Asheville City Board of Education Work Session 1/5/2026

001Kathleen as I talk. Um, I'm going to call the meeting to order and I will do so by asking Rebecca to read our equity statement. In Asheville City Schools, we are committed to equity and anti-racist policies for all students and staff to learn and thrive. We recognize that our positions come with power, responsibility, and public service for the entire ACS community. We will model our commitment to equity through our practices and decisions. During this meeting, we invite pause if harm takes place, a moment to name the harm, and space to practice repair. Thank you, Rebecca. Um, all members of the board are present, and so I declare a quorum. Um I am seeking a motion to amend our agenda. We are going to move uh item 2.2 the fiscal year 27 budget discussion to next

002week and we do not need closed session. So those are the two things that'll be removed. Just to say um to anyone listening, the reason for moving the budget discussion to next week is we wouldn't we're not going to be voting on it until February anyway. And there are further discussions amongst the three parties about um clarifications to language and it just seems appropriate for us not to look at language tonight that may be approved improved upon by the end of the week. And so we'll pick it up next week with maybe a a better product to look at or not a better product but a a more clarified product. Um so anyway that with 2.2 being removed and close session being removed. Is there a motion to approve the agenda? >> Motion to approve

003as amended. >> Second. >> Thanks. All those in favor? >> I. >> Any opposed? >> The uh amended agenda is approved unanimously. So, at this time, I'm going to turn it over to Kathleen OA for perspective. Just to remind everyone, we've been working with Kathleen as part of the um broader strategic plan that this district is doing under Maggie's leadership. Kathleen was with the board in September when we worked on a mission statement. Um, as you all know, a vision statement is also being worked on. That one started with student leaders. And this third piece is the core values. And Kathleen is back with us um to work on this tonight. So, with that, I'll turn it over to Kathleen. >> Oh, green light. Okay, I get it. Um, and if I I'm not used

004to using a microphone, so if I use it wrong, please give me feedback and remind me to use it right. Anything you wanted to start with, Maggie? Um, I just want to thank the board. I know you've had a busy schedule, but you took time over the holidays to complete some pre-work so we can move forward um with this work today um as expeditiously as possible. Um but also making sure we do have good discussion and we have an opportunity for agreement on these core values which are a very critical piece of getting our strategic plan set finalized. It helps us provide it helps the it helps give guard rails to the work that we do. So as we are making decisions on operational or implementation we can look at these core values and the

005vision and mission statement and say is this in line with these values? if that is not in line, we're like, okay, it's not in line with the values that our board has. So, we know it's not going to be something they would agree with. So, these are really important and critical so that as we move forward with strategic plan and then implementation of initiatives and projects going forward that we can always refer back to these and check our alignment to make sure that we're moving forward in a way that the board would be supportive of. Um and then also as we report to the board, we would want to be intentional and say, so let's say um like stakeholder input is a core value that the board may say they agree to. Um so we

006would know before we bring something to the board for approval, we would want to make sure that we have gathered stakeholder feedback in an authentic and meaningful way and then share that with the board so that we don't bring you something for approval and then you're like, well, what did the stakeholders say? and we're like, "Oh, we have to go back and so it really helps us on the front end to make sure that we're doing all the pieces that we need to do so that we're ready to present the board with information and recommendations that are in line with the values of the board. Thank you." So, and and I'm going to give you a phrase for what Maggie just described because I've done most of the work I do is strategic planning, which

007means doing mission, vision, values happens a lot. The plan is a whole another animal. But because mission, vision, and values feel and in some ways are somewhat intangible, it feels like blah blah blah or fluff. And the truth is when you use them on a regular basis as a filter through which to make decisions they become a decision makingaking framework and they can be meaningful and relevant and it's easy to not use them. I don't recommend that but it happens. And so as you go through this process, we'll bring that up and I have a model that we can look at together um that kind of helps bring it to life instead of it feeling like what I call words in the air. So with that in just a a brief mini intro of me,

008I I don't think I shared this with you all before, but my background when I lived in Mesa, Arizona was the director of a preschool program for kids with special needs. And that was in the late 80s, early 90s where we did integrated, we integrated what was then called typical kids into our program. So we had PT, OT, speech, art, therapy, music, and then we had typical kids come in and both populations benefited from that enrichment. And so I um I did that work for about 12 years and it and I have a lot of family members who are educators and so I never shared that with my background. It's like I do more than strategic planning. I mean, I have a different frame of reference and so I love working with educators. That's the

009down beat. Okay, enough said. So, our purpose is to help you tonight identify your core values and to come up with actions and behaviors that articulate how you will live them so they don't be words in the air. So, it's like how will we recognize that? How will we know? And what do we already know? And so that's part of the agenda and I'll go through the agenda next. Um, but I think someone used the phrase guard rails and I use the phrase touchstones. These values are like touchston to help you get back on track because it's very well you know you know the wide range of things that come at you. And it's like well how do we think about that? And so, as Maggie said, you just kind of use the values and

010the mission as a filter until you've got your vision and then you use that too. So, the agenda, I'm going to run through it really quickly and you'll notice I put time slots um so that we can help each other stay on track. And the pre-work, the intention with the pre-work is, have you heard the phrase crock-pot thinkers and microwave thinkers? So there are a lot of people who are crockpot thinkers, meaning they need a little more time to gather their thoughts so they can give you their best insights. I do pre-work for everything now for that very reason so people can simmer on it and think, okay, what do I really think about this? So that we can hit the ground running when we get into the room because microwave thinkers, they'll tell you

011what to think in the drop of a hat. So with that and we build in a little bit in the session but not as much as some people might prefer. So welcome opening remarks that's already happened. I'm giving you context. I'm reviewing the agenda. Then you all will do a very brief intro that's content related. So it's not fluffed. It's based on the pre-work and we'll do an opening conversation about this values topic. Then the board's values review because you also did the second half was about the board values and we'll do a review of that and a recap and you'll get into pairs and share some information and we'll record things. Then we'll do the whole group sensemaking which is to take a look at and really think about these values and identify them

012and hone in on them. Hone in on the ones that really matter to you all that you really think are the priority values. Um, we'll give you a little five minute mini break and then this is where the rubber meets the road, which is to say, okay, what do we mean by these values? How will we know when they're happening? How will we know when they're not happening? What do we And we'll see. Um, my recommendation is you think in terms of three to five, but you get to do what you want. I mean, if there's a sixth one that everyone's got juice for, then you got to have six. So, but you do not want a laundry list of values. Um, so you'll do small group work. The presentations are sort of in um

013really fast. You're just going to read the way you completed the sentence. Then we'll have a closing conversation and I we will fill in the final value statement. So, does anyone have questions about how we'll be spending our time? In the interest of time and tracking it, I would like to know if there's anyone who'd be willing to be the timekeeper, which is why I put the clock times up here. You will. Bless you. Okay, good. And so, you now know. And in the timekeeper's job is to let us know when we have just about five minutes left on an agenda item because then it's like, okay, we gotta wrap it up. Thank you. That's wonderful. Okay. So, before we do intros, I already put the questions up here. I'm going to ask you to

014share your name, your three personal values that you did in the pre-work, and I'm going to give you a tent, a name tent. I know you have name plates, which is a beautiful thing, but I'm going to give you a name tent and ask you to put those three personal values on it like this. I just picked words. um and put them by your name plate as when you introduce yourself. So, take a minute. I'm going to give you each tent. These take one. Pass them around. >> From your pre-work, your pre-work should have your three, >> but it was three to five. But we were given up to five in the pre-work, right? Oh, yeah. No, you in your pre-work, you could do five. I'm asking you to boil down to three. >> I

015am. >> Okay. >> It doesn't mean you It doesn't mean you'll forget about the other two. >> Hot pot needs a hot second. >> You get to take a hot second. So, take a marker. You all Did I put >> Everyone should have a marker. >> I was keeping. Is anyone missing a marker? There should be one for everyone. Good. And there's more up here if you all need them. So, just record three of your top personal values on that tent and then turn it. And when you introduce yourself, that can be the way you end your introduction. It's not often that I have a scented marker stuck under my Oh, and remember the mic is on. words. Coming into the home stretch. We're coming into the home stretch. just your three values with a

016marker. Easy to read. Good. And so, who would be willing to be the first person to introduce themselves? And you get to decide if you want to go to the right or the left from there forward. Thank you, Lisa. Is it Liza or Lisa? >> It's Liza, but I respond to a lot of different things. >> That's true. >> Um, so what what do we just our name >> probably right in front of it. Your name, your three personal values, and then just put your name tent facing out. >> Okay. I I had a really hard time with this. Um, but my three are integrity, empathy, and creativity. >> Thank you. And then just put it next to your name plate so everyone can see it. >> Thank you. >> Yeah. Thank you. >> To

017the right or the left? >> Left, please. >> And my work purpose, integity, gratitude. >> Thank you. >> I am Rebecca and mine are excellence, belonging, and kindness. >> Thank you. Uh Pepia Sabbo uh mine um uh striking out education and children which are really the top ones. Um inclusivity, integrity, and choice. >> Thank you, >> Maggie Ferman. And my three were reflective, accountable, and kindness. >> Thank you, >> George. My three were purpose, creativity, and beauty. >> Jesse Warren, mine is honesty, respect, and fairness. >> Thank you. >> And I am Sarah and mine were kindness, respectfulness, and purpose. >> Thank you. So having heard all of those, what stood out to you as you listened to all these values getting shared. Kindness and purpose both came up multiple times >> as well as

018integrity. >> Integrity. Mhm. >> I I wasn't surprised by anyone's. I was like, as everyone was sharing, I was like, "Yeah, that makes that makes sense." >> Good. >> Jesse, what were yours again? Will you show them? I can't see them. >> Honesty, respect, fairness. You all kind of answered this one, but which one just from where you're sitting, which one was either the same as yours or similar to yours? >> And which which value? >> Yeah. >> Integrity. I found it interesting. I thought people's choices also reflected their location. >> You know, you can see how ended up got the two creative people here. So, we got the >> military. >> Oh, that commercial dog. >> I'm a social worker. So, yeah. Yeah. >> What if anything surprised you >> that we all did

019it? >> Kudos. Kudos all around. >> Who would be willing to share a story about how one of your personal values actually played out for you any time in your life? I go for it. Uh being in the military, fairness played a big part because in order to the military it's all about well it used to be all about uh uh it's about how fair you are and as you go up the rank you have to you have to understand people and you have to be fair with whoever I mean military is teamwork and if you're not fair with one person that would throw off the team a little bit more. So throughout my military career, fairness was one thing that I always make sure I put in place when I'm with a unit or

020trying to get people together and that's fairness. >> Is there an example you can share with us of when you had to do it? You had to be fair. >> Uh well, I take that back. My son, I sent him to ISS when I was a teacher because that was fairness. >> Anybody else have a story of when one of your values played out when you know you tapped into it? >> Um, well, for me, integrity is sort of critical to my work um and to my sense of self. And in in my work, it it can be really difficult to confess to three judges standing in front of you that you've made a mistake when you're standing at a podium presenting an oral argument to three judges who are firing questions at you. And

021I have had to open an oral argument with, "Your honors, I want to begin by confessing that I missed something." Uh, only once or twice. Thank you. But, um, I had to do that. That was hard. And then I think that's translated a lot into my personal life. I'm pretty quick to say, "My bad. Sorry. I want to be clear." So, >> thank you. Thank you. Anyone else? >> This is not a command performance. >> Not so much a story, but I've I've got this sterling silver ring on my right ring finger that I've worn since probably before college long time. and it's be the change you wish to see in the world and that's that's integrity to me. >> Thank you. I would love to share that for me the first two hang together

022which is excellence and belonging and I think that in the work that I do I've worked in child abuse prevention and now I work in financial empowerment work um and that discovering that now like especially as I support and mentor and supervise others that the two without each other don't bring about what our clients deserve is what I've noticed. So there's excellence that isn't inviting and it feels unkind to a certain degree. It can feel exclusive. It can feel like it keeps people out. Um but that excellence in serving is what people deserve. And doing it in a way that everybody feels connected to each other is actually increases the excellence. I think as a young professional I didn't get how those two hung together and I feel a lot of gratitude for how they

023interplay. >> Appreciate it. I if I can um creativity a way it's played out recently was um at the theater where I work post hurricane in the in like the immediate weeks after the hurricane uh we were located downtown and so had some services recognizing that lots of folks around us did not have certain services and um it was it was a team of people thinking creatively about how can we um open our face in a way that's safe, inviting, um, welcoming, um, recognizing the the, um, grief that people were living into. Uh, I mean, it's it so happens that it's a theater, so people are kind of naturally creative anyway, but that was definitely a space where creativity rose to the top. >> Thank you. Thank you all. Anyone else? >> Great. So, what

024are some examples of key behaviors that demonstrate one of the values you've heard so far? And it might be one that you've heard a story about. Either way, examples of key behaviors of a value you've heard mentioned. Um I want to uplift um Amy. You're talking about integrity um and you asking for behaviors, right? Um and I really appreciate Amy naming that like sometimes it's about um I guess the behavior is kind of a a negative space behavior as a meaning like undefensiveness is is a behavior, right? not becoming not throwing up um armor, taking armor off is I think is a deep part of integrity. >> Thank you. Yeah. What's another example that occurs to you when you think of one of the values you've heard mentioned so far? >> Just kind of reflecting

025on my own list of values here. Um and I like what Rebecca said, reflectiveness and accountability for me go together. And as I work with my staff, people are going to make mistakes. We're humans. We're all gonna not be perfect. Um, so when I work with my staff members or a team member and they've made a mistake, I there's never any chastising and telling them this is awful. Is that it's okay, let's talk about what happened, what led up to that. So helping them be reflective. Um, but at the end of the day, they're accountable for a role and a responsibility. Um, and you get to a point where like here's my expectation. Here's what that means. here's how you have to be accountable for that. So when I work with my staff, I think

026that comes through those values. >> Thank you. Yeah. Any others come to mind? We don't need to run this into the ground, but it's just helpful to kind of say, so what are some behaviors? Because that's one of the activities you'll be doing. What are because to behavioralize a value isn't I don't think second nature to a lot of us. I was thinking I really appreciated the pre-work because it was somewhat simple to go through that list and pick oh all of them and then bring it down but then this behaviors or actions it was easy for me to get overly broad as opposed to to more specific and like to push for that. Yes. But thinking about this word belonging, which I think is really important to our district and I'm going to bring

027up again later, but that like what does I think I know what it feels like, but what do you do to actively behave in your value of belonging and realizing that like it's this both seeking out of people where I think we'll have shared interest or likemindedness, but also difference. So there's different perspectives and realizing that too much of either could limit that sense of belonging and it's not an easy thing to actually do like it can be vulnerable to go seeking belonging. So I value it but the behavior behind it was was pretty interesting to take some time to figure out. >> Thank you. Yeah. So new question. What's an example of a behavior that was contradictory to a stated value that you've experienced? I don't mean you did it. You've you just noticed

028it. It was like, "Oh, they were saying this, but they did this." It's a behavior that really didn't mirror the stated value. I could say fairness. I can I don't think everybody is fair 100% all of the time. And I can see that even everywhere we go in everything that we do in life it could be some will get 52% one will get 49%. Um because of people not fair 24/7 to everybody. Some people um you will give some more than you would others. You will recommend some than others. Um fairness is um especially the higher you get. You might not have went through that whole fairness understanding with everybody that you work with or dealt with. Um it's here. It's everywhere. Um, I mean, you can see it, people know it. Um, people talk

029about it, but there's not much people can do if, uh, you are the one that's not being fair to. You just sometimes just have to just decide that what's more important to me is my job or bring it up and try to uh discuss and talk about it. So fairness is something that a lot of people just don't take uh 100% throughout today for 100 people. I mean 100% through life. >> Thank you. Yeah. Anyone else? >> Yeah, I will speak just on beha on about kind of generally the way government bodies operate. Um, often they will say we will say that we're transparent that we believe in open and honest communication and then uh what you hear from leaders is not open and honest, not transparent. And uh we I think we really try

030hard um and I know that we have proclaimed that as a board of a as a value and I think that it's just it can be very hard to be open and transparent when what you have to say is not good news or you know not what people want to hear. Um, and so I've just witnessed in various government contexts a lack of transparency and honest communication. The one of the best examples was from the previous superintendent who sat up here and said things that were just flatout not true. Um, and so um, that was hard to hear and frustrating. >> Thank you. >> We can agree on that. That was really challenging. Yeah, that makes sense. So when that happens, what's the impact on relationships when that contradiction occurs? >> Trust. >> Again, lack

031of trust erodess trust. Yeah. >> There's no relationship. people would not be people won't come to you, they won't talk to you. They'll walk right by you without saying good morning, >> good afternoon, how you doing, how's life, but they walk further down, they'll say it to someone else. So, it's >> I mean, I also think there's a um siloing happens and real isolation happens. Well, I'm making an assumption that you'd rather that didn't happen with y'all. And so with that, um, you gave some time and attention to jotting down some board values based on the pre-work. And so, we're going to turn to that now and tap into the thought that because I know thought and time went into that. Um, I'm going to invite you all to um just get in pairs so

032you can be where you are. So, two two two and um just share with your partner what you wrote on your pre-work sheet for board values and the related actions and behaviors. So, just take turns sharing that. Let's see. >> Oh, and let me include the task and then come up with between the two of you because you will be sharing your the values you came up with the three top values you think the board should hold true to. So, in the course of your conversation of sharing what you put down, I think you >> I just went through all this stuff today. I might copy off but I think I need to Okay. Start with this. >> So do you have fairness? >> I I looked at the list. I didn't know resources got

033modern behavior discussing areas resilience 73 this is not >> okay >> and it seems like >> I can't read what you have underneath that >> I got seven relevant for us >> a shift focus from teacher le instructions to student uh center so but I'm going to use resilience >> and then you know doing well by >> and I'm going to use two of these that I'm not >> Have you seen this? >> I'm going to use empathy and cooperation. >> Do you have you do we want to read what we This is yours. >> So yeah. So this is mine for school boarding. Students feel valued and welcome by adults and students. >> And then like >> transition started where do I feel this? I feel it every kind of what I wanted to

034started to realize. >> Yeah. Like honesty. >> Oh, cool. >> American. >> Well, we don't need books. >> Okay. Okay. Yeah. >> Okay. >> Is any of them the same? Okay, let's >> resilience. Use that one. We have to collaboration. Yeah. Yeah. >> We got to be one of these here. >> We got to have some type of feel. But we have to Okay. So, let's use let's use that one right there. Empathy that takes care of both of these. All of this is in and that's what empathy is all about, right? >> That to me is why belonging at the top. So, for education, what that means to you is >> literacy first, knowledge, competence, perseverance, effort, grit, those are kind of related. and being able to make effective choices. >> So this is

035behavior get an education so they can show up in the world with these skills and abilities. >> Y is excellence educators model high standards by coming to school every day to try their hardest. I think it it sits to me >> to say nothing else >> and that would and that's and that's how we put that's how we use empathy that's what it is >> understanding others feeling compassion Yeah. And that's that's different than >> we just got to pick three out of the >> I thought you wanted us to then. >> So the my number two echoes that I've named it as >> the value of of children >> um providing physical, mental, and emotional safety. >> Yep. >> With opportunities to develop resilience and self- advocacy. So those play off of one another.

036They there's a balance there. You can't create total safety in every aspect without self- advocacy, resilience. Yeah. And work with our communities to make sure that every student arrives at school ready and able to learn, including early childhood education, nutrition, housing, and safety. I I think we fail if we believe that our responsibilities end at the school property line. My third was fun and play. School is a place where everyone educators and families and it's interesting. This is a place I did not list one of my own values. I do enjoy but if I ask the core when I think of >> I finally started to realize >> maybe we need some joy. >> I knew the kids should experience joy at school. My girls at Hall Fletcher they would have this annual event where

037the company that makes the cast soap for Bronner. >> Yes. would show up and this soapy water and their teachers would go down and they would it was so joyful and I thought right >> yes >> I want that I think >> so that stood out to me >> yeah so another thing I mean I wrote effectiveness and then I'm like but integrity but effectiveness but integrity what can work and what can't work versus clarity, honesty, integrity. So, >> two, >> 40. >> Thank you. 40 minutes will do. >> There's push pull. >> There's a push pull between being practical and standing up for what is right. Um, my next one is stability. Yep. >> Students know what to expect when they come to school because traditions and culture are predictable. Students and educators enjoy

038the experience of learning because the structures of school don't change from one year to the next. Kids, especially young children, >> great principles. Okay, we did have some great ones. We weren't there for all the great ones, but we were, you know, I I think there is something when we're talking about children, especially our youngest learners, but even at the high school that there is this space felt mentally where a certain amount of stability >> and this is probably my value that like if it's constantly this year we're doing this, this year we're doing this, this year we're doing this. It feels like whiplash in a way. I don't think create the environment where kids are safe to learn. So I think stability is something I value and like our district value. >> Well, then

039we you know we go back to also not having so much stability that resilience isn't >> push. Yeah, there is a push pull. um with uh I'm thinking about um Eric Ericson's uh seven or eight stages where he has continuities or continuums >> where you don't want to be at one extreme or the other. You know, trust versus mistrust. You should be somewhere in the middle to be able to be judicious with your trust. Um I'm going to skip down to this one. choice. Be the educational experience students and families choose. Provide choices that inspire students and families at every level. Be supportive educational environments that staff would choose. And then this is kind of a tag on support grassroots professional development priorities. >> You say sure. >> Sure. >> But we've got a lot

040of top down >> and I think we're working on it. I mean I think large systems. It's pretty cool. >> Yeah. Many years ago, I advocated for flex time on the PD schedule, and we had a year when um >> take another minute. >> Schools picked out what they wanted to work on. >> That's great. >> So, >> um my last one was kindness. educators and students accept each other for who they are and treat one another with respect and mutual admiration even when they have different kinds of use. I think that this is um a value that I think in our community we a lot of people really see kids and the kindness of children to each other. It's absolutely >> it is it is I think that really belonging and kindness are Besides,

041>> okay, as the timekeeper, I'm just letting everybody know we're about out of time. >> To every family, >> nothing about us. >> We have four >> everyone at the time. >> Four minutes till showtime. >> Secret handshakes. >> So, if we have We have 10 and we want to think about creating our top three. Is it? >> I think belonging is definitely Yes. Um Yeah. Does Does any of this connect as a top value for you? >> Yeah, of course. I think that part of me wants >> does belonging and choice and kindness are they a thing? >> I think we have a different ways of thinking about choice. I mean part of what I think I'm seeing here is uh these the way you've done these they sort of go together that you

042know being inclusive nothing about us without us means like people have the ability to have agency and participate in their own education. >> Um, you know, I we've had this conversation before. I think the word choice gets used in a web way in our culture right now, but what I read here, right, is about I want I think what we're doing I'm hoping is building a culture where teachers choose to work here and families choose to send their kids here because >> Well, that's why I'm thinking of that as belonging. >> Yeah. >> So, I think belonging. Hey Rebecca and Pepe, there's truly two minutes or less. So >> we asked for two minutes. >> 10 minutes ago, but the timer is going off. >> Um well, and when you think about effectiveness versus integrity

043where I have excellence, there is something there around has everybody else picked out their things. I don't >> I mean I would just >> we're looking for where >> not effectiveness and that doesn't >> you were more interested in that push pull and how one fights the other. Is that what was coming up for you? >> No, I don't think I think we're looking You have belonging and inclusivity, maybe belonging and choice. We're we're not the final solution, >> but just to show how that stuff weaves. >> You don't think these go together at all? So, it doesn't look like this. I don't have excellence in here, but I think inclusivity inclusivity. Oh, I see what you're doing. >> Can work to be effective means to do things that will bring about the outcome we

044want, right? >> Maybe. >> I don't I don't think that misses the bullet point like there's just too much there. >> So no effectiveness because the word effectiveness lands on me in what I'm thinking about with excellence means kids and then >> can we make one bullet that just says belonging inclusivity >> I think we're gonna do it this way. It's not perfect, but we're here. >> Sure. >> Belonging, inclusivity. >> Yeah, we'll go first. >> Okay. We started with belonging which is where we had the most connection and a pretty deep level of of sort of where we see that coming together and how it supports student learning. So >> y >> integrity >> you guys already had that is part of >> Yeah. I think >> that led you Uh, inclusivity, creativity. Sorry.

045Sorry. >> It's a good thing. Yeah. Oh. Um, so we sort of stopped having agreement at this point >> and and but a lot of mutual respect. >> Yeah. Yeah. We have lots of agreement, but there's just too many words. So you're saying Yeah. Um, so you're going with self- advocacy. It's like a a a sub bullet point of a sub bullet point of a of a bullet point, but it's standing out. >> Bring it. Um well what I was gonna one where we departed was that I brought up was stability that I don't want you to write it yet because we had different takes on it but the notion of that when there is lots of things changing from year to year. So it's something that I think stands out to me based on

046where we've been. And so I'm not looking to force the group there, but I know when I ran to get this seat, that was what I was telling people I want to bring to our district was some stability, stability and leadership. Things like children go to school and know what to expect. Parents know what to expect. Everything doesn't change every single year. We communicate this way this year. We communicate that way next year. and it feeling sort of overwhelming, but it can, to Pippy's point, it can be on a continuum that leads you away from >> resilience. >> It is stability and resilience. Huh. >> To stagnation, >> right? So, it has a shadow side that that's where But um >> So, what would you >> Oh, it's I'm inclusivity, choice. Um uh but the

047thing is that when I'm explaining choice, it sounds a lot like in inclusivity. And as an early childhood person, um, >> it may make sense that, um, well, one of my things was a this versus this. >> Eric Ericson, I've got effectiveness versus integrity. >> Or if we were looking at um, stagnation versus integrity, that would be the Ericson version. But just that these things, some of our some of our goals are finding the balance between the pushpull the the >> Can we leave you alone for now and see if you can come up with a third one? Okay. I mean, we're going to keep capturing and I think we're going to probably start seeing some check marks, but see if you can get there. >> Um, can I say something about there? Yes. >>

048I mean, I just want to say that it sounds a little bit like consistency >> as opposed to stability. Like there that consistency allows for growth. Anyway, that's all I'm going to say because that's not not mine. But you have to >> um but our justice to me duality and >> discernment. There's so many ways to split it. So, our third one is purpose. >> That's not fun. >> I like it. I like the word consistency. >> Um, I think so. And I don't think >> that was ours. Yeah, I don't think there was one that we needed to check off. I think we put ours first in both all cases. >> Yep. All of our >> Well, we've got that where it's sitting right there. >> Excellent. You're in our If I can't have

049consistency, you can't have choice. >> Oh, goodness gracious. >> Yeah. Yeah, that would be great. Fairness >> flexibility. >> Contortion. >> Or just stick with the ones we've got. >> Yeah, I like the ones we've got >> next to one other one or just leave it. >> Well, you had fun. Um, and >> I did inspiration. >> I did. We had a great conversation. I separate from myself when I thought about the school board and our schools I actually put fun and play which we had a great conversation about. >> The school should be a place of joy. >> Joy. >> Children deserve to experience joy. >> Can we agree on joy? >> We can agree on joy. >> We agreed on joy on joy. >> Oh, you you can agree on joy? >> We

050agree on joy. >> But I think that Sarah's asking the question. Yeah. Yeah. >> So like it's it's the board it's the board values not schools. >> No, but we need to >> we need to make sure that the environments for our students inspire, nurture creativity and result in joy. really curious. >> The work of the board. >> Yeah, that's what that's the way I inter because I would have put joy all day long if it was >> what do we want our students? >> This is about as how do we work as >> what are the core values you want? >> In fact, why do we get good news every month? >> That was where I was head. >> Why every month we get good news to sit in a space of joy and

051reflect on Oh, you didn't put reflect. reflect on on the joy that takes place in our district and it elevates it certainly >> is fair. >> Yeah, >> it was okay. >> What about self-reflection? >> no, I got three values from each pair. >> Integity, >> life is good. >> Yeah, that's right. Yeah. So, I wanted to ask one person who would be willing to just read the list and then we'll just have a brief conversation about this list. Who would be willing to read them through with a little conviction? >> Oh, yeah. We have to >> I nominate George here. So, c can I just can I just say before I do this that um one of the things that's happening in my home these days is one of my my daughter Fern who's

052still at Ashel High now is reading things just from wherever as like slaying poetry and it's hilarious. It is hilarious. All right. So belonging, integrity, resilience, collaboration, inclusivity, creativity, empathy, purpose, joy, beautiful thing. Okay. So anyone can respond to this these questions. What's one value on this list that you would appreciate and welcome the board committing to and to govern by? >> Integrity. >> No, this isn't about agreeing. This is just react. Just your take. What's one value that you would appreciate and welcome the board adopting as something to live by, >> inclusivity, >> purpose, >> collaboration. >> Which one, if any, do you have a reservation about? >> Purpose. belonging. >> Belonging. >> Can I can I add to the list of of ones that we'd like to see the board commit to >>

053or have we moved past that? No turning back. >> Three. Jesse has vetoed it twice. People adding >> I want to hear what you have to say though. >> I mean we're Yeah. >> Question ask your question again >> for the the first question that you asked. Which which of these values would would you like to see the board commit to? >> Yeah. >> Creativity. And >> I would add I think belonging is also important and that's one of >> belonging. I think that's going to be really key. >> Okay. So which one of these values on the board will be hard to uphold when under pressure? >> Joy. collaboration. >> Um actually purpose, >> empathy. Where do you notice or imagine a strong degree of alignment on the board? >> Integrity. and belonging, >>

054resilience. >> Yeah, I think >> What did you say, Jesse? I'm sorry. And then what' you say? >> Collaboration. Okay. >> I think inclusivity is is a um a struggle point to find that balance. I don't think there's consensus on belonging as a board value. Um, and I don't think there's consensus on inclusivity maybe as a board value. >> To me, those two go hand in hand. And I I agree. >> Well, we're going to get to that in a few minutes. We're almost there. >> Sorry, I'm not trying to jump ahead. >> Which of these values on the board do you feel like you already live by? resilience. >> You as a board, which ones do you currently live by? I think that um while we sometimes don't have the same version of truth.

055I think that doesn't exclude that we're acting with integrity. Um, if that makes sense. So, I do think this is a board of integrity, though we sometimes disagree on what the facts are. But but we believe we are we are trying all of us to act consistently with what we understand the truth to be and in the right for the right reasons and with transparency. What's the significance of having strong board alignment around values >> so you can make good decisions? So you can make decisions that are consistent with those values. And I think that something that we we have spoken out loud more than once um is that while we may disagree when it comes to decision making and on the the information that we're given um that at the heart of our collective

056decision making is what is best for for kids first and foremost. So I I think integrity is really really strong. >> Why do people want to be on a board? what is their purpose of being on the board? Um we all and people that's coming now joining the board in about a year from now what is their purpose or wants that want to be elective to be on the board what does the board actually do? So what is the purpose of the board that >> right >> if we can answer that question honestly each and every day we here we'll find a purpose we'll find an empathy we'll be creative and we'll follow everything else of the board values >> and in preparation for this session I asked Maggie what is the stated purpose of

057the board and it's three things one's to do the budget do you know Can I don't have >> superintendent >> and supervis >> oh do the superintendent >> superintendent right >> there are actually 50 things approximately in the statute >> oh in the statute I thought >> one of the things that >> I think we have struggled with historically is accountability which is often backwards looking and vision which would be forwardlooking. >> So the last question I asked, I'm going to repeat it if anyone else wants to respond. What's the significance of having strong board alignment around values? And your response was about decision- making, right Amy Ray? >> Yeah. I think I know it's not a board value, but when you posed that question and as we think about it, thank you for bringing

058back to the framework of how we work together, but how we work in community that it's our values for how we work that lead to how these decisions get made. But that somewhere in there is valuing each other's perspective even when we don't agree. I think that's what Liza was getting at that we don't I don't know if it fits into one of these and but I think that that's actually been a lot of our journey is we don't all have to Jesse's point the same purpose but when we come and we have to make hard decisions it's not about coming already having made the decision it's not about sitting down think I already know all the things because I've gone out and gotten my information so I've got my all my answers that we

059actually value listening to each each other because even if the decision is going to end up looking different than maybe what we first thought, when we when we remember that we value each other's perspectives, we can get to places where we all feel more bought in and moving forward together. >> So remember the comments that each other are making now because it's going to show up when you get into the behavior activity. >> Rebecca, I see that as empathy to >> Maggie. Yeah. Um and also a little bit of integrity, >> right? >> Oh, go ahead. >> But I was I was also going to add that the purpose or or why being in alignment with these values feels important as a board. Um kind of the basis level is um twofold. We all I

060mean we're elected so I won't don't say that we're volunteer but this is not our full-time job, right? And so we have a limited amount of time that we can dedicate to this work. And if we are all over here, then are we then are we most efficient with the limited time that we have together and therefore with the time that we need to spend focusing on our our students and our staff, right? I think the other thing is that we as a board probably and Maggie you can speak to this probably take up a lot of time of our staff and so as I mean forgive it forgive me for being kind of basic about this but as just respect for the amount of time and attention that staff have to give to our

061board if we are not in alignment the work that they're doing feels I mean to to go back to the word purpose like the purpose gets diffused so >> so you just oh go ahead I think connected to that. And what I was thinking about also was our alignment is really important because Maggie has to take what we our values are and implement them at the school level and then the staff have to do that. I mean, she has to do that districtwide and so does central office and then that gets down. So, if we're not in alignment, then our then our leadership in central office and at the at the school level doesn't know what to do. Um, yeah. So, >> so you both >> it's really confusing >> and you both have gone

062to my flip question which is what's the likely impact if you don't have alignment and you've just answered that. Yeah. Not good would be the short answer. So now we're going to segue to taking a look at these values and which ones you're willing to commit to and adopt to and uphold. And for that >> is that as we vote and the most votes gets it. >> No, no, we will not be doing any voting. >> So So one by one I'm going to read the value and the question is oh no and this is using thumbs. You've done the thumb thing and I'll post that. Thumb up means I love it or I like it. Thumb sideways means I can live with it. Thumb down means we got to talk more about it. So

063as I read each one and so just theoretically if I read one and everyone's got a thumb up gets a heart. So we'll use our imaginations on that. So yeah. So I want to see thumbs now on belonging. Okay. So what's the reservation? >> My reservation sorry my reservation is not with the word itself or even the value instilled in it. it's that I wonder if it can fit in some of these other values and if we are being asked to come up with a limited number um I feel like belonging is a result of some of the values that we uphold as opposed to the value itself. >> My reservation is that I don't need to feel belonging with the board. I mean, I want to feel aligned, but this is >> Oh, I

064see. >> As a board member, it's just not a value that is important to me um to to serve. I can serve with integrity and empathy and creativity and all of it without necessarily feeling a sense of belonging. >> So, I have to hold my thumb sideways to be able to comment. >> No. Did anybody give it a thumbs up? >> Yeah. Yeah. >> Yeah. Maggie and myself. >> We're just going to go one by one and then if there's more comments that need to be made, we'll invite those. So, integrity. Hey, >> seriously. >> Whoa. resilience. >> Ah, go ahead. >> Sorry. >> No, it's >> I don't apologize. Um, again, I think similar to belonging, I think resilience is a result of certain values. >> I don't know if it needs to be

065a value. It can be a result of >> We can We're going to be coming back to some of these. So, let's just keep going. collaboration. >> Okay. I think it gets a heart. >> No, no, no, no, no, no. We have one. >> Well, he can live with it. He can live with it. >> That means you can live with it and can honor and we'll honor it. >> Yeah. >> Whoa. >> Yeah. I thought it was Yeah. >> total >> inclus. No, this is how you function as a board. inclusivity >> is I question that these values for me they're the values that guide our decisions not how we communicate on any given day. >> No, you're right. It's about how they guide your decision- making. The values that will guide your decision

066making. Yes. And so if I were to ask for more time for public comments so that everybody can be heard, that's not being inclusive of the board, but it is definitely inclusivity. >> Yes. >> Okay. Yes. >> So So which one are we asking for >> right now? We're on inclusivity. >> I'm sorry. I know. >> And I don't think I I didn't ask for thumbs yet. But I'm sorry, I'm trying to >> think distinction >> and I can restate it. These values that you're working on are about what values will you as a board use as you make decisions. What what that reminded me of was Sarah when when you alluded to collaboration not being just within the board but within the the larger community and I I'm thinking of inclusivity in the same

067vein >> what's come with the culture of individuals also I mean um most of my choices depends on people of color and that's how inclusivity would be for me. >> So it will be one of the filters you use for decision- making. >> Yes, >> that's what these are values. What values do you as individuals and as individual members of the school board want to adopt and agree to live by? >> I I almost think these are both. So it's number one, yes, how are we, how is the board functioning with integrity, but it's also like for joy, if the board wants to see joy in our classrooms, you're going to make decisions about curriculum adoption. So would you adopt a curriculum that is very rigid and word by word or would you adopt a

068curriculum that allows a little more open, you know, engagement with students and more group work and, you know, more fun activities where kids are doing hands-on stuff instead of paperwork all day. >> And maybe that that more rigid I'm thinking about direct instruction for early literacy um and the curriculum that we use. Maybe that more rigid allows for an efficiency in part of the day that opens up space for joy in the rest of the day. >> It's not necessarily >> Right. Right. >> Well, I I think that's useful though because I was looking at it differently. So, just I was not thinking about when I said no to belonging or I said this, but I really kind of was like that kind of in between. Um, it was because I I was thinking about

069it just in terms of the values that I bring to this particular work, not the values that I bring to decision- making. Um, um, so yeah. >> Do you want another poll on belonging? >> No, I don't. Let's keep going. We'll see. So now I am asking for thumbs on inclusivity with those clarifying comments with on inclusivity. Okay. Creativity thumbs. Is that sideways or down? >> Come on, Jesse. Oh, okay. Look at Jesse. >> Lay it on us, Jesse. Tell >> us. creativity, >> military. >> He fought me on stability, guys. >> Um, I'm going with how we all It been a year since we all have been here together. We've been I think >> Yes. You were the last one that came. It been a year, correct? >> Uh, yes. >> It started in

070December. >> Yes. So it been it been a little bit over a year and we finally finally we have we are coming together like a board. It took us a year. Can you imagine after this time next year when we have others that's going to be coming on board how long it might take them to join us in order for us to be a board again. So um it's going to be it's going to be rough. We just want to creativity. It's not going to be something that we are going to try to bring the board together. It's going to be something like integrity. It's going to be resilience. It's going to be belonging. It's not going to be creativity. >> We'll keep going because we're going to be coming back. >> Thumbs for empathy.

071Okay, let's hear the reservations for the >> downward thumbs. >> I think I was holding inclusivity and empathy in sort of the way George offered it to me around listening. And I think that empathy by definition means that I can feel what you feel. I don't have sympathy for you. I have empathy for you. And I think my I I I don't know. I think that that word gets weaponized right now in a way that makes it into something it was never meant to be. And I think that our job is to include as many voices to to make sure we're listening to understand, listening to understand diverse perspectives, taking that into account with each other, with our communities. Um, and I worry that the idea of empathy is one that is a order, you

072know, like I I can't empathize with absolutely everybody, but I do have to listen and try to understand. That's on my mind. >> Rebecca, um, I I feel like a broken record to me. I feel like empathy is a result. It's a learned skill from other practices, other values. We can leave it for now. Purpose thumbs. Happy talk to us. >> Um I think that we have um having cross purposes. um we the idea that we're going to have a purpose in any given moment. Um it's it's not really saying like I don't wake up in the morning going aspiring to have a purpose. Um I think that we want all of our students to have goals and aspirations. I would find inspiration more meaningful. But purpose is like the humrum, you know, it's like

073um having the value of obligation or the value of chores. It's just not doesn't do it for me. >> That's is there another way of thinking of purpose? Go ahead. Yeah, cuz I I wake up in the morning and I know my purpose like my my purpose is my vocation and you know my career and where everything comes together in my life. So it's not for me it's not something that I have to seek out. So I'm I think I'm maybe interpreting it. >> It mo motivates you. >> Yeah. Mhm. Well, so I wanted to because this is an interesting word and in terms of the board decision-making process, I don't know if it implies that you need to have a shared purpose. It may. >> Yeah. I mean, I think it I think it

074does imply that we have to have a shared purpose, >> right? And so, >> but I also think that as a board of education, we do by definition have a shared purpose. um which is to in do everything that we can in our decision making to ensure that all of our kids we basically it's the mission right like our purpose is to serve the mission whatever mission statement we come up with >> that our purpose is to serve that mission and any and that is for me way more than any of these other things the driving force that's the true north >> and And I do agree because some people come to this board with a different purpose. They would like to see it destructive instead of working together when they first come on board.

075So we need everyone should have a purpose that is relating to what their job and being on the board is all about instead of bringing in that negative of the reason why they want to be on the board because it won't be because they want to work with us. They want to work against us. When I think about like each each of us as elected board members like we are we are here because we chose to run for a position on the school board. We did that on purpose, you know. We we we had a why, you know, and we we each bring different wise, but I mean, they're I don't think I think they're more alike than they are different. Um, so I think, you know, similar to how we talked about collaboration and

076inclusivity being not just within but also outside of our role as board members. Could I say one other thing about purpose? I know I think I put my thumbs up and I'm not kind of going back down. Um, the ones that so far have hearts to me feel like they're somewhat measurable. Like we could I think purpose to me suddenly feels it's harder to define for me. What if it's funny because I was here but I'm coming up because I think that there is a phenomenon I don't see it so much in our community but there is a real phenomenon of folks who have aspirations outside of education seeking out school board elections as stepping stone to other things and they're not bringing that shared sense of purpose and I think potentially like you're saying

077the reason we want a mission statement The reason we want to clarify these things is so that we have a shared purpose. We will all have other purposes. We wake up and know our purpose, but that then we can also know our share. I suddenly find this as a a really meaningful word for what it is we're doing here. >> Or can we vote on that one again? >> It didn't get a heart. I'm I'm still I'm not seeing accountability up there or fiscal responsibility. I think we have gone for the ones that that inspire us and so there may be a bias in our list. >> I mean, >> well, we got one more. >> I will just say that I I don't I I don't know how you can have a mission statement

078and not have your purpose or something that means that. Maybe it's mission service of mission. You know, you could you could you could describe it slightly differently. In most bylaws for nonprofit organizations, depending on how old they are, it's their purpose and the purpose equates to their mission. >> So, they are interchangeable. >> That has to be our measure. If that's going to be our mission statement, it has to be our measure fundamentally. >> And so, then accountability is is what we do after we've got all these things. I think accountability is within purpose because if you are going to serve the mission, you are also going to have to be accountable. You're going to have to be a good steward. You're going to have to do all those things. Okay. And just to speak

079to the accountability toward the very end of the session in the closing conversation once you have your values and once you've defined them with behaviors and actions one of the questions you won't answer today but you need to answer is how will we hold ourselves accountable to living these values. So it's going to get in there >> the chairable >> well it's a shared responsibility. So, >> and I don't I'm not I'm just saying because one of when you said it, you know, fiscal responsibility is not here, but the word sustainable is one that I don't know if it was on our list. Well, fiscal responsibility is in your purpose as board to do the budget, >> but from the standpoint of a value like and I know because I was this lone figure on

080stability, but like >> like s sustaining like we want to sustain and I think that if that fits in there, if somebody will orient me to it, I welcome it because that when you said that I thought well yeah I mean we're supposed to stick around. Our purpose, our mission, our value is to is to be in it for the long run. >> Let's finish this and come. So, one of the questions I'm going to be asking you once we finish, which we're almost there, is which ones fit inside these other ones. >> Okay. >> And that goes to George's comments. You know, it it ends up being in the mix. So, I do want to hear see thumbs again for purpose just to see if there's much change. Okay, big change with the exception

081of Pepe. So, it's still a bummer. >> It's still not a value that to be voiced. It's it's inherent in whatever our mission or purpose statement is. >> All right. So you you >> So it's a it's a complaint similar to George's things like purpose is a result not a not a value. >> Okay. Last but not least let's see thumbs for joy as a value for decision- making one. What do you got George? Oh you're sideways. Talk to us Sarah. I think we do serious work in our schools and I mess the work of the board. That's my I've been thinking about it since we talked about it. I think we should create joy in our class. I'm all for joy, but I think we have serious work here. There's a lot of It

082feels disingenuous to me >> to say that we're based in joy. That's >> okay. I I agree with that >> because we are talking about core values. >> I mean, joy for me is a a goal in decision making as far like what what we want our schools to look like. But we we do have to grapple with really hard things. >> Okay. And I will say that even though I had my two thumbs up, I completely agree with what you're saying. >> Well, it will fit into one of the others once we get through it. >> It will fit into one of the others. >> Oh, okay. >> So, that you have hearts by are your three core values so far. Integrity, collaboration, inclusivity. When you look at the ones that have an extra

083check mark but not a heart like creativity, does it fit within any of the others? So to me, and I I promise this isn't because Jesse stomped all over my creativity. To me, creativity in decision making overarches inclusivity and collaboration. >> I like that >> creativity can be placed in solid collaboration. You said >> I think it's the other way around. >> No, I think creativity can go into it. Not >> so you're saying creativity is a part of which one? >> Collaboration. And you're saying it's the other way around. >> Creativity is what you bring to to everything >> to collaboration. >> Oh. To collaboration. >> But I think that inclusivity could fall under creativity in decision making in particular because >> Okay. But we already have the hearts. The hearts are settled. >>

084Well, I thought we were supposed to talk about the ones that have a check mark that didn't have a heart. >> Right. But which ones? which like creativity which of the hearted ones does it fit into? I guess my perspective is that inclusivity instead falls under creativity because thinking creatively, making creative decisions includes a multitude of perspectives and thinking in diverse and divergent ways and then ultimately >> collaboratively. It does mean that you're making it. So just know the process you've just been through, you all >> have agreement that these are core values. >> Our question now is you're making a case for this also becoming a core value. >> But I want can I offer a different because I see inclusivity different than I think you're seeing it. Okay. >> Because I think our

085value is inclusivity whether we are creative about getting there or not. >> Does that make sense? I think the value of us being inclusive as decisions and thinking about our community, thinking about does this impact people of color, like how we are inclusive is what we were voting on. And it could be that it takes creativity to get there. But I would be upset if we said inclusivity was totally subsumed under creativity because I would worry that that wasn't clear. Does that make sense? >> It does. I see it differently. >> Yeah. I just to me like inclusivity could either go under collaboration or creativity in my brain. But I I also agreed that integrity, collaboration, and inclusivity are core values. >> So the question though that I'm putting before you is because these are

086settled. >> Yes. >> Those are three core values. And for the ones that don't have hearts, which ones do you see them as being a part like and and I understand the point you're making that it is the an overarching one from where you sit, >> but does it fit within any of the ones that have hearts? The reason why I see creativity into collaboration, collaboration is being with which we spoke about it going with the board um Bunkham County Board is going to some of the other boards and we had to be creativity. We had to be creative in order to let them see the reason why we are we want to collaborate together. We just can't just walk up in there and and and and just do what some people do in the

087United States right now. But we can't just walk in there. But we have to be creative. We have to talk about it. How are we going to walk in there? What we going to say in order to collaborate with the other counties and it's like we're about ready to do probably next month when we go for the um uh what we doing next month? We voted. >> Do you all want to stand? By the way, you've been sitting a long time. >> Well, it's it's cooperation being the funding formula being creativity. We have to find >> Well, I've just recorded that there's one connection there. >> Yeah. I mean, >> go ahead. >> I I have I have I want like to say two things. One, I don't think creativity is necessarily in any of

088those. I think it collaboration can include creativity, but it definitely doesn't have to. someone can come to us and just give us an idea and even with the county like they're coming to us and saying we want a better funding formula. We don't want us have to sweat it every year and so I don't think it's necessarily encompassed within that. Um as far as whether or not I mean and I'm I'm kind of agnostic on whether or not we include it. Um, I I do want to say one other thing and at the risk of upsetting the apple cart. Um, I want to come back to belonging at some point because I do feel like inclusivity is slightly different from belonging. And that belonging, if we're going to think about it, and I was one

089of the ones that was like really close to a down on that one, but if we're going to expand it beyond kind of the way I was initially thinking of it, I like the word belonging. and also it's been a major part of Maggie's tenure and what she's brought to um to the schools here. So, I'm gonna pitch that we reconsider that one because I think it is I think it's different than inclusivity and I even like it better than inclusivity. But that's and I was one of the downers. >> I don't care about creativity. It can come or go. >> We could say the same thing about purpose also. >> Oh, I like purpose. You know, >> I think So in the and it isn't that in publishing your values you're going to use

090the additional words, it's for you to have the shared understanding and this like we'll take pictures of this so you'll remember the conversation. I I don't know where this is going to land, but if you only end up with three core values and you have this, you now have a sense of the relationship that each of you see between them. I'd like to talk about resilience for a moment. Um, resilience came out of a phrase on here provide physical, mental, and emotional safety with opportunities to develop resilience and self- advocacy. Having thinking about environments that create resilience, grit is a term that like Outwardbound would use for that. Um, but resilience also for our school district and for our community. Maybe we've used that word too much over the past year, but as far as

091like economic stability, um, uh, stability of families, stability of our community and our financial stability. Resilience for me includes all that. Not that it needs to be a core value, but just wanted to like express some of that. >> So, there's a phrase I use in meetings sometimes that's called ruthless compassion. And when I ask you which one that's not have a heart fits into another, what mostly is happening is people are advocating for a different one to have a heart. >> Oh, no. I mean, not not in that instance. Oh, not not with resilience. >> No, not I'm not I'm not talking about adding it to a core value. Oh, >> but just so that we we look at that. >> I mean, you're you're saying here are three and then we also want

092to understand these other ones. >> Yes. Yes. >> Good. >> Can do you mind if we go back to creativity because I know we kind of jump away from that. As someone who has it written on my thing, um I It's funny. I actually am somewhat agnostic about it as well. And I also want to advocate for it doesn't have to be a value, but for how we as a um small fairly progressive public school system and board in a state that continues to devalue public education. um in a state that does not um put their money m where their mouth is in terms of their advocacy for education. And if we are not thinking creatively, not just as a board, but as an entire community, then I I worry about the viability of us

093as a district um and public schools in in totality given given where we are in the beginning of 2026. So I'm not again similar to Amy and I'm it's number two on my thing. I can I'm agnostic about whether it's a value but similar to what Pepy's saying about resilience is I I want us to remember this conversation, >> right? And we have in the way that Jesse's been talking about us as a board beginning to come together and and mesh in the our starting our second year like we have the ability in this space to think about how we can do things differently to best serve our children and our families and that often means creative thinking. I'm going to um take a chance and do a recap to see if I have the

094right understanding. I'm going backwards and saying it sounds to me like you all are okay with joy, purpose, and empathy not being core values. >> Well, I'm not >> Oh, so purpose is still debatable. Well, I don't think per I was gonna say I don't think purpose is in any of the others. So, I just want to make that point. >> Okay. Can >> Oh, so you could see a connection with purpose and integrity. And folks, I'm just chiming in. It is five minutes to the real time left. >> Yeah, >> maybe joy in belonging. >> So, there was one request to go through the thumb activity with belonging again after whoever requested that made comment. It seems somebody will that you wanted to revisit belonging. >> Yeah, but >> I'm good with that. >>

095I don't know if anybody else wants to revisit belonging. >> I don't know that it's so much that I I want to know why we would have both belonging and inclusivity. >> Yeah, I I >> how would both because I feel like they're shades of each other part of this. >> No, I'm not. I'm just asking. >> But in your shared understanding, >> there's one or the other. >> You're just settling on one word over another, but you know they're connected. >> Yeah. I just hate the word inclusivity. That's my problem. Oh, okay. I mean, I just think it's not an effective word. >> Okay. >> Yeah. I >> because I'm not sure what I mean, >> not enjoy. >> Inclusivity is a word is just an that's just an awkward word. >> Wait, I

096got mine off the list. >> I didn't think I did. >> It's all right. But the list is not >> Yeah. >> So, so yeah. So, anyway, I personally would like to have us choose belonging over inclusivity as between those two choices that I think encompass a lot of this. Um, but I can >> so that that's what's more central to this is having the shared understanding of what you mean and you are having a good healthy dialogue of what you mean. >> Yes. Well, you're going to be attaching behaviors and actions that will demonstrate that value, which is another way of defining what you mean. And that's part of why we're doing it because values tend to be a little amorphous and a little intangible. It's like, so how will we know it when

097we see it? How will we recognize it? And how will we embody it as a decision- making body? >> I missed it. >> I said that sounds very creative. >> Is there a downside to having integrity, inclusivity, belonging, and collaboration? The four as four values. >> No, there's >> we get charged 33 and a third percent. >> No, you can have another value. The range I recommend is three to five. So you've got three, you're good. And if you want to do thumbs again on another one, you may. But you can stick with the three knowing that there are relationships between the ones that don't have hearts with the ones that do have hearts. >> I'd like to request a recount on creativity. Jesse, >> you gave me I gave you purpose. >> I gave

098you purpose. >> I don't think you should be both belonging and inclusivity. I think those are too close. So if we go with inclusivity, that's >> I'm gonna offer this to sort of >> Okay. Yeah. Good. Yeah. And for the purposes of this, we're sticking with those terms. And yeah, there might be a better word for inclusivity. >> There's not >> tangent. I'm going to give you a tangent right now. There's a wonderful thing called Word Hippo. Does anybody know it? >> Yeah. Well, Word Hippo is like the source, but we're not we're not going down that rabbit hole right now. So, are we sticking with the three hearts and going forward? >> Yes, >> I think so. >> Nice work, y'all. >> Okay, I think we might get a five minute break. >> Have

099we earned that? Five minute break. Y >> five minutes. >> Sarah, I'm going to start my phone for the timer on that one. Christian. First name. Okay. Okay. I like that. Are you so We know you overink. No, I'll I Sorry. Go ahead. I'm going to get No, I'm not an actor. Not This was great. >> It was She should sit down. >> Yes. One question. We were actually doing collaboration. >> We were actually doing collaboration. >> You were behavior of collaboration. over here. Okay. I didn't see Okay. As the ACS board, we commit to governing together by upholding the value of intent. We will demonstrate and live this value by making decisions in a respectful and transparent way, by acknowledging mistakes and working to repair harm. by making decisions that support the achievement of

100our wait support the achievement of our vision and mission and by honoring collective decisions. microphone. >> Microphone So looking at the three values and the behaviors and actions, are there any friendly amendments to any of them? Anything you'd want to add or modify? See, I'm just glad we didn't have any joy in the way we did this. >> No joy. >> I am noticing some similarities. Maybe it's because Rebecca and I spent so much time coming up with the right language about distilling options to possible solutions. Um but I see a lot of broader language under the the value of inclusivity. Yeah. It's my recommendation that it get more specific. So in in your guide is it's something people can see and hear like how will you know it's welcoming? Welcoming is a lovely thing

101of course, but what would an example or two be of what you will do to be welcoming? >> Yeah. More specific is almost always better. >> The seek out multiple perspectives and opportunities has some similarity to me in the top one for inclusivity about um recognizing and considering all voices. These are positive overlaps. Anything else you're noticing? I don't mean to derail anything. I think that though with the exercise we did to say which of these fit under so we're not losing and that now that we've done that exercise I'm I'm seeing how I think potentially we want to collaborate with inclusivity um and that's okay you know that that but that they hang together in a way maybe we didn't realize when we were first >> this picture of this flip chart will be

102in your documentation because there's no words to really say what you all said to each other, >> "Did you mean that we want to collaborate with inclusivity and integrity, >> can't hurt, might help." >> It's a good point. So I congratulate you and um which well some of these questions may have your answer may be all of them and that's quite fine but which one of these gives you a sense of pride to have identified it and adopted it >> definitely the inclusivity >> and there's no right or wrong answers to this. This is just what moves you. >> I really really like distilling options to possible solutions because I think that's what a good board does. Lots of things to consider and we're solutionoriented and there's more than one possible solution. Anyway, I just

103really like that. you're here. >> Anything else that just kind of feels really satisfying >> for integrity about decisions that support the achievement of our vision and mission >> and one that people is going to have a hard time with is find the wisdom in each in each voice. That's I think we have a we did as a board might have had a problem with that but I think we are finding right now that wisdom I think we found it tonight that the wisdom that we all have it and it's coming out in each one of our voices. >> Which one of these feels to you like the biggest stretch for you all to live by? collaboration, honoring collective decisions. What difference will it make when you as you begin to govern using these values

104as a filter? Yeah. What's your imagination about what difference it will make when you start using these values as a as a filter for decision making? >> I mean I I think as long as they remain present. So there's two ways this goes. One is you kind of do this and it's in the back of your head somewhere, but it's not really all that present in front of you. But if these are values that we have in front of us, particularly as we wrestle with really difficult decisions like when we made the middle school decision that was just painful. Um, you know, I think that as long as long as they are present, then they will be a good something to a touchstone that we can put our eyes on and recall and just check

105ourselves. It's like a checklist that you can go down. Am I being this? Am I being collaborative? Am I being inclusive? Am I acting with integrity? Am I making decisions with integrity? Um, and so I I I think it's less like I I kind of think we've all been trying to do these things because we're a good nice board like who wants to do good things, but I like that it gives us kind of a checklist just to think about and make sure. But only if it's in front of us because I'll forget them. >> Well, and I will share with you toward the end of what other groups have done to do that. I call it operationalizing it. Yeah. How do you think these values will help you balance the competing demands that you're

106always faced with for doing oversight, community expectations, and student outcomes? Like, how might these help you with all of that? So just keeping them in front of you. I mean you I see you're nodding your head. Sarah, are you >> Well, the question was how might they help you balance those competing things? And you're saying all of them will as long as you keep them in front of you or what? I was thinking communicating after a decision's made as well >> and saying like here's the what we have agreed to as a board. Here's a really tough decision that had to be made. You know, we see we suck out multiple perspectives. We took all these ideas and we distilled and looked for possible solutions. So I think it really helps communicating after the fact

107as well anybody else. So what are some early ideas you might have about how you will hold each other accountable to living these values? This is another conversation for you all, but just top of mind having done this whole activity. >> I think keeping them visible and in practice. Um, similar to the idea of reading our equity statement. Um, just remembering to to honor these as values that we've agreed upon. And to add to it, if we uh continue with the courageous conversation that we have and we put that right beside this right here, they should be going hand in hand. >> One should support the other and the other should support the other one. >> Yes. >> And we talking about the compass, the four agreement, the sixth condition. all of that should be

108and as I'm looking at it, it seemed like it does it does support what we are trying to do within this district. >> So, what are possible next steps that you want to take to operationalize them? Okay. I would say that Maggie makes the best like handy dandy looking graphics. And so, you know, I would I would ask her potentially if everybody else agrees to, you know, kind of put together some picture for us um schematic that that we can have in front of us that will remind us of these these agreements and values. And I like the idea of us having the protocol on one side, the values agreements on the other. Like all it's sort of our one one place. Leave them. Leave them up there for us. >> Laminate it. Laminate them

109and put them up there. >> Little placemat >> for our laptops. >> But I've got a place or can we hang them up here in the flag? >> Yeah, a little flag. And just a tip, when I heard you read the equity statement tonight, >> I know you all listen to it and you might just followed up by what words in that statement stood out to you tonight because it generally varies. You know, it's the same statement, but sometimes it's like, oh, well, that word captured me tonight to help you really connect to it. And the same will be true for these. So it doesn't get peruncter, you know, and so I'm happy to share some other ideas about that. So what well actually I'm going to give you a chance to fill out a

110feedback form and then we'll have just two more closing questions. And in the meantime, I'll be filling out something to post. Sounds close. Okay, thank you for doing that. I'm going to post a final closing statement for you all to read in unison and that will be the close with just one more thing after that that's fast. Mhm. >> Yeah. As city school board and superintendent, we commit to govern together in ways that respect our shared values of collaboration, inclusivity, integrity. These values will guide how we make decision, engage community, and hold ourselves accountable, especially in moments of disagreement or pressure. Sound good? >> Imagine one. >> Thank you, Kathleen. >> Thank you. Thank you, Kathleen. Thank you. >> Oh, yeah. >> So, I know I'm gonna just before Kathleen gets really in the cleanup

111mode, and I know KJ's doing her thing. Um, but I wanted to take a moment before we resume work, um, we all received notice today of the death of a student and so I just wanted us to have a moment of silence. um so that the board can grieve with the students family and friends and classmates and the staff that knows that student. So we'll have a moment of silence. Thank you. Um at this time we will turn to uh student releases and Miss Pchade is with us. Good evening board. Um what you have before you are the releases that I received in December. Um these are um continuations. um they are just late getting their releases in to us. This is not for the 26 27. It's still for the 25 26. So Ten,

112when we see the word continued placement, as opposed to something like dual language program, is there a point where everybody switches to continued placement once they've been away from us? >> It depends on what the parent checks >> the original on the phone on the D form. like they could have started out in the dual language program, but because they've been with the program for two or three years or a year, they just check continued placement. >> So, what we see here is based on what the parent has selected and nothing. >> Yes. >> Is there a significance to the highlighted line? >> No, that's just the stopping point for me. That was for me. And come February, we will start on the 26 27. >> Do you anticipate this is basically the complete list?

113Then since we're pretty close, we're now in January. >> It should have been completed in June. >> Well, but we know that's not how students. However, we could see some more come March or April. It depends on how Bunkham is pushing their students to complete it. Okay. >> Question. Didn't we say that we're going to start something like this, Maggie? Um, >> didn't we say what? >> Did we talk about this about starting a dual enrollment in city school? >> That's one thing I think we'll look at during strategic planning. >> Okay. Any other questions? >> Thank you guys. >> Next on the agenda is um the board calendar um just to be clear because then following that is the school calendar. Next thing is the board calendar. >> Yeah. So um on the attachment

114I went um through the school calendar so you could see how our board meetings overlay with the school um year. Um so there are pink number with the pink outline um for you to look at and consider. And I think in there um was my so those are all tenative September we have that break um for the first Monday. So, do we want to move it to the second and third Monday or use a Tuesday knowing that if we back it up, that's a really short turnaround between September and October meetings. So, that was a point where I wanted your input before really finalizing what that decision. And then the board retreats you'll see are tentatively scheduled for September 17th and March 18th. So, if those dates still look good, um, just those that September

115one was really the big one where I was not sure what the board would want. >> And it and thank you, Maggie, for that explanation. And board members, you're going to have plenty of time to comment, but I need to add one other September meeting to the mix that's not even reflected here. And I'm going to let Rebecca explain this is um what this has to do with is how, in Rebecca's word, the cadence of the board's work over the course of a calendar year. One of our duties, as we've talked about, is um Maggie's evaluation and her sort of annual contract review and all of that. And it's looked different, not different, but the it's just been the timing has been a little different each year. So, Rebecca has spent some time looking at

116that and has some thoughts to share with you that could impact the September calendar. So, I'm going to turn it over to Rebecca. >> Yeah. Oddly enough, one of the things that we were that Sarah and I have talked with Maggie about and have had input here as well is how to get a a whole a system in place for doing the evaluation where it's lining up in all the ways that we want. And so thinking about it, it it actually ended up of all years putting us in where the proposal is to do extra meetings in September when there's a Monday holiday. So, I'm going to echo um Maggie's request that maybe we we still keep it towards the front of the month so that we're not pushing out because what it would look

117like is a regular meeting, a work session, then the retreat on the 17th. The retreat will be the place we get the data on student achievement progress. We get to see kind of where our district has gone and what has how far our district has come. And what we want to be able to do is have that tea up a process where board members on their own time start working on an evaluation tool for Dr. Ferman, one that's rooted in strategic plan aims um and how our district is doing. And then this is we'd be looking to schedule an additional closed session. My proposal is something like September 24th which is one week after the um retreat where we would come together to work on consensus scoring. So rather than everyone sharing seven different scores

118if we have wide range it gives us an opportunity to listen and value inclusivity and collaboration and how we think about what what product we put forward that will be most useful to Dr. Furman in the district and then we give that to her so that by the time of the October work session, we're ready to finalize goals and do contract voting at the regular meeting in October. But it adds more work in September of all months. And just to clarify, I we're not tonight is not the time we're going to discuss what that looks like. There'll be we're going to get more discussion about that. I'm not short um trying to forest conversation about that. I only wanted you all to hear that Rebecca and I have talked because of our experience last year

119that we just didn't feel like we um were intentional enough about what we were doing. And so we do see the superintendent evaluation having another meeting probably in September. So I think for tonight's purposes knowing that what exactly that means is still to be determined. I just needed y'all to know that. Okay. Thank you. So, one way we could do September is Tuesday the 8th for a work session and Monday the 14th. We have some precedent for doing that and it would keep us with more time for doing um evaluation activities. >> I would suggest that we do the September work session on the 31st. >> Work session of what? >> Of August. August September. So what's >> and then take it two weeks till the board meeting because I'm just okay I'm not I'm

120open to hearing people's ideas but we could have one if you did the 31st rather than have two meetings the week of the 14th you could then have one a week. I'm just trying to if we are interested in that, we could do some other things. >> I'm I'm in favor of of keeping our meetings to Mondays whenever possible. Um I like the idea of doing the September work session on August 31st given that there are five Mondays in August. Um, and then I just wanted to ask, so the the proposal for September then I see that the 17th has the pink numbers and pink outline, but also the 24th is proposed. >> Not necessarily. To Sarah's point, it's a TBD. It would be just a closed session where we would come together to do

121um personnel. >> 17th is the half-day retreat. >> Okay. >> Could get scheduled at a different time. It doesn't have to be. >> You could do it on the 24th, for example, to spread it out. >> That's what then it gives everyone a week to work on it, but that can be decided later, but we as opposed to loading meetings towards the end of the month knowing that Sarah and I were thinking of coming and saying, could we have one additional close session in September so that by the October work session, we're moving forward with contract and Maggie's goals? >> I got a question. Hey, can you guys put this on paper and then send it to us >> and then >> we'll talk about it >> and then we'll talk about it. Yeah. >>

122So, if all we want to think about right now, >> talk about Yes. all of this the evaluation everything else because >> Yeah. So, >> because I feel that the evaluation is more important at the retreat instead of having something else in place of it. >> There's nothing else in place of it. We're having the retreat and the retreat what what we tried to do last year was the evaluation at the retreat. We didn't have everybody. It was the end of a long day. Everything felt a little and we got data but we'd already evaluated the superintendent and those were out of order. So, we're looking to flip that. >> Okay. That's what I want. But if you put it on paper and send it to us, I can see it more clear. >> Sure.

123>> I can send it right now. And one of the constraints is that by law we can't approve an extension of the superintendent's contract between election day and the seating of new board members. So that's the reason to go ahead and have that be something that we can um review and uh in October. >> Right. A lot what what I've learned from talking to other school boards is a lot of boards do it in July because they don't have meetings. Um and so we talked about that we could do it in July and you vote on it in August because superintendent contracts run until June 30th. I think the issue was we don't get the the way we've set ourselves up with these two halfyear retreats and it's really important and that's when Maggie brings

124us information is we were so where I mean I don't I don't think we want to go any later than September and then be talking with Maggie about that in October. I think we're saying the same thing. >> Yeah. Yeah. Yeah. Yeah. >> A lot of boards do this in July and August >> and we could do September 10th. I mean, we could shift the date of the retreat to September 10th if that was something that Maggie was comfortable with. Um, or the 24th. >> Is there issue? Do you think it's Is there any issue? Is the 31st an issue? I mean, if that helps >> No, I'm fine with that. I appreciate you noticed that there's five Mondays in August because it doesn't limit the amount of time between a typical month, but then

125to the point of if the retreat was during was on the 10th, I don't know what preparation goes in because the retreat what we've realized the retreat is focused on KPIs and data and I don't want to make assumptions about how much time the staff needs to prepare. >> Um, it kind of relies on when all the data gets released. So that's why later in September is a little better for those. Usually for like early September is when they send out the data, the final data, >> the data will still be embargoed on the 10th potentially. >> Okay. And so is it better for the 24th to be the retreat date based on that or is the 17th still comfortable? >> I think 17th is fine. So what I'm hearing just to for Monday as

126we balance all the different solutions if we're on the Mondays for regular the work session would be on the 31st and then the board meeting would be on the 14th. We need the 17th for the retreat because we can't really move it up earlier and have good data. So we'd be just having a week off of meetings and then we come back and have two meetings in that week. Just making sure people are under. And that's what it shows. >> You'd have two weeks, right? >> And then you'd have >> and then we'd have a close session on the >> Yeah. the week after. >> Yeah. I mean, it's it's either that or do it on the 8th, but then I mean, it's still somewhat arbitrary from my perspective. The 31st is fine. >> Yeah,

127I think we're in agreement on that. The question >> I mean 28th might be good for the work session for October. >> You mean September? >> No, I mean October. The September the 28th >> for the work session for October. I think that we're we're looking at already having like a September heavy >> Okay. >> Plus, it's just easier for people like me to know that it's the first weird. >> Yeah. I just frown on those work days, those optional work days that uh um this is a a personal thing that I can't spend with my kid because I'm focused on the school board, but that's okay. >> Yeah, it's it's >> it's no never mind. >> My kid will be busy anyway. So, >> can we put this on paper? Can we just squash

128it, put it on paper, and we get back to it? >> Yep. I'll make the adjustments to the calendar and bring it back on um next Monday. >> Well, and not needing I mean is if that's the only change. I'll just make that change and put it on the consent agenda if that's >> Yeah. That we're going with the 31st. That's the only change we're talking about right now is choosing the 31st for the work session. Yep. a week off, no meetings, and the regular session. So, that will be the change is that we're gonna have more time between our work session, right, and our regular session that we normally would. >> No, no, she put it right in and send it to us. >> I'm talking about the evaluation. >> Yeah. >> Okay. All

129right. >> Got it. >> So, okay. Just saying this one last time. We're all agreed. 31st of August will be the work session through September and there will not be any board meetings the week of September 7th and then there are two meetings the week of the 14th. The board meeting on the 14th and the half day retreat on the 17th. We're all good on that. >> Just the idea of having two meetings that are going to be very data heavy. Um, could it could we potentially move the retreat to the 24th? >> I think the difficulty, if I'm understanding correctly, is we we want to get the evaluation done hopefully before the J the October meetings um the October work session because we got to work on Maggie's contract in October and finalize it.

130So, I feel like in as much as I'd like to push things off further, I I think we are kind of on a time crunch. Unless somebody wants to correct me if I'm wrong. I think you're right. >> My my thinking is just that like potentially we could do the half-day retreat on September 24th and then we need to add an additional close session. Could we do that for the October 5th meeting? That's the date by which Maggie was supposed to have time to create draft goals based on receiving the so that by so that we can vote at the following meeting. >> So a week to move to the 12th and 19th of October. >> Yes. >> Y >> I mean we're just we're just trying all of us are trying to find some

131room. Um >> I mean I'd rather keep to the first and second that keeps our >> I understand that I do. Yeah. >> I I think um this is just me thinking about this out loud. If the concern is the 14th and the 17th are the same week, we could move it to making this up, but the half day retreat could be Tuesday. 22, but we still need a closed work session that week. I'm not I'm not sure I'd get us out of two meetings in a week. That's all I wanted to say. >> Is that a concern? Let's just ask. Is it a concern that we have two meetings? >> I mean, nobody loves it, but I >> um >> it's one's at night and day. Yeah, I guess I would be in favor

132of moving the 17th to the 22nd given that we have that there's an optional workday the day prior. I just think spreading them out a little bit at that crazy time of year would be favorable. >> Then we still have to have a closed discussion. >> Yeah, we still need one more time to gather >> and a week between is not enough time for that is what I'm understanding. >> It's on the 22nd have to be the 29th which just cuts into the time that you have with the product but that's >> or it could be Monday the 28th. the 22nd and the 28th. Maggie, would it be difficult to move the retreat to the 22nd? >> Uh, no. I mean, that for us is is not a problem to move it to that date.

133Um, but I think it would be difficult for me then to kind of respond and but be ready for the fifth to have goals drafted. Could we do the retreat on the 21st >> on the optional work day? >> Uhuh. >> And then >> yeah, and later that week have the close session again is executive session. It's just us. >> Okay. >> Two hours >> and it it doesn't have to be during the day. >> Oh, we could have it we could have it in the evening. Okay. Yeah, that would be better on my end. >> So, just saying what I think I'm hearing. Work session is August 31st. >> No meetings the week of the 7th. The regular board meeting would be the 14th. Monday the 21st would be the half day retreat. And

134then sometime later that week, let's just call it a Thursday evening to be determined, we would have our executive session >> and that would be on the 24th, right? >> To to respect staff that may want to take that 21st off. Does it make a difference to you, Maggie, if it's the 21st or the 22nd? >> Um, if it is the 21st, like my executive cabinet wouldn't be able to take that day off. Okay. >> It's an optional Yeah, they have the It's an optional work day for them. >> We don't want to Yeah. use their the day that they would take off. >> So, the 22nd. >> The 22nd. >> Does that work for you, Eliza? >> Yeah. >> And then would we look if we do the 22nd, we would be looking at

135maybe the evening of the 28th. >> 24th. So just from 22nd to 24th. So that means each of us has to be in the position >> to quickly >> time on the 22nd >> 2nd 23rd. >> 23rd. Yeah. >> The 23rd and 24th. We've given what we've done is shrink our time >> and I'm okay with that. That doesn't that's fine with me. Just as long as we're all clear. That's what we'll have done. >> You need a deadline. Okay then. >> I'm not working ahead. I got deadlines. Okay. Work session August 31st. No meetings the week of October 7th. September, excuse me, September. Um, no meetings the week of September 7th. We would have our regular board meeting on September 14th. Our half-day retreat would be Tuesday the 22nd and to be determined, but

136you might anticipate a 5:00 pm executive session meeting on the 24th. and more to come about that. >> And are we okay doing the retreats in the morning? Does that work best for everyone? >> Does that work best for you, Liza? >> Afternoon would be better. But I I know >> I'm totally fine with afternoon if you guys want to do that. >> I could do >> flexible for us. Just whatever works. >> So were we usually >> 8 to 12 or it would be like >> 12 to 4. >> I can do 12 to 4. With enough prep, I can arrange it. Thank you. >> I I would like for you to be there. I know you've got short ones that you're with during the mornings. >> Yeah. >> All right. We got a

137few. Um the next agenda item is um they've asked to use some additional facilities as polling locations. Um oh, and Dr. Dunin is out with the flu. Sorry. >> So, I'm going through all of her stuff. Um so, we looked at the school calendar in order to accommodate that. At this point, we felt like it would be best to not have students in the building on that day. Um, so the only change to that calendar would be um to switch an optional workday from October 26th to election day, which is November 3rd. That will change a little bit of our grading kind of timelines, but we can adjust that accordingly. That way, we didn't have to look at making up another day or building hours in somewhere else. it just seemed like the least disruptive.

138>> So the optional workday that is shown on the 20 six would become November 3rd. >> And it's it has been a thing that on the presidential election day we always have election day off. Do we need to do anything for the primaries or are they okay? >> So what we're looking at Maggie would be the amended count. >> Yes. >> So and would we be we're voting on this next week then? So any questions from board members about this? >> N good with it. >> Okay. Can just to clarify, can the board of education calendar as we discussed it and this go on a consent agenda? We good with that? >> Yes. >> All right. >> Yeah. And does it make sense as we move forward with the annual calendars to put the board

139meeting dates on or is that too far ahead of time? >> Um, it's not a problem. It just sometimes clutters the calendar. >> Yes. All right. Contracts. >> Um, contracts andus. >> Got a few things. Does anybody else have anything? >> Okay. Um, one of the things that I noticed was on the uh, emerges healthcare staffing, they have an optin on attachment C that can be activated by a simple email saying, "Hey, we want to opt in to use Sunburst." And I can see the potential of confusion where you wind up with um somebody opting in or maybe staff deliberately opting in and we wind up um if that is engaged then all of our other staffing contracts we are required to fold them under emerges according to the contract. And so I'm just wondering

140if we can strike attachment C and if we go that route bring it back to the board for approval because I think that would potentially have a large financial impact. >> I'm not sure I'm following you. >> Which one are we talking about? >> Attachment C. Um I sent an email. That's the first link. Okay. Um, so we're looking for filling two positions that we desperately want to fill and it's it's a great opportunity to work with a new vendor. they have an extra um service where they have a dashboard and if we opt into using the dashboard the Sunburst MSP then we are supposed to notify all of these other suppliers like Bunkham County Mayheck and potentially others that their contracts are now subservient to Emergis and all of their staffing needs to go

141through Emerges according to what I am reading in um uh with attachment C and the related stuff. So I'm just suggesting that we ask to strike attachment C. Do you is it makes sense just to look into that? >> Uh yeah, I can look into that. >> Okay. >> It seems like something. It's a weird kind of thing. Yeah. Um, I was just curious about whether we've gotten another responsive bidder on the Republic Services waste and recycling. Um, >> no, they didn't. >> It's the current vendor and we didn't get another response to the RFP. So, >> Oh, okay. It there was an RFP number. Um and so um are the the prices that are there are they for a month of a container or it some of the numbers looked really high having rented

142a container before and I just don't know what we're looking at. So maybe somebody can just get back to us on that or not. Um, further down there were two things about um, uh, concessions. One is a Pepsi Cola bottling company of Hankree contract. And I noticed that the vendor in response to that RFP um had put in a handwritten note that um it also requires compliance at AMS, but they had just written that in there. And right now the Asheville High principal is responsible for enforcing it. And it's a very large I mean it's it covers everything including what PTO's can serve and any other organizations can serve. Um and it includes $15,000 one-time payment for five years of maintenance and repairs on athletic uh scoreboard signage. and it kind of looks like they're

143getting a two for one deal. And this may also apply to what we do at Asheville Middle School. And I just want to make sure we all know if you know, is the $15,000 enough to take care of scoreboards and signage at both schools? Um, and so you can do you want me to point out the handwritten note or No, >> I think uh just to clarify this is a contract to us for information only and you've asked several questions and I think it's appropriate and and you sent us a long email with the questions that we pass those along to Maggie for information and they can get back to us if they think we need to know more. But I don't the board is not going to take action on this. the board. It

144has already been it's a contract that's already been signed, but because there's a clawback clause and if we do not faithfully execute the agreement, they can take all their money back. Um, it makes sense to do our due diligence upfront and just make sure we're not going to be clawed back on because we hate clawbacks. that that contract was initiated by the high school principal, >> right? >> And fully um discussed with the athletic director and the high school principal. And as far as I know, they're satisfied with the terms of the contract because they help design it. So, >> yes, the vendor actually wrote in that it also applies to Asheville Middle School. That's the thing that that's one of the things that caught my attention. >> Where is that? Um, one moment >>

145because it it was made expressly clear that the cafeterias are left out of this >> right >> page 13. >> Yes. Um, it is page 13 of 38 in the PDF. included in this payment is the guarantee of all Asheville Middle concessions. And so I think it might just be something that >> Did he mean Asheville High? >> I think it meant Asheville High. As far as I know, Asheville Middle is not involved in this process, but we could certainly double check that. >> Okay. It just stood out to me. >> Thank you for catching that. It also includes all beverage service supplies like coffee stirs and lids and cups >> that have to be ordered through the Pepsi vending machine rep. >> So it just seemed very expansive consider. So, as long as everybody

146knows what we're agreeing to and we're all on board. >> Any other questions for members? >> Are we comfortable? Well, let me go back and say for the marriages healthcare staff, we're going to get a bit more back on that. Um, and that's fine. We can deal with that one. Republic Services of North Carolina. Are we okay with that one being agenda? anything on policies for secondary. >> I consent agenda. I would like to hear a little bit more about the um the new section on grading in 3400 um for kindergarten through 2 grade and why the cuto off is at third grade and just hear from the superintendent how that how this all fits together. >> Yep. That's um this the state actually mandates how the grading is done K3 and then up to

147the next or K2 and then up to the next grades. Um and then the teachers gave input that they it used to be graded on a one two three for those um primary grades and they've asked for a little more gradation on how to assign grades. So those updated one two three four came from input from the staff. Can can you tell us a little bit about the difference between the one and the two and and how you expect that to be implemented? >> Yeah. So, as teachers take grades and are looking at student work that's been turned in or they're assessing students, they're uh reviewing it as compared to the state standards. So, they're making that determination based on what the student did, what the standard says, and determining as a teacher they, you

148know, whether this meets the standard or not, doesn't meet. And that's the that's really teacher driven. >> And for uh students who may have um developmental delays or um u other um uh things that keep them from uh performing as as other members of their class. There's some latitude between the one and the two. Is it an effort based? Um, no, nothing's effort-based. Um, it is then students who have special needs, whether they have a 504 or an IEP, have accommodations written into their um, supporting documentation and those accommodations are written to help level the playing field so that the teacher can then put those accommodations in place so that when they're grading, they know that they've already given those accommodations. So, at that point, the student should be on a level playing field with

149every other student. Okay. >> Thank you. As far as um uh giving Fs for attendance, um I thought that was going to come up today. Where does that fit into um into this grading policy? So the FF for grades um is that students can there's a very clear definition and between an FF failing a student solely for attendance versus failing a student for attendance and not completing work. So there's where that differentiation is. >> I'm I'm not seeing the failing of attendance only in this >> because we don't fail for attendance only. >> Okay, that's what I was looking for. Thank you very much. >> May I ask about another policy? Um, I wanted to ask about uh policy 4120. Um, on page three, section 6. Um, it reads, "The student is considered a child

150with a disability by the general statutes and the North Carolina policies governing services for children with disabilities, and the child was a enrolled in the school system on the last day of school for the 20067 school year." And then further down reads 2007 2007 to 8. is that >> so that's for students that would be paying tuition. So that's an exemption for students that we would be enrolled paying tuition for. >> Well, I'm curious why it reads 2006 to 7 though. Like >> that's what's always been in the policy. There's no change with that. >> Do we have any students who were enrolled in 2006? Yeah, the only changes that we've changed in this policy were updated um notes at the bottom. >> Okay. So, let's just carry over the kind of thing that this

151we would ask SBA like the entity that does this. I >> mean, when you think about the voluminous nature of these, it could be that they've just slipped through the cracks. Yeah, those and so I don't because I I think that would be where we would go is however we uplift through that entity to say can you check on this and just confirm this is what you mean to have because otherwise it would just come back to us whenever there's a >> change. Thank you. >> Uh yes. >> Okay. Okay. Um, I would ask that on the uh webpage development uh page, we've got the title of the homepage, but not the link in text. And it may be appropriate to have the text, the actual URL on that. It says right now Uh the

152school system has established its system website online at and it says the title of the page home Asheville City Schools District. Um when I you would expect a URL to be listed and there is it is linked to a URL but I'm just wondering if a copy is printed. That's a rather minor thing. Um, and then I guess, uh, you know, at some point I want us to have the discussion about, um, out of district fees and whether that helps or hurts us. And I know tonight's not the night, but it's, you know, part of uh, 41:30. That's it for me. questions and comments. Um, but I believe I'm hearing everybody is okay with the understanding there may be more changes to the last one we spoke about. But what's actually before us everybody's okay

153to consent agenda for approval? Um, there are three. I guess there's more than three, but there's some information only policies. Certainly, if you all have questions about those, you could send those on. Um I >> Is there anything else? >> I did notice in that that there's a great deal of space um for assignment areas, which we don't really use >> on uh 4150. see information only and so it just doesn't seem to match up with what we actually do in that section A assignment areas. But that's, you know, that's just what's in the boiler plate. I don't think it's necessarily important to change unless we just really want to reflect what we do. Um, I want to honor that it's been a long meeting. We did a lot. first day of five day work.

154>> There is not a close session. Um, they're printed in the agenda again next week for our board meeting. There's no dismissal coming up. Sarah, I apologize for interrupting. I don't want to bring it up for discussion, but I just want to acknowledge that the 7503 teleworking policy comes to us, I believe, through collaboration from the meet confer collaborate group and want to say thank you for, you know, I I I actually love the idea of it just cruising through and us saying this is what we do. We we things come together, the decisions get made, we like them and they they go on first read and we just watch and go through. But I also just feel like acknowledging the moment um and thank you for the work on all sides to to do

155that together. >> Fairly momentous really. >> Yeah. Well done. Okay. Is there to? >> So moved. >> Second. >> All in favor? >> I opposed. Great. Thanks everybody. See you next week. Okay, do not forget