So you know what you're going to be pulling for and looking for. >> Now let's focus our last step on number five there. You need to think about you don't have to do it this moment but if you don't do these you're going to be that guy with his dog out in the ocean. Okay rolling around because you or the person that never

190has a gas tank that works. Okay. We have two old ducks. Okay. With pain in the neck. You want to talk about grit over an old uh a lot of the gauges don't work. Think about the gas work. Uh but the speedometer does not work. So everybody says flying. I'm going 70 miles an hour, right? Everybody has this different version of what they're doing. And everyone's like, I'm going to turn on waves and it's going to tell me how fast I'm going because the speedometers don't work. Uh my point is you can't just guess. I was going 70. Oh, I was going 50. Well, that guy was flying by me and I blew that guy away. Whatever. You can't that's not a way to measure, right? So, you don't want to be that that person

191of drift or guessing how fast you're going or if you're achieving this. So, you have to make a priority to look at five and you will have to determine when are you going to adopt these. >> Okay. Who how are you going to communicate this out so that it be can become an implementation plan and then what is your calendar for getting reports to monitor the progress and then shift to it. Put these goals at the top of your agenda. Put them in front of people. Set dates on the calendar. At this board meeting, it makes sense to ask for an updated, you know, checkpoint. Can I get a board report on such and such and so and so? You want to hear how that goes. And then ask your resources when is the most

192reasonable time for them to get those that information to you. You don't want to flood them in the beginning of your ask for right before break, right? And then everybody's miserable, right? You want to you want to do it at times that make sense. So use your resources. Make it a collaborative talk because words that are effective are also, right? Okay. So you did it. You did it. >> You wrote your goals. They make sense. They're relevant. You did it collaboratively, but we're gonna not write them on beautiful print and put them on the website yet because we have to sit with it. We want to talk about it. We want to get input on them and then you'll adopt them and then make them pretty. >> Okay. >> All right. I have one last

193question at 10:00. >> All right. >> I want you to think of one takeaway. Something you learned, you thought about, you hadn't considered that you're glad you did this tonight. Whatever. One takeaway to wrap it up. One take away. I mean, I'll say I'll say my takeaway. I think it's it was nice to have direction um rather than just kind of going and I feel like we've been just going and so now to have like clear direction it's as a board on a board level I think that's nice to have something to have evaluative something to hold feet to the fire to pursue >> and in two hours look at what you accomplished. It wasn't even that painful or hard even when you were right. Yeah. Cool. Thanks, Kyle. >> Stephanie, what's your take away?

194>> Super simple. >> I don't even know if this counts, but I like that like the feeling of working together. >> That was mine. Working together, you can accomplish >> So much than by yourself. >> Yeah. >> And so that >> of course that counts. >> Yes. It's like a good feeling to like, you know, >> I might have had a thought but couldn't figure out the words and Ann might have finished and I was like, "Yeah, that's what I'm trying to say." And so it's it's nice to have that team effort. >> The team is key. You're doing this together. Yeah. Good for you. Enjoy that. >> That was mine. Yeah, we're No, that's okay. That's okay. >> We finished I finished your sentence. That's all. >> Yeah. Yep. >> And what did you

195What was your take? super simple. >> I'm just really proud of the board that came up with this >> and um there's so many things that they wanted to do and we're doing them. >> Isn't that awesome? It is awesome. And >> looking at that, some of the stuff is like >> Yeah. Just I mean >> the steps are there. So >> maybe um year to year would be a better I mean, I think they just always did fiveyear goals. Strategic plans are incredibly important, but annual goals are too. You I think when you do both and you layer them in, you get the best result. And don't drop them. Don't be like, "Oh, these are amazing." And pin them up and don't look at them again till June. You're like, "Oh my goodness, we

196had goals. I wonder if we got there." Like, don't be that because you'll have so many missed opportunities. And and and if you get a report, you're like, "Oh dear, we're not making progress." Well, then what do you do? You course correct, right? Like if I'm going to lose 25 pounds and I keep eating bags of licorice, right? I have to course correct. I probably should eliminate the licorice, right? So, but you could do that for six months and get on the scale and you're like, "Man, I gained," right? You don't want to do that, but you're never going to know unless you look. And a lot of people don't want to look. A lot of people would rather not know. The reality is not knowing leads to not being, >> right? I think we

197got away from these because of all of the other stuff going on. >> Oh yeah, there's no doubt about it. No doubt about it. >> Okay. >> There's Can I make one? So no, the only thing I know obviously not board member the one thing I want to say I didn't want to interrupt the process going through this that the thing I found cool especially about the student achievement ones is when we've been meeting with MDE and we've been working with making our goals through my gift which Michigan continuous improvement plan that we have to do for our and uh and part of our partnership we have four goals and it's attendance graduation rate and then the math test score improvements and ELA test score improvements which align what you said there. And then part

198of ours is >> integrating the effective instructional practice and MTSS to focus more on a tier one focus with what you said and you kind of rewarded into edu as you speak you said and then the safety and mental health. >> Yeah. So it's um so it's going to be so even though we kind of work on it separately it's kind of cool that >> it's still a goal. >> It came out. So you're asking for data, we're going to be the great data. >> Well, and when systems align, they achieve, right? When you are doing the work and you know the work and you're all throwing in the same direction, you'll achieve. >> There's zero question about it. And they're obviously the most important work because two separate entities at two separate times came

199up with the same thing. >> So you know your priorities are clear like you have to. >> Okay. So next steps. I'm gonna take pictures of these. I'm gonna type them up and send them to you in Word, Google Doc. I won't put it in a PDF. Do nothing with that. >> Do Word. >> Word. Perfect. >> All right. I'll get you that those over to you. >> Yes. I I was going to say if you could just email both Shauna and I >> I'll get you a copy of those and then I'm going to leave these with you. This is your raw work. And then this way you have it to go back to because sometimes when you get it tidied up and it looks pretty, you're like, "Wait a minute, I feel like

200we had something else. I want to go back to that stuff." Okay. And use that as your but don't forget number five. >> Yeah. >> Don't forget number five. How are you going to monitor this? What are the dates where you're getting reports? Because if you have goals and you don't monitor them, you won't achieve them at any point. Okay. So, awesome job. Super fun. >> Thank you. >> I'm supposed to be back on November 1st to do an effective governance workshop, which will, I promise, be um interactive and engaging. >> And I feel like you're going to walk away like, "Yes, I am so clear on my role. I'm so clear on exactly what I do as a board member. I'm so clear on what my superintendent does and how they work together." That'll

201be your big takeaways. And it's an awesome session for you to and it's super relevant and you'll have some cheat sheets that you can refer to all the time that with your goals, you're going to do it. >> And we've and we've already set up there is absolutely no business on that day. We go right into recess when we start. So, >> it does take three hours, but we'll do a break. We'll make it fun. It will fly by. >> Can we have pizza then? >> I was going to say maybe we can get food >> for everybody. So, fun and we'll just have a good time learning it together. And even if you know most of it, it's awesome to do it together. It's like why the first grade class goes to the apple

202orchard in the fall, right? Because it's a shared experience. It's a jumping off ground for the work. And so we'll do that on November 1st. Great. And by then I'll be like, "How are your goals?" >> And it'll be okay. >> Well, thank you. Seriously, >> I appreciate getting to meet all you. Thank you for your service. I know you guys. >> Thank you. >> All right. >> Okay. If >> you don't mind. >> It's understandable. >> Yes. Because I just got um I got an achievement. I'm going to take this one. >> You guys are a lot of fun. >> Thank you. Thanks for having >> I know it was a late night so thank you for >> staring with us >> turn into a pumpkin. >> All right >> for it. >> Yes,

203what in the world? >> All right we are we good to resume everyone? All right, we are returning from recess at 10:09 p.m. Are there any board member comments? All right, I do want to read um a letter that did go out to the school district um this evening um in result to the action the board took tonight. So, I just want to make sure that that's read out loud. Um, dear Taylor School District, today I'm writing to address an important matter concerning the leadership of our Taylor School District. Recently, the board of education was presented with a voluntary resignation request from Superintendent Mr. Griff Mills. After careful and thorough consideration, the board approved a resignation and separation agreement between the Taylor School District and Superintendent Mills. We want to emphasize that this decision was

204not taken lightly, but rather it reflects our commitment to honor Mr. Mills request and to prioritize what is best for the Taylor School District. We would like to express our sincere gratitude and appreciation for everything Mr. Mills has contributed to our dis school district during his tenure. His dedication, hard work, and unwavering commitment to the success of our students and staff have made a lasting impact on the Taylor School District community. We wish him all the best in his future endeavors. While transitions like this can be challenging, we want to assure you that the board is fully focused on ensuring stability and continue continued positive progress for our district. Our students education and well-being remain our top priority and we are committed to upholding the values that make Taylor School District a place of excellence

205and opportunity. In doing this, the board of education took action Wednesday, August 2nd to approve the appointment of an interim superintendent subject to the final negotiations of an employment agreement to def to fulfill the responsibilities of our former superintendent during this transition transitional period. We extend a warm welcome to interim superintendent Michael Wager who brings a wealth of experience and expertise to our district. With Mr. Wager assuming the role, we are confident in the stability and leadership that will be provided to ensure a seamless continuation of our educational mission. It is anticipated Mr. Wager will assume full responsibilities of the interim superintendent position on August 21st, 2023. Until Mr. Wagger assumes full responsibilities, Mr. Jacob Anastas and Miss Syn Cynthia Nickel will continue to be responsible for day-to-day operations of the district. During this time

206of transition, Mr. Wagger will work closely with the board and the Taylor School District community to maintain our commitment to excellence in education. Our focus remains fixed on the academic growth and well-being of our students, and we are optimistic about the positive impact Mr. Wagger will have on the Taylor School District. Thank you for your unwavering commitment to the Taylor School District and for your dedication to the success of our students. Sincerely, Kyright. So, I just wanted to read that out loud for you all to know that that is what went out to all staff, students, um and then was posted also to all district channels this evening. So, motion for adjourment. >> motion by Miss Black. Is there support? >> Support by Miss Thomas. Miss Shufeld. >> Yes. Mr. Wright is yes. Miss Block,

207>> yes. >> Mr. Heath is absent. Mr. Myers is absent. Mr. Thomas is absent. Miss Thomas, >> yes. >> All right, that carries 4 Z. The board of education regular board meeting of August 2nd, 2023 will adjourn at 10:13 p.m. Thank you and have a great night.