School Board Work Session 05/19/2025

001Camera happens. Good evening everybody. I call this work session of the new Kent County School Board May 19th, 2025 to order. Miss Davis, if you please call roll. Mr. Pagano, present. Miss Kuna, present. Mr. Dumbroski, present. Mr. B, present. Mr. Roner, present. That all members present accounted for rise to the pledge of allegiance please. I aliance to the flag of the United States of America and to the republic for which it stands, one nation under God, indivisible with liberty and justice for all. All right, everybody. By my count, we've got about eight items to discuss. Um, just kind of a framework here. About 15 minutes an item puts us at two hours. So, let's see if we can get through some of these things. The first one is is mine. Um, the vote of consideration

002protocol that we voted into place. I just kind of want to button that up a little bit. And so, my suggestion is to add two things to that protocol. One is that whatever board member puts forward um their request or their policy change or whatever it may be that they actually attach the relevant policies and code to that request etc. so that the rest of us don't have to try to dig up what AFA is and 3G59 and and all these other references so that we all have them handle handy. Um and then the other thing is that you know to provide sort of a a detailed plan of of action steps if you will for the board to consider. You know the idea behind it is I don't like this policy. Here's why I

003think it should change. the policy is attached and here's what I think those changes should be so that we have concrete things to discuss so that we can make headway on an item instead of sort of having this blue sky idea that nobody really knows what direction we're going in or what um you know the board member is trying to change or accomplish. So uh I'm going to revisit those one more time. What I would suggest and what I want us to consider is adding sort of two more if you will prongs to the voter consideration protocol. One is attaching the policies of the code sections or or whatever it is that we we are referencing and the second one is providing sort of a plan of action. you know, what is it that the

004board member wants to see done specifically? Whether that's the change in policy, whether that's the incorporation of something specific in the curriculum, like say what it is so that we have an idea of how we move forward with whatever that particular thing is presented by the board member. So, open discussion. Um, Mr. Chair, please. With the general plan of action, you're looking for something I mean general. You're not looking for a specific this is exactly what I want to do, but just more of a my thought is if we're going to come to the board with an idea before we put a lot of time and effort into crafting it and finalizing our thoughts, it's more or less bringing it before the board with a general outline of what we would like to do to

005see that the board overall has a consensus on yes, this is something we would be interested in moving forward with. So, let's um Yes, please move forward and we will give it consideration once we have all the details. Does that make sense? It does make sense and and I think you raised that same exact point last time and it's a valid point which is why we're going to do all of this work if the board says no. Right. I completely understand that. But I but I think we have to have I'm not necessarily sure general is the right word but we have to have something to you know with some teeth in it to decide yes we want to take a further look into that go ahead and do step number two and come back

006with the detailed plan of action if you will versus just just you know here's my idea right it's got to be something more than that so that we have an an idea or direction as to what it is that the board member is asking the rest of us to do andor asking admin administration to do, right? And then I think if we say I think you're right. I think if we say, okay, with that framework, the basic framework, yes, this is something we want to move forward with, then we're putting it on an agenda and now you got to come with all your details and we hash all that out, right? I think I think that makes sense. And and I think to your point earlier, these items have to be action actionable. Correct. um

007they and we may change them, but the ones that are presented need to be actionable. I think it's a great word, Mr. Chair. Please. Um I think quite the opposite and I hear what you're saying and that that does make sense in theory, but if if I have changes I want to make. Um I think it would be better for me to come with this the details very specific details which will give us I think a clear runway instead of trying to trying to put the pieces together to make something at least hey this is exactly what I would like to see and how I would change it if it were just me and then go from there to give us and I think in doing that we'll be able to avoid a lot of

008time and discussion And um the only thing that may be added or amended to that would be things that perhaps if I put it together that I may have missed in framing my idea and you see and you go hey but I like that but you need to add this rather than talk in generals. I I think we should come with a very specific action plan um that we've you know this I've I've read this I put some time into it. I've thought about it. This is what we need to do and be very specific about it. And then from there we can, you know, pull pieces out, put pieces in, but at least we've got, you know, a solid I mean, I I also think that's a valid point and I don't disagree because

009the the goal is to either get it off our agenda or get it on our agenda so we can do something with it, right? We don't necessarily want to be in a position where it's, hey, the first meet, the sec, the third, the fourth time and we're still talking about this thing. That's not the idea, right? The idea is to to to move it forward. But I also think, Ron, to a degree, it depends on the subject matter. I was going to say, right, if it's a policy change and we want it to say X instead of Z, then then yeah, I fully expect that a board member would come with a specific, man, we need to change it and make it say this, right? No more crop tops for girls. And that's a simple

010change, right? U I think it's a maybe a little bit more complicated when we're and I still want the detail but when we're saying hey let's let's do something with communism and curriculum and establish a day and adopt this resolution and all these pieces and parts that maybe the board member can't get into the minutia because we need feedback you know from other people if the board decides to move forward with it. So, I think maybe it depends on the subject matter, but I do think most of the things we're dealing with, we should, you know, as much as you can come prepared and have it as detailed as you can so that we're fasttracking these things. We're either killing it or we're moving forward with it. And I agree with that. I thank you

011for that. And yeah, so it would be um this is old policy and here here's my recommended policy and the details and why I feel that way or what I see that may help the system down the road. Mr. Chair, I I want to u piggyback on what you said and I I was going to say the same thing and it really depends on the topic. if it's a matter of a a policy that needs to be changed or something in the policy that we're going to look at to possibly revise. But sometimes it might be something that yes, it has to tie into a policy, but it's it's broader. Maybe it's something that you want to let's say we want to introduce something related to the social studies curriculum. Now, we don't write the

012curriculum. We we don't we don't decide how that topic is going to be covered. That's administration. and teachers. But as a board, if we decide this is important for us as a board and we want to push this as an initiative and now we, you know, it's up to administration and the teachers to uh come up with the plan of how they're going to implement that, it's it takes a little more conversation um and more discussion. And so I'm not going to come with this really detailed proposal uh when I haven't even gotten your feedback and everyone else's because it might be a mute point. I might be outvoted and it's not going to be pushed forward. I hear what you're saying and I I agree to some degree. But um the point is I

013think we have come what has happened to us before just looking looking at our history. we we we tend to talk in circles about the same thing and and as as the chairman said it it it moves itself out five generations of meetings and we still haven't done anything. So my point is what however the thing looks or what the mechanism is to get there. That's why I thought if we had more specifics then we could break those down. Yeah. rather than having a general conversation which doesn't public purview as well. Yeah. And it doesn't and I hear what you're saying. You can't not everything's going to fit into the box and it's going to be if we're if this is something very new uh or something that we desire as a board, but I

014would rather bring you something if it were me to make the change and you say, you know, um I appreciate that, but I don't know what you're thinking about or that doesn't that doesn't really fit. rather than not have specifics. But I I I hear what you're saying. I agree, like I said, to some degree. So, Mr. Chair, please going back to the proposal for the resolution to make November 7th victims of communism memorial day. In my head, it was my understanding that we were supposed to bring it forward as a matter of consideration so as to I guess obtain board permission to utilize Dr. Nichols time or anybody else in administration who may be involved just as a way so that we're all on the same page so that you know what I'm doing.

015It wasn't a matter I anticipated or expected to be brought for approval on that night. It was just this is something I'm looking into and may I have permission, the board's approval, authorization to move forward with utilizing Dr. Nichols and maybe Ross Miller's time and digging into this deeper. And so I feel like I didn't express that or clarify that, but that was my purpose is because it was in my head that that was what we needed to do. I think I think you perfectly described it because I think if you would have I wasn't clear on what you were right doing or saying or try to put us forward if you would have I think said that then I think we could have said all right do we want to do that or not

016and we could have had a vote on that night and you could have got a go ahead or a don't go ahead right right so I think it's a matter of you know the ideas are good but we've got to say all right what what is the action step what do you want us to do now right instead of just again this kind of this blue sky idea we're just having an open discussion We're not going anywhere. Right. Right. Just having a target, so to speak. All right. So, um, that's almost 15 minutes on topic one, believe it or not. Anybody have have any, uh, information, any feedback, any comments? Anybody have an objection to either one of those two additions to the protocol to to clear it up for us? Okay, great. So number

017two or 2B rather is also me schoolboard budget aotment. So shouldn't we vote? There's not a vote but we can put it on as an action item in a minute. Yeah. Um actually if you want to make that motion saying um Mr. Chairman I move that uh we add an action item to vote on the suggested amendments to Mr. Rhymer has the motion. Is there a second? Second, Mr. Vaugh has a second. Miss Davis, please pull the board. Let's see. Mr. Ryer, I Mr. Vaugh. Hi, Mr. Dumbroski. Sorry. Can you please restate exactly what we're voting on? Um, I'll restate. We're voting on to a to approve the amendments that uh the chairman has suggested to the consideration protocol. Mr. Rhyr, because there's no action item, you have to amend the agenda. Yeah. And then

018we'll vote we'll have we'll have action item at the end. I think that was the intended motion, but please re Mr. Rymer, please restate your motion for the record. I move that we amend the the agenda to add a vote to approve the amendments that the chairman has proposed to the vote to the consideration protocol. Second norms and protocols and Mr. Va second. Miss Davis please pull the board. Mr. Rhiner I. Mr. B. I. Mr. Dumbroski. I. Miss Kuna. I. Mr. Pagano. I. Right. So the motion passes. The agenda is amended. We have added an action item that will come up later on this evening. Record. Clear before. Okay, we're just making sure they order. That's okay. Record clear. Okay, great. All right, moving on. 2B, schoolboard budget aotment. So, um, this came to me

019two different ways. Number one is sort of trying to figure out what each of us has as a resource to do our continuing legal education and some other things that you know the board members are a required to do and b are enjoying doing and getting educated. Um and then also just as a budget item in general from from another discussion. Quite honestly, when I asked Haney for this, I thought our number was a little small, believe it or not. I thought it was in the $6,000 range, but that's a pretty good number. Um, I think it gives us the flexibility to do a few things. And here's what I would propose, and it's just a starter. It's open for discussion. Number one is that the five of us agree on a number that is

020allotted to each of us for our annual continuing legal education classes and books and so on. Um, and I'm just going to start by saying $750 per person. Okay, so I think that's $3750 or something like that out of the total above. There is at least historically part of this is travel, which we don't do, is hotel, which we don't do, and it's meals, which we don't do. Um, so I'm not a huge fan of that. Uh, and what I would propose is that we consider establishing uh two things. one perhaps a schoolboard scholarship or two maybe one for academics, one for athletics that we honor a student with who's going on to higher education. Um, and then number three would be, and this could be a rotating thing, but we make um some type

021of annual donation or maybe semianual donation to support uh athletics teams at the various schools. Um, so you know, for example, $1,000 this year to the high school soccer or $1,000 this year to the girls field hockey or something like that, but it's the school board allocating those resources back that we're not using and really have no other purpose for. And my understanding is, you know, the athletic departments specifically could really use the the support and the assistance. Um, so I open the floor. Those are just my ideas. Mr. Chair, please. The only problem I have with that is that sometimes there are travel expenses depending on where a conference is or a workshop perhaps that we may want to attend. Um, and then we're limiting ourselves to the possibilities. Usually it's in Richmond or

022it's in Williamsburg. Uh, but for example, there's one coming up which I'm interested in attending. Luckily, it's through a scholarship. I know that Miss Tomsky is looking and it's in Cincinnati, Ohio. Now, that's going to be paid for because they're going to pay it. They're going to pay where they It's was it a scholarship or a Yeah. But there could be something in the future where maybe one of us and you know the chair or someone else may want to attend something and and so if we established a scholarship I think it's a great idea but I think if we if we don't allow some for travel possibly we're limiting ourselves as a board of professional you know again open discussion my ideas are not the ideas it's everybody's ideas okay so what I'm hearing

023is at least the way that I would frame it is maybe we take a certain percentage of that and set it aside and hold it as discretionary funds so that if something pops up or there's something out of the ordinary or there's some other expense that that we don't foresee we have a discretionary amount of money that we could apply to that if we decided that's what we want I have a slightly different view on this um is there any reason to suppose we can't meet our legal requirements with uh conferences and seminars in the area that do not require travel. Mr. Chair, you don't have information, please. Just open discussion. Um I think what Helena may have been referring to as far as travel expenses is uh sometimes when we've gone downtown, there's um

024well, the gas and parking. Um not that I mean, we're very central to a lot of these things where we do not stay overnight. Um, as far as um, obtaining our legal requirements in training, my understanding is the only thing we are legally required to do is the FOYA and FOYA training which is done online and it's every other year. Otherwise, when I look at the policy regarding schoolboard member inservice activities, which is essentially professional development, I don't see anything that says you have to have this number of hours. So, it's really left up to us to determine how much we how much time we can invest in obtaining these. And there are those that cost and those that don't. Um, so, so we don't legally even have to do this. So, that Thank you.

025Um, I think we're small district and a poor district and I don't like spending money this way when I think it could go somewhere else. That's, you know, that's my view. So, are you saying you don't support spending money on any kind of professional development training? No, that's not what I said. Okay. I was just trying to I said that I'm reluctant to spend money on any professional training which is a slightly different thing. Um I think there should be a budget but I I think it should be frugal. Um and we should weigh what benefited is to the board when we take these things. Um now something about superintendent evaluation that has a clear traceable purpose right um something about budgets could have a clear traceable purpose but I'm a little concerned that you

026know that that this training may not always be useful to the board. Um, and I understand your point and I concur to a degree. I mean, I think with anything that any of us do, there's a reasonleness factor. Um, not picking on the seminar because I don't know anything about it, but Cincinnati, Ohio wouldn't even be on my radar, right? Because it's just something else. But good good news, it's covered, right? So, that that's a great thing. Go enjoy and learn. I wouldn't have but you know, and then exactly that, right? How does it tie back to the board and our goals and what it is that we're doing? Taking a seminar just to take a seminar, you know, we have a budget and you can do it, but I mean I I would just

027ask again, why are we doing it? What's the reasonleness behind it? How is it coming back to the board? How is it benefiting our school district, right? I mean, there are certain seminars out there and we've all been to a couple of them that it was a complete waste of several hours. Yes. Totally. Right. people are just chapping at the gums and we didn't learn anything and we didn't have anything actionable that we could bring back to the board and help us operate better, right? And then you've got theory and then you've got curriculum and then you've got, you know, this person's view who read the book. You know, all that stuff is wonderful and it's it's knowledge, but how is it coming back to us and what are we doing with that? I um

028considering what Heather was able to clarify in terms of policy and the needs or the lack of needs for professional development. um I would say furthers the cause of doing what you had recommended in terms of because if the 3500 is not needed for professional development, you can do it online. Um then my recommendation would be that we would divide that by five and that would be the number you get for whatever you're going to do. And in the event that I do it online and I haven't used 750 and there's something you know you say hey you know um then the consideration would be hey you know I'm willing to yield that for that cause and on a voluntary purpose as far as future. So just to clarify, so in other words, and I

029like the idea, which is whatever the amount of money we agree on, it's pulled, right? If a member doesn't use it all, it can roll over to another member who would like to use it. Yeah, I think that's a great idea. I like it. I like that idea. Um Yeah. And then as far as future travel or whatever else, um I'm, you know, my thought is um if I see something or there's something that I want to attend that's going to be a little more costly, I'll take the stipent and set it aside and take care of that out out of that because it certainly is not you can't make a living there. Um and it may be it may as well be given back because essentially that's you know what what happens. I think

030that's the general idea behind it. Yeah. the majority of those funds is we're serving a civic duty so they're paying us to reimburse us for doing that. Exactly. It's not it's not right salaried income. Exactly. And that's so I like the idea of giving back you know an academic award or you know sports award um you know the girls let's say their uh softball team needs new uniforms or something. Hey you know what this year here you go. or you know if it's the um you know academic award of some sort or you know a student that has excelled and let's recognize them with the scholarship. Not only that from a big picture perspective I think it makes the board look fantastic, right? We're engaged. We're we're giving up some of our benefit to benefit

031the kids. like it it from a PR perspective, which is not the goal here, but from a PR perspective, it looks like the board is engaged and on the level and and contributing. Well, it not only looks like it, we're having that discussion right now. It's it's the reality of who we are and what we're thinking about. Um so I I firmly am am you know tracking with doing that and then taking that number 3500 dividing it and having that pool available and say Helena uh the Cincinnati trip for whatever the reason I don't know what it is either but let's say you needed that I'm not going anywhere. um then it's like hey please go for it you know that'll be good. So are you saying that the scholarship money let's say or the

032annual donation would come from whatever we don't use from that 750 or is that from other funds like travel board services are 2500 and you know yeah so my my sort of my notion is we have 9550 right that's our pool of money we can reframe work how it is here um so for example if it was you know 3750 is 750 bucks a person. If anybody wants to throw out another number, please do that. Um, you know, for the year for your classes. And then let's say we took 1250 and set it aside in a discretionary fund in case there is an unexpected thing or travel expense, right? That's 5,000 bucks. Mhm. So now we've got 4550 left that we decide, all right, you know, a couple thousand dollar to support teams, a couple

033thousand dollars for scholarships, something like that. Sure. So sure if I could just make one clarification. Uh your $2,700 line infrastructure board services that is the cost of board docs. So that would have I was wondering that would that would not be in the correct. Yeah, we can't touch that. Okay. And that's bordoc not the premium version. No. No, seriously. That's what it's called. Uh that's Bordox light. Got it. Well, Bordox is light. And the meal boards. I know Haney was Miss Miss B Morheim was explaining something about the meal board services that category. Um is that like when we have schoolboard events and then buy food or Yeah. So I I pulled the actual the actual actuals actually I did nothing our finance just so we know exactly the um we know exactly how

034much. So for example in 24 when we hosted you guys for the first time um uh after your swearing in piece. So that came after out of out of that fund there. Um to date in 25 we have not touched that line. So the event that we're going to have this week that the board will be involved with team comes out of our HR side of things because it's recognizing employees. So that is not a line um that is used often. Um, so I I think that that is an opportunity. There might be some room there as well. What has traditionally happened to the money if there's anything left over? So our favorite thing to do and our recommendation on the finance side is anything you're not using, put in our contingency, which you know

035is is very I was thinking that was it and I I kind of like that too, but but I I do like Keith's idea as well, but traditionally it's gone into contingency. If Let me just kind of throw this out there. So, if we're if we're saying, and again, I'm not hung up on these numbers, guys, but if we're saying 37.50 for classes, $1250 discretion, 2,700 board docks, that leaves us with $1,850, right? Right. So, even if it was, hey, let's set aside, you know, $500 for some type of food for an event that we may or may not do. Now, we've got, you know, a,000 or 1,200. And even if it's 500 bucks to the band or 500 bucks, then we're doing something. We could do two, right? 500 a piece, right? And this

036is, by the way, this is just sort of a notion that then we can run by Haney and make sure everything fits into I don't know why we would take that. I don't know why we would raise that to 3750. Um, I'm I'm in favor of lowering that even um considering anything and everything that we actually need and are required by policy to have doesn't cost a dime. Um, well, I'm with you, but let's do this. So the one I did in January for new chairman I think was 200 bucks 225 something like that and that's the only thing I've spent money on this year on average. What would you guys say the the typical class or seminar is costing? Well the VSBA like that one in November in Williamsburg is I I believe it's

037325 or 275. So it's not re it's not unreasonable. Let's say $700 two workshops. Let's say at max 350 a piece that's $700, right? And and and that's, you know, that's two. They they charge quite a lot. Now, the webinars, uh, sometimes, you know, like the superintendent valuation one, that was 200. Oh, 180. Okay. Cuz that was I didn't go I was some of them are free and I try to do as many free ones as I can. But that's why I think, you know, okay, 700 I think would be a fair number to have per year. And like and like you said, you do two or three inside of that 700 depending on how you play it. Exactly. Mr. Broski, thoughts. I am a little concerned because I do really appreciate the opportunity to

038be a member of SBAMA as well. I feel like I get a lot of benefits from that. So I believe based on a an email to you is that that 350 membership fee would be deducted from the 750. All right. Is that accurate currently? Yes. Because it is an individual membership and not a board membership. Right. Uh that comes out of the professional development law. That's right. So the other question is is there any concern with utilizing this these funds for scholarship? But was there any legalities around? I think I think we would have to if you guys wanted us to pursue that uh we would we would provide an update to you as far as uh kind of the legalities in the process related to any and all things. But whatever you guys want

039want us to take forward, we're happy to do the research for you and come back and and uh we just we just need a little direction from the board. So yeah, any other comments or input or suggestions? So, why don't we do this? Let me I guess propose a framework and then I will circulate it and we'll just put it in front of Haney and administration and get some feedback to see what it is that we can and can't do. I mean, maybe scholarships is not a thing, but athletic donations or sponsorships is and and vice versa. Um, you know, if anybody has thoughts about the numbers in terms of, you know, the annual allotment, if you will, for classes and webinars and the discretionary amount, um, and just shoot me an email, you know,

040oneonone so I can kind of play with that a little bit and then I'll shoot it to Haney and see if we can get some traction. Sounds good. Thank you, Mr. Chair. I do really appreciate this coming before the board so that we can it's really good to know what we have clarify. Absolutely. All right. Very good. Thank you. Moving on. Uh superintendent evaluation. Miss Kuma. Thank you, Mr. Chair. Um fellow board members, as you know, the school board is is required to evaluate the superintendent annually. The primary purpose of the superintendent evaluation is to improve educational performance both for the superintendent and the entire school division to inform the superintendent of the board's expectations. Improve superintendent and board relations and communication to clarify the roles of the superintendent improve planning. assist in the professional

041development of the superintendent, provide a basis for personal decisions, serve as an accountability tool, and satisfy legal requirements. Based on the training I received both in VSBA and SBAMA and from other professional organizations, evaluating the superintendent should be a yearround process. The recommendation is that school boards move away from one-time evaluations towards an ongoing formative feedback system that fosters growth and alignment. This includes the following components. Goal setting and that usually happens before the beginning of each school year uh first initially with uh the school board among the members and then of course in cooperation with the superintendent. Uh they recommend a midyear review. Uh this can include include a formative assessment although it is not required. Um what that would look like the midyear review can be decided between the board and the superintendent.

042And then of course there's a summitive evaluation which happens at the end of each school year using the sup superintendent evaluation tool. That tool is something that should be established by the school board in uh conjunction with the superintendent and agreed agreed mutually agreed upon. Now, with this in mind, I recommend we address the following four things. The first being when to conduct the 24 I'm a little confused because I'm I'm saying 2425 school year 25 2425 school uh school year superintendent valuation, but Dr. Nichols, maybe you could clarify because the staple documents Sarah had 2324. So, maybe I'm saying that a little bit. I I just and I apologize. I just wanted to provide you guys just a reminder of what I put together for you annually. Uh this was the one from last

043this is not for this year. Um this year is still in process. We work on it every week as a team and um add it. So it is done by standard. Um and I know not everybody was able to participate. Um so I just wanted to just a refresher on what we put together for you by standard by achievement. And then you have the the the final standard in the back is the data piece. So, thank you, Dr. Nichols. I I appreciate you clarifying that. That makes that makes perfect sense. Um, section seven of the current superintendent contract states it must be completed or the superintendent valuation must be completed prior to the end of each fiscal year. And that means June 30th, 2025 using the current evaluation tool. And Miss Davis has provided that

044current evaluation tool um in our folders this evening so you could look through it. Um, the second thing I wish for us to address is reviewing section C code CBG, which is the current policy on evaluating the superintendent and decide as a board if it needs to be revised. Um, the third item I wish for us to consider is to review the current super superintendent evaluation tool and decide if it needs to be revised or replaced entirely to better reflect the recommendations I briefly outlined in my opening statement. I have provided uh more detailed information on the slide presentation I shared with you all and Dr. Nichols. This can be accomplished this summer at a work session. And the last thing I ask you to consider is for us to update section 7 of the

045new superintendent contract. We are currently in contract negotiations uh with the superintendent to reflect any changes made to the policy and or the evaluation tool beginning with the 2526 school year. Um okay two two things as it stands now and the first one is very easy which is in the contract that we are um considering the language will be is proposed to be changed so that fiscal year is removed and replaced with calendar year. So that's number one. Number two, the the contract itself um says, and I think you have some of this referenced in here, Miss Kun. Yeah. And of course, I don't have my glasses. Give me a second. You didn't have it here. This So, this is in the contract, but it's also state code, which is why it's in the contract.

046So, we can't deviate from state code. We can apply what it is that we may want to do, but it has to be in compliance with the code. So it says that new county school superintendent evaluation which is based on the board of education guidelines is because section 22.1-60.1 requires so this is Virginia code each local school board shall evaluate the division superintendent annually consistent with the performance objectives set forth in the guidelines for uniform performance standards and evaluation criteria for teachers, administrators and superintendent. as required by Virginia code 22.1-253135. So that code section gives us the criteria that we are required to evaluate by. So the school board, this is from our attorney by the way, the school board can use its own instrument if you will. So we could I guess manipulate the

047instrument or modify the instrument, but it must be based on those guidelines and that code section. I understood that's correct. So when you and maybe I misunderstood you, but and and you hit a couple of points there. So I thought I heard you say that you wanted us to consider changing the tool. Is that right? Possibly changing the tool. Okay. In cooperation with Dr. Nichols, given that we have the our new strategic plan and so that we can align our goals, the school board goals uh with Dr. Nichols perhaps in a clearer, more precise way. Of course, we're going to be using the standards. We're still going to use the eight standards. So for example right now under each standard there all uh nine recom possible um performance indicators are listed and the recommendation really

048is that we the board decide to choose two or three performance indicators for each of those standards because nine performance indicators is a bit over the over the top. So what I'm proposing is streamlining it along with Dr. Nichols input so that it becomes um a more effective tool, less redundancy, etc. Anybody have any questions, comments, input? Who invented HR? Who invented HR? Sorry. Yeah, I uh I haven't experienced any issues. I don't foresee any problems which would perpetuate any changes. That being said, um the no matter what we do in terms of strategic plan or whatever else, this I think is still more than adequate tool to evaluate the superintendent. Um streamlining it, absolutely. I'd be in line for wheeling in some of the redundancy and and and making it smaller, shorter, whatever. Um,

049as long as there's no wholesale change, if we start to make wholesale change, then I'm completely and totally adamantly against it and we'll stand against it. What do you mean by a wholesale change? For instance, if we don't take one through nine and pull from that that is there, but we decide to write our own in there and make new um methods of tool and adding to the the tool box that we're working from. Um I that I'm not in agreement with. I would be opposed to that. Yeah, that's just for clarification in terms of um as I look at this the coming two years ahead of us now is we're we're we're proposing a lot of change and there's going to be a lot to do and it's going to require a lot of

050our time and um one of the things one of the the the things I'm least concerned about is superintendent and his evaluation and or her evaluation down the road. Um more concerned about getting the the elementary school built and um the the athletic field done and the other things that we're going to have on our plate. I believe this would add to that. And if there is nothing glaring wrong with it, um I would like to leave it alone. I I don't see any point. Um, obviously you do and I appreciate that and respect that, but I don't from where I'm sitting. So, um, my my thought is to to leave it as it is. Aside from, hey, if we want to streamline to make this even shorter and easier, of course, if it can

051be if it can serve the same purpose and give us the same outcome, that's um, so yeah, that's where I am with that. Just Mr. chair. Looking at the policy CBG, it says the school board developed the instrument to evaluate the superintendent after consulting the uniform performance standards and criteria developed by the board of education and the superintendent. So, if I understand Miss Kuna correctly, you're not looking for a wholesale change, but maybe a way to simplify and streamline it. And I mean, if you say it's adequate, many things are adequate, but that doesn't necessarily mean that there isn't a better tool that we can I'm not saying it's adequate. I'm saying it's Well, that's the word you use, adequate. Well, then I misspoke. Thank you for bringing that to my attention. It's more than

052adequate. Yeah. Um I'm curious is do you have a sample tool? If we all have the same tool, no. Did you have a sample tool that you were interested in? Again, this is this is back going back to our first topic. I'm not going to spend five hours. I shared with you a slide presentation that had 23 slides on it and it had a lot of recommendations on possible things you could use for an evaluation and that was streamlined from the superintendent workshop evaluation workshop that was 80s something slides and I shared that with everyone. Yeah. No. Now, now one of the things I emphasize and this is for our consideration and again we don't have to reinvent the wheel. That's not what I'm looking for. But as a board we need to have a

053discussion. For example, the waiting of each category. The standard or default is 1.25 * 8 which is equal to 10 per per performance standard per standard performance standard. But for example, standard 8, which is academic achievement, we could say, well, we want that to count 1.5 versus 1.25. And maybe uh standard six, we only maybe wanted to count one and not 1.25. So, I'm just saying that as a board, if if if people were in agreement and wanted to spend half an hour reviewing that at a later point at a work session over the summer along with Dr. Nichols, we could we could decide as a board, but I think it's important as a board that we especially as a new board that we have an opportunity to have these discussions. And I'm not saying

054we should, you know, I'm not saying that we should take hours on this. Um, I don't know how we avoid that. We seem to do that no matter what. Well, that's our that's our nature. Mr. Vice Chair, you know, unfortunately sometimes discussions need to be had. Not all of us agree that they do need to be had and that's sometimes they don't. Sometimes they're elongated. Sometimes they're some sometimes discussions become bloiation and that's where we kind of get in the the mud sometimes over issues and that's what I'm saying. I do I if if there was something glaring and something man that was just so wrong with what we have before us. Yes, let's let's talk about it. Let's bring it up. Let's make changes. But I can't find that in what we're using currently

055to perpetuate something different or spending any length of time. This board that I can recall, I may be wrong, has never had a 30-minute discussion on anything. I don't think it's possible. And not just this board. I think it's the nature of you get more than two people in a discussion, then that happens. So that's all I'm saying. So I have a recommendation to make Mr. Chair. I can put something together as an example. My purpose is to streamline this. We don't need nine performance indicators for each standing. My purpose is not to make this uh a cumbersome evaluation tool. And you misunderstood my intent. I was wanting something visual so that I could compare. Yes. Um because I'm open to to change if if it's useful. Okay, that's all. Okay, sure. Thank you. Well,

056Mr. Kuna, I was actually going to suggest what it is that you just suggested, which is why don't you, if you want to take the onus, revise the the the survey, streamline, get rid of the excess and circulate that to us and we can put it on a work session and or or propose it as something for a vote of consideration. And if the streamline tool is something we're all excited about, you know, then we can vote, put it on a following agenda and approve it. I I would like to have the opportunity to discuss this with Dr. Nichols because it is an an evaluation that would be of his performance. So if Dr. Nichols, if you would have time to discuss that with me and give me your input, I would really appreciate it.

057And I love the idea of streamline. I said that and I would even if you would care to do it as an example in terms of the waiting. I like that because that that may be those two things alone streamlining and adjusting the weight on different things that may be just the perfect you know recipe. The only thing that's not included here so we're clear is all the evidence that Dr. Nichols provides for each of those standards which he gave the example from 2324. Um, and that's why I think it's important for me to have an opportunity to to run it by Dr. Nichols as well to get his input because he has to approve whatever we it has to be a mutual agreement in other words. And that may also lessen the amount of

058stuff that he has to collect to try to um or you know put in his well he still has to provide evidence for all eight standards. I mean that's that's but I mean yeah but it it may he may find that it streamlines his Okay. Yeah. I don't think I'd be opposed to streamline. Yeah. No, I don't think anyone is right. Right. Any other comments or would you like to weigh in on? Oh, well I thank for an up. I think just I've been a part of so I've had 12 board members in my first four and a half years here. I've had six different chairs and we've been able to sort of navigate you know whatever comes our way. We've been through some things. So um you know like we work with staff as

059long as it's clear on the front end you can hit a target. So the clearer we can be on what that target is and then I can kind of determine whether that's a target, you know, that that we can actually go after. I I do think we have to be careful because life happens and school happens and we shift and and kind of go through. So uh but I'm sure we can figure out way that there's room in there for that. Uh just, you know, I've been here long enough that how the year starts and how the ends are not necessarily the same. Uh we've been through a global pandemic. we've been through. Um, you know, so I did not have uh the cell phone piece on my bingo card for, you know, like a

060year and a half ago. Um, but you know, we managed that this year and that was a big piece. So, and in terms of goals, my goals, I think, are pretty clear and that's making sure that strategic plan happens. So, that's why I come before you every month and I'm giving you those updates. So, that's more of the formative piece to us. So the more we can tie it with the structure we're doing now, the more helpful it is for me and not one more thing. Um, as I mentioned, we've cut an executive team member, so we're all taking those different pieces in order to make this agent go. So, uh, we can talk it through. Sure. Great. All right. Mr. Harper's not here, so I'm guessing it's you, sir. Conduct. Yes, sir. Um it

061is uh just uh briefly just in conversation with board members uh last board meeting you did get a quot code of conduct um first read. You will have a second read coming up in u June but I wanted to zoom in a little bit on something we did not spend a whole lot of time on code of conduct talking about but something we've talked about a lot um as a team and that is um enforcement of dress code. So, um, what you have on the screen, um, and what is in Borox right now is, yeah, it's a thumb, um, is kind of where we're at now. That may be too far away, though. Um, so that's as of May 14th. So, you s you see in quarter one, you know, the big emphasis on um,

062making sure that's in alignment and kind of working through with families and those pieces. um you see a pretty significant dip um as we get uh closer to um colder weather uh but also in full transparency in some places I don't think our enforcement was as consistent as it has been with cell phone um so I think specifically high school-wise uh they really went all in on the cell phone piece and may not have been um as consistent because you have to be every single today. Um, and then as seasons change, making sure that you continue that consistency. Um, so couple just want to give you a couple updates and then open up for discussion. So, some of the things that we've learned through the cell phone piece, we'd like to apply uh with the

063dress code piece. So, um, high school completed a cell phone form which made it easier to track for everybody. I don't know if you guys remember, I kind of brought that to you. Made everything easier for the teachers uh to input. Uh we have um partnered with simple discipline to ease uh the input factor u so no more pushing paper very easy on the teacher end very easy on the staff end so we can integrate that u because we want it to be uh manageable. So making the form for dress code very similar so teachers can directly report it um and then admin can go directly to the rooms and and do those different kind of pieces. Um uh really get on the front end of this um with one pages and all of the

064emphasis on our back to school pieces and being very consistent there. Um and then we're only as good as the enforcement of everybody. So when I go to one place and it's not enforced but I go to the other um so adding that to our teacher memorandums so that they know that that is along with cell phones something that you have to be relentless about documenting. So um there was no change in in like levels and and how the consequences but I did want to bring you that data and then talk about our next steps to be even more um deliberate and consistent with the enforcement piece. So thank you. Uh that's really my update related to code of conduct. Sorry. Thank you. So Mr. Chairman, may I ask? So um one of the things

065that and I haven't figured out how to do this, but I is there evidence any evidence that you can think of a positive result of positive impact on the cell phone policy? Oh yes sir. Uh both anecdotal and direct. So, um, yes, in terms of, uh, it it would be great if we could if there were evidence that we could collect. Yes, sir. Um, I I will tell you, so I mean, you saw the data last time. I think it's 419 um, at the high school. It's a lot of time in enforcement. Yes. Um, but it does get better as you go through the year. And that was year one lift. Year two, I I imagine, um, is going to be even even more consistent. Um so but yeah we can we're looking at some

066of that data around attendance. We're looking at some of the time time in classrooms and looking it's more correlational but looking at some of the grade pieces related to we can't say you know X cause Y but as you know we can we can kind of correlate the two and and I would like to be able to publicly talk about that because I think this is uh obviously I was very invested in this policy and I I think it's important going forward and getting the community to understand the benefit of the policy I think would be very valuable. And we had some bumps in the road with families initially because it was a big disconnect for families too. Uh but we've been able to process that and work through that in terms of how we

067utilize the office. Um we heard from a lot of them coaches uh after school. So we've been navigating those pieces. My kids room don't reach out to me. So I don't know if it's the New York thing or going on but I think it is. Thank you very much. Absolutely. There are kids that will privately thank you. I don't think they'll come on camera and do it, but there are some that have come up and just said, you know, but but you know, the board passed because we thought it was something that would have a positive impact on the school and it would be good if we could demonstrate to the community that it does. And as I see other localities still wrestling with it, u you know, if you read our BSBA daily, like

068there's somebody in there every day still wrestling. what it, you know, I just feel uh fortunate and thankful to the both the middle school and the high school administration that we took it on and we went bell to bell and and now we're sitting in year two where some people just got on board January one. So, Dr. Nichols, I'm I'm I'm curious along with what Mr. Rhymer is saying, it's almost a year, right? And would it be possible to get feedback from the teachers? We asked for their feedback last year when we were thinking about uh implementing the the cell phone free um policy would it be possible and again I don't want to add more burden yeah I don't want to add more burden to the teachers but at some point it would be

069so great to get their input is it really helping concentration uh less distraction in the classroom as far as uh ability to teach and all of that it would be really interesting to get their their feedback thank you timing wise we have a 12 days. Yeah. Yeah. Uh it's Yeah. Yeah. Maybe we revisited in over the summer. Yeah. I was say coming if I could do it coming back in August as we're reinforcing these pieces. I was thinking when school's out and they've fulfilled their fulfilled their um responsibilities, you know, as they're thinking towards the new school year, you know. So we'll reflecting how how has it changed or how has it impacted the teaching in the classroom? Has it improved? We'll do it during that back to school piece where they're when they're coming

070back to us August way way early in August. Um I think that information is important and and it you know you can use it to pass on to a parent who has a a gripe about a phone. Mhm. But it doesn't matter if it's working or if it's not working. It's state law. We're required to do it. End of story. That's true. That's right. I had forgotten it's state law. It is state law now. Right. Yeah, when when we did it, but it's good PR. I want to pivot back to the dress code for a minute. Uh and and this is sort of my my personal hangup and and I and I realize enforcement is probably the issue, but you know, attending basketball games and attending football games even in cold weather. Uh in my

071opinion, we are seeing too much skin on young ladies. I agree. Um theater as well. Is there a mechanism or or something we can look at or at least maybe Mr. Hawkman can take a look at it and come back to us and with a suggestion or or two about how we can deal with that? You know, one of my thought process was if we really push, you know, school spirit, show up in blue, wear your new camp sweatshirts and cover yourself with t-shirts and, you know, be a little bit more appropriate on school grounds. This is the school district. This is not Las Vegas. Um, so that that's a a piece that kind of is a pebble in my shoe. If I can offer some thoughts to that, please. When on the uh governance

072roundts that were occurred at the high school, one young lady asked, "Why can we have this thickness but not this thickness?" I get it from my perspective. More skin. More skin. I just wonder when people came to me with concerns about the cell phone policy, I would maybe send them an article or something. Well, studies show, you know, this, this, and this. Is there anything that we can do to try and make our case to the students as to why it's important and how just to because nobody likes to just be like, you're doing this because I said so. Is there anything that can be said that could just get them on board without us constantly having to gripe about it? I can tell you what I used to tell my children. Well, that's the

073thing. We're not dealing with our children, but we are. But but we're decision. We are, but we're not their parents. Well, but we govern the uh the policy. I get it. But can we do something that just might make this a little bit easier? like to to help the kids understand why it's being I think it's very important that they follow rules and they learn to follow rules and you can put that in there and and that that that is a life lesson that will be very beneficial to them as they go through life just like the information in terms of dress code. you got 210 quarter one at the middle school and as they started to adhere to and understand the policy and the rule it dropped um and I think that's the the

074important thing so did the temperature I I never well that's true too but quarter three explain that um good point so it's getting warm my point you know is this is this is the this is the rule this is the policy um we do this for a reason and that's good enough. Um, and that's all you need to know. You you you concentrate on academics. It's not Las Vegas and it is not a pageant. It is an education, a place of education. Come in, right? Pay attention to education and then this won't matter. When you start doing that, you're trying to distract me. You're not trying to ask a question. you're trying to defer and move away from the the the truth or what what you're confronted with. Uh people do that with the gospel

075all the time. So, um but I'll just say um and I know what you're saying, but I I don't get asked that question. Darn it. Um I wish you may may I add to what you're saying? There is a difference. When it's this, I can see your undergarment if you're a girl. Good point. when it's this, I probably won't see your undergarment. And you know what I mean by an undergarment? We should not be less likely to fall over undergarments. Yeah. Oh, right. Yeah. So, that's part of the explanation that be can be given. But to Mr. Vot's point, I don't think we need to make excuses for having a policy in place that helps people get educated. Here's But, but you said something crucial, which I think is Mr. Numbroski's point, which is what

076is the reason? And you said there is a reason, and there is. And if we spell it out, it's decorum. It's respect. It's this is a, you know, this is a campus of learning, right? We're not here trying to trying to hook up. I mean, that's what kids do, but we don't need to promote that. Right. Right. So, it it's more about the decorum and self-respect and etiquette and teaching you how to be a young lady and a gentleman. And I'm just saying if there's a way to just provide those little bit of details to add substance to Did you write them down? Threaten him with Heather. It didn't. Your opportunity was before. I love what you said and that's the point. This is a place of learning. It's an institution of learning. This isn't

077the mall. This isn't the movie theater. This isn't even your home, your private home. What you do outside this district. I said to you and your parents, but when you're in the institution of learning, our school division, whatever school you're in, this is these are the rules you have to follow. It's a place of learning, a place of respect. They quorum and we have to follow that. And it promotes it promotes a different atmosphere between your peers as well because it promotes the idea that you're here to talk about ideas and uh and learning instead of socializing. Not that socializing is a horrible thing, but one of the things I'm afraid we've lost a little bit in this society is the idea that dress matters in public dress matters because it when you are publicly

078dressing, you're promoting an idea about yourself. We used to when I grew up and I don't I suspect many maybe I'm too old old and it was way different but we wore suits when we went to vote. Um you know and I don't any longer and I and shame on me. Um, but the idea was I was doing you wore a suit because you were doing a civic study and when you're doing a civic duty, you behave and dress in a certain way, right? Good point. Studies have shown and and some schools do this. They have dress up day when they wear young men wear their ties, shirts and ties. uh athletes uh when it's game day or whatever we used to times would wear the shirt and tie it sets an example and it's

079it's a matter of pride in what you're doing so be proud dress properly Dr. Nickels any input threat for them? I I have the action to for us to work with the high school as far as dress code beyond the school day and then we'll work on the uh enforcement during the school day. We have plans for that but we come back with PSC plans. That's a tough one. Yeah. If I may, Dr. Nichols, I think um so that we didn't miss it. um what Keith was talking about. Um can we also recommend I we can't make them do it but can we recommend and maybe even promote the idea of Pride Day? Absolutely. And and you know the colors and and really because that that's the positive side of what we're doing. That's the

080positive side of what the policy is. There's a game tonight. Show up to the game wearing X Y and Z. Or you know a white owl everybody a blue owl right? have different themes. Yeah. And and maybe work that into the um halftime or whatever, you know, just a suggestion. That's kind of the positive side of dressing properly. I did not include that in that piece, but I have that, too. Great idea. And one last thing, because I noticed that the middle school actually had more issues than the high school with dress code. So, when we're talking about high school, are we also talking about middle school? So middle school has a different structure that they have utilized for enforcement. Um so right now they're catching more u just the way they do the the

081first block and how they have it structured. Uh so I actually think that's a good data point M miss. So uh enforcement wise and it seems a little you know if someone is referred say in third period what happened in first and second period a lot of different things so we can go down a rabbit hole on this one but u so but you get the idea of what I'm saying I I will say um that dress can shift during the day. Yes it can. Um so we we see that in the cafeteria from the bus to the building. So yes my older sister who I hope is not watching hope she went to schooling was not what you know um but just there all there are reasons for we do look at that and

082see if there are any patterns among classrooms as far as the enforcement. I was wondering if but yeah there are a lot of pieces that go into um kids are kids are kids so they No, the reason I raise my hand is because I feel like I'm not quick enough and so if I don't make it known that I want to speak next somebody else speak which you have the floor. Thank you. If I can ask, and I'm sure I'm not perfect at this, but I feel like a lot of times, especially during a work session, there's a lot of interruptions. I feel like Helena was talking and both of you interjected many times when she was trying to finish a discussion. I probably was doing the same thing. I get that, but Dr. Nichols

083was still trying to finish a thought and you interjected. if we could just be a little bit more less willing to just jump in with our thoughts. I'm glad you person finish their thought. Good point. Thank you. And the idea behind the open discussion is that we're not as formal in the work session, but Mr. Broski's point is accurate. Let the speaker finish speaking. Thank you. That said, anyone else have any further input on this particular topic before we move on? All right, Dr. Nichols, we up to speed? Yes, sir. Fantastic. I have uh I have my marching orders. Next up, you are up again, sir, with updating us on the policy integration into Board Docs. Yes. The ongoing saga of moving our policies into Board Docs. Um I completely misread how efficient and easy

084this would be. Um so to me it was upload policy in Boardocks. However, when you're dealing with PDF files from as long ago as some of those PDF, so let me back up. Our still present on our website a through. So, we have not taken that down until we're complete. We thought we would be finished by now. However, uh one of the first stumbling blocks and and Miss Davis can can help with this too is that when it transferred in, none of our policy letters the lettering system was not did not transfer in. So we had to go through the hundreds of policies we have and go this KJ R this. So the tedious and time that that's what we're doing now. So that goes to them. Um what we're doing now is the dates

085at the bottom were not formatted correctly. So now we're going in and saying updated 1995 updated look at any one of our policies and see the 9 million dates. So we're really doing that tedious work now. um and anticipate we have a couple of college students who intern for us that are coming back next week. So, Miss Davis has been doing a lot of that on our own in addition to everything else uh we have too. So, we're getting their reinforcements to add the date pieces to it. Uh that goes back to board docs and we're back in their queue to do the policy. I anticipate uh at some point this summer us being completely finished with it. Um, so part of this is out of our hands. I do want to say that one

086of our projects that we're going to work on this summer. Um, we're going to carve out I think at least two days and my team is going to go policy by policy as a team and kind of go through is this still accurate? It is something we should do every 3 to five years. Um, just to go it it sounds absolutely horrible through every single policy A to Z. Um, and just so I would anticipate for you guys, we'll get this updated. The good news is once we're fully updated all these policies, it's very easy to change them in and change them out because now they're not part of a long PDF document. So when you look at like section K, that is one PDF of all the files. So all of those had to

087be broken um and and put in and then reformatted. So um so I misjudged entirely how quickly that process will be. Mr. runner. What is the value ad of ducks? So the value ad on that is our policies are going to be much easier for us to revise, upload, search, find, and all of those. It's basically a content management system. Yes, sir. It is. And okay, be quiet. For your meetings, for your agendas, for your policies, all of those pieces. Oh, the policy piece doesn't cost anything additional. It was just a feature we were not using. So, okay, Mr. Rhyr, I'm interested in what you have to say and your thought process behind it because I don't think that a good content management system would be this difficult to work with in terms of creating

088the content for the first time. Um, and you know the tedious process that you're going through. There should be macros that deal with the whole formatting. You know, a good content management system should have macros that ease the the process of putting documents into the system. Um, and there should be things in place that helps that helps a lot with this whole tedious process that you're describing. Potentially, if we weren't paying $2,700 for the light version, we may have an upgraded piece to it. So, the upgraded piece has some of those features. I'm not I'm not saying it does, sir. Uh, but well, I've seen other content managements I know what I'm talking I've seen other content management systems and this seems to be Yeah, it seemed well I know you've described a process that

089is very tedious and it shouldn't be that hard. Knowing what I know now, I don't know that we were undertaking this process. Um, you know, it sits on our website now. Yeah, that's what I'm thinking. And there are content management systems that work with websites which would be an alternative to board docs is kind of Are we too much into it now? We probably are, but yeah. So, we're also behind the scenes working on a new website and a new vendor. That is something I can explore with them and and see and see what content management systems they have for the website because that the website could use one as well. Yes. May I ask what's what's the price of the upgraded version? Oh gosh. I used to know the answer. It was not worth

090doing for what we just being fiscally responsible and and being there is a little more of a lift on our end, but it is it's it's like $10,000. It's like $10,000. So from 2700 to I like board docs light. So Mr. Robert don't if you want to get in the content management business I think there's a market up there. How far along are we into though? You say we're like 60% complete 70% complete just I would say so and especially when I get help but I I work on it when I can when I'm not doing other things and on the weekends. It it really is just making sure the date is over here versus over like it it once you get somebody running on it, which is we'll have two people doing it next

091week. We think we can close it out, which is why I said there should be an automated way for that to happen. If the connection's broken, we got to do it the hard way, right? To make sure what, Johanna, they review it and go through it all before we release it. So it's it's made sure that they everything well that was my next question is some once it's in there or key in or corrected is somebody then looking at this version this version going okay yeah that's right and then missing something our team's going to sit down with it all this that's another part of that piece and to manually go through it and I would anticipate a number of red line recommendations for policy from us just on getting to 2025 and make sure

092all of our policies are a lot of stuff to get rid of. Yes sir. Um, so I would anticipate a fall sort of that process. So as an ongoing thing once we get this in place, I I you know I I don't like throwing I you know the sunk cost fallacy is a fallacy. If this continues to be a problem, I I think we should seriously consider another after this heavy lift. It should be singular uploads replacing the other one without that piece. So, um, if we were to adopt, um, like we have a policy in front of me for a second read tonight about advertising, it would just be replacing that. Okay. Very. So, cuz right now they're all in a long list and now there it'll just be that policy by itself. So,

093it's really a a flip. Um, but this this huge list has been a fair. Okay. Yeah. All right. Anybody else? Okay. Moving on to unfinished business. Schoolboard self-re. Mr. Broski. Thank you, Mr. Chair. Uh, the update I wanted to provide is actually more of a reminder followed by a request. Miss Davis, if you could pull up uh exhibit, I mean file AFA in the square dot. Do we not do that? Um, um, at the April 14th schoolboard meeting, I proposed that we schedule a work session to perform the schoolboard evaluation. The reason I did so is if um looking at file AFA, it specifies the school board evaluation, I'm sorry, the school board reviews its performance annually to ensure its proper discharge of responsibilities to the community. Evaluation is based on a pro positive approach

094identifying the strengths of the school board and opportunities for improvement. This policy obviously was in place before we became we got on the board. Um, Miss Davis, can you sorry, can you skip to the norms and protocols? The very first page, it says at the top, we agree to employ the following norms in all our interactions. And then on the next page, it says, "We agree to the following protocols." So if you go to the fourth fourth fourth page, item P when and how the board conducts a self-evaluation. The school board will evaluate itself annually to assess the effectiveness of the board in the discharge of its role both individually and as a board through self-reflection and/or the use of an evaluation instrument developed by the school board. references schoolboard policy AFA. This document was

095presented and approved to us uh at the February 27th schoolboard meeting. Just for clarification, when you say this document, you mean the summary of the norms and protocols, correct? Okay. Computer allergy to be all ready to go. Okay. So given that the proposal to hold an evaluation was tabled at the April 14th meeting, I asked that the topic be added to the agenda at our May 5th meeting for further discussion. At this meeting, I once again proposed the school board self-evaluation reiterating policy AFA and section or item P of the norms and protocols as justification. During that time, I specified why I did not want to spend a lot of time drafting a proposal, outlining my vision for what this evaluation should look like and the process that it would take place. Because for me,

096that's I'm all or nothing. I have to totally do it all or nothing. Um, so to me, and I know we kind of already discussed this this evening, but my position on this matter that I didn't want to spend time on it is because there were several remarks that nobody was interested in doing it. So, I don't want to spend my time going into this further when it felt like it was really let's just change the policy and not do it, which is fine because we're not required to do it. Um, it just has been frustrating for me the last couple of weeks when I feel like I'm bringing this to the board because it says we are going to do it, but then it's this, oh, we don't need to. and but you know,

097spend your spin your wheels and go take care of it and figure it out and bring it back to the board. That's that's frustrating for me. If it's if we're going to do anything and I don't even agree we should do a school board evaluation. I was just trying to follow what's in the norms and protocols. I would say that we should go back to the norms and protocols and revisit it because it seems to me there's we're not really up we're not really in agreement as to what this is and what we should be doing if that makes sense. Thank you. Uh I I just one point of clarification and then I want to address one of your comments. Um my understanding is that the norms and protocols are not a new set of

098rules. They're not something that we we got to follow norms and protocols. This was a summary sort of like a quick sheet for us to be able to assess to to take a quick look at and go, hey, this is what we're supposed to be doing for that topic. But that all comes from policy, right? So when we say AFA and then norms and protocols P, it's the same thing. They're not two different things in the way that I interpret, right? So that's just point of clarification. Second, I agree with everything you said except for the spin in the wheels part. That's sort of the point, right? That's what we're doing is having these discussions so that we can then and I'm trying to keep everything on these agendas and not let them go to

099the wayside, right? Which is not easy to do with all the requests that I get. Sure. So the fact that it's here at this work session is to address exactly the point you brought up which is are we going to do this and if so how and do you have a proposal or if we decide we're not going to do it then we can decide that tonight then on the next agenda it's going to be up for a vote that we remove policy AFA because we're not doing this anything right. So let's open up that discussion so we're no longer spinning wheels and we can take some traction on this item. Mr. Rhymer. Yes. Your position on this matter, sir? I'm in favor of revising uh the policy uh to remove this this from the

100norms and protocols. You have any other comments? None. Mr. Vault, I'm not sure I'm there yet, although I understand what you're saying. But my my catch with this thing if you read that um the school board will evaluate itself annually to assess the effectiveness of the board in the discharge of it role and then when you when you say both individually then you've left the purview of the board at large and it doesn't make sense to me. That's one point. The other point is, and I think it really wasn't spinning our wheels as much as we the question was, how do you how do we do this? I mean, is this is this you know, it's not we're not going to do peer review. I mean, or so I don't that being the case, I

101I honestly I don't know how you I don't know how you do this. I don't know what the criteria would be and how you quantitate that to to to satisfy the the question here. So, that being the case, I think I just convinced myself that I'd rather not have it in there. And uh our our evaluation will be at the at the uh at the at the booth um for voting um because it's the constituents that really will determine our effectiveness. Thank you. That's it. All right, Mr. Brass. I agree. I I have found some rubrics online. Uh but I I don't feel that's something that's going to benefit us. I feel like again we could use that time to just have a conversation about what we want to accomplish as a board so that

102we can become more focused instead of throwing all these oh let's do this and let's do that. It's much like the amount that we know that we're working with when we're trying to get when we want to do schoolboard training. um just knowing what it is, then we can say, "Okay, that's we only have so much time left. What are we going to really focus on and how are we going to get there?" So that we can hopefully have more efficient discussions, but we're more or less kind of on the same page, so to speak, about moving forward. And we work with Dr. Nichols to make sure that we're all on that same page. Um, so I again I don't think the evaluation's worth it. The reason I brought it up is because I look

103to policies and norms and protocols and like what do I do? Okay, that's what we need to do. Why aren't we doing it? Um, so that's where I'm coming from and that's how my mind works. I'm just buy the book and oh, it says we're supposed to do it and then I get some, you know, complaints or whatever and I'm like, why are you complaining to me? I'm just bringing up what said we're supposed to do in the norms and protocols. Well, I wouldn't take it as a complaint. I know taking you back and as a result of you bringing this to our attention, we're now going to Sounds like we're moving towards changing the policy. So that's that's a positive forward momentum. Miss Kun, that's a positive thing that you brought it up. Sorry

104for interrupting, Miss Kun. I agree. I agree. I think I know what my responsibilities are as a school board member, both individually and as a board. Um, I self-evaluate all the time and I try to when I don't get things exactly right, especially as a school board member, um, I try to learn from that experience and and do better next time. So, I don't think it's necessary. All right. I'll finalize that and say that I'm sure there's methodology out there or some framework where we could evaluate each other or evaluate ourselves. I I think it's completely self-s serving uh and doesn't provide us any any benefit in that regard. So I am in favor of uh adding this to the next agenda for elimination as a policy. We all on the same page with that?

105I I think there are some good points in the policy itself that don't deal with the evaluation. So maybe if it's not so much a full wholesale removal P out, what's that? maybe pull just revise the policy. If that is what the board wants, I am then happy to look into providing a rewritten policy that could come before the board for consideration that removes the evaluation part but keeps in there. Depends on what part you would want to keep. What's the best? Um I think primarily it's the last paragraph. Based on discussion of the results, the school board develops both short and long range goals and objectives to en ensure continued proficiency in its areas of excellence to strengthen weak areas and to improve efficiency of the board. Do we have that somewhere else? Don't

106we have that somewhere else also? I'm fairly certain it's maybe not verbatim, but you know that's sort of a blanket statement as to what we're doing, you know, in our in our elected roles anyway. Sure. And it says that based on the discussion of the results, meaning the results of the evaluation. So now if we're not doing an evaluation, there's no results to discuss. Good point. Anyone else? All right, let's add that to the June 2nd agenda for one final discussion if there need to be and then elimination. Excuse me. So, we'll put it on as an item and then potential action. Please text it. Yeah. All right. Moving on. So, school board student representative update. Myself and Miss Kuna. So, the both of us along with Dr. Nichols and Principal Strickland interviewed the three

107candidates and uh two young men and one young lady. They were all in their own unique way phenomenal kids. Um, one of these guys was in seven sports with like a 4 whatever GPA. I mean, they all had uh amazing qualities. They were a little nervous. Obviously, they're young people that are interviewing between four, you know, in front of four adults. Um, some were extremely confident, maybe overconfident. Some were were very um well spoken despite being nervous. They all handled our questions and my questions in particular uh very well. I was impressed by all of them. And what that led to was a discussion at the end of this between Miss Kumi and I as to sort of what do we do now, right? We've never really um and and this is our first time,

108right? So, it's a work in progress, but we didn't really establish framework, so to speak in terms of what this representative or two would do. Um, so we got into sort of just a discussion of all right, h how does the school board want to do this? How do we want to build it? And one of the things that sort of came to light was these guys and girls are so active. One of the young men actually said, "I would quit a sport to be a school board representative." That's great. It shows your dedication. That's not necessarily something we would want them to do, I don't think. Um, so it led to this this discussion between Miss Queen, please jump in anytime. Miss Kun and I about well what if there was you know sort

109of a primary or maybe two and if one of the students couldn't make every meeting and work session or had a sporting event that the other one could jump in in its place so that we always had a voice of the student body here. Um that sort of spun off into a conversation that I think Dr. Nichols and again correct me if I'm wrong and principal Strickland were having about at the high school establishing a student advisory group. So there's a group of kids at the high school that are sort of weighing in on topics and maybe one or two of them are participating in this group, excuse me, and then bringing back to us sort of the voice of the student body. So you know, it's more of a discussion and then the other

110side of that is we don't do any of that. We just pick one person, right? Um but they were so I was blown away. I think Miss Kuni was blown away by all three of these these young individuals. That's encouraging. Uh, it was phenomenal. I wasn't expecting that. You know, usually, and I think there's somebody that if I had to choose, I would choose. Um, but I think we were both in agreement, but it it it's difficult because they're all so unique in their own way. Um, you know, their goals, their their ability to speak and assess. They, you know, interesting thing, they all came back to, you know, how they could plug into the rest of the student body, even the people that are not in their social or athletic circles to tap in

111and get opinions. These are confident young people that were very, very impressive. Um, but it all came back to school spirit. All of them touched on school spirit, more school spirit, which is sort of where the idea was birthed of of me maybe tying that into dress code and and some other things. So, um, it was a really great interview process all all around. Um, I'll let Miss Kuna jump in now, but I think it's, you know, we just kind of want you guys to weigh in on what do you think this looks like? Is it one kid? Is it two kids? Do we want to have them sort of establish a group at the high school and then they're sending one of them at a board meeting and we don't necessarily care who it

112is? They're on a rotating thing. Like, what does that look like for you guys? What do you think? um you know how you envision it working. Now they're non voting members, correct? But you know, let's say they were here tonight, they'd be able to weigh in on some of these topics and give their opinion, you know, as to what they think the kids at the school would say. So dress code, right, that would have been a big a big thing they would have weighed in on tonight. That's right. Yeah. So anybody, please. Well, um I would say this. I am not surprised because we haven't we have amazing students. Um but I like I kind of like the idea of one member and then two alternatives, two alternate members. In other words, if they can

113all three make it, tremendous. if they can't and the alternate is has something else going on um then you have to but I also am really keen on the idea of an advisory board student advisory board where I think we we we get a a a larger net of students um and we can hear from every tribe every tongue and know what the um um you know what's going on there and uh I believe that will also move us toward more school spirit when they feel like um students feel like they're heard. It's important that they know that they're heard and when they have a representative who's coming and sitting at the table and has a voice, the students feel like they have a voice. That's that's my voice. Um, so I I don't know

114what that looks like organizationally, but I I I like the idea of the student advisory board and then like I said, I would not be opposed to having one member and one member and then the two alternate. And at any given meeting, you could in fact have three if the schedule allowed, but if not, then the alternate switches out. That's all I have to say about that. Thank you, Dr. N, if you weigh in on sort of the the notion of the framework of the student advisor. Absolutely. I was just uh just pulling up and Mr. B, I agree with you. I say all the time, I get to work with some of the most amazing students in the world. That is so driven and that was tip of the iceberg. So, yeah, I I

115understand it's it's a tough choice. So, I've kind of drafted um with Miss Strickland sort of a a student advisory group initiative and you know, this has been something kind of on our radar to try to put together. So, um so the student representative to the school board uh would essentially chair this meeting um or representatives, however you you do this, um 10 to 12 members and it can rotate all grade levels um you know, kids from, you know, all parts of the school. um all interest in those pieces. Um so we have a little process on how they would be a part of it service one year. Um so we have a structure um initially I was thinking after school and Mr. Strickland reminded me that we do have a structure called IE where

116we could actually utilize that once a month. So any kid could be there to not rely on transportation. So it' be during the school day and it' be a very focused conversation. Uh we look at student concerns and feedback kind of what's going on in their world their world policy input. So if we're looking at a policy or you're looking at a policy every month we can bring it to that group and you can go hey here's the student voice on this policy whatever it may be. Um school climate and culture you guys talked about um school spirit and then kind of communication and I think we have an opportunity with this group to do some leadership develop just some real quick here's how to be a leader in a school or a leader in

117life. Um, so kind of have that that piece mapped out. Um, and we kind of weave it into sort of um, if we have a board a student rep here, they can report out. It also gives them something specific to report out as we do our comments at the end of a board meeting. They can go at student advisory this we tackle ABCD. So I I feel like uh, uh, Strickland is amazing. I think we can kind of weed that together to to make that a really powerful vehicle for our schools. U, so yeah, we're we're excited. any opportunity I get to interact with students count me in simmer I'm skeptical explain please uh well you know we we're appointing the school board is a governing body has specific functions and its membership is elected

118um having a student representative interact with us while we're engaged in making decisions. Um I'm a little skeptical about uh because first of all they don't have a constituency. um the advisory board uh is an interesting idea, but once again the the idea that they have a voice at the table, you know, I don't think um bothers me a little bit. Um and I'm trying to figure out how this whole thing is going to work, you know, in in practice and what it looks like. Uh, I get it that they're um impressive kids with accomplishments. Um, and that that it's hard to choose. I don't know that expanding things makes it better. At some point, if there are four, what are you going to do next time? And the choice is difficult. I think choosing

119is actually a good idea. I'd be okay with one backup person. That's that seems like a good idea. Um, but those are just my general thoughts. Okay. Thank you, Mr. Broski. Thank you. Mr. just I I just pulled up the U policy that you guys adopted along with the regulations related to it. Um I've read through a couple times. Um I don't see if you move forward with this change. I don't see anything that needs to be changed policy or regulation. Thank you. Um I thought there was language in there where we specified up to two. I don't think that was in an official document. I think that was I think that was in the uh posting in in the posting related to it. So just from a technical standpoint, no policy or regulation changes

120is needed uh related to this. So no policy or regulation changes needed if we wanted if you do one or you do. Thank you. It's not relegated to it actually says several times u represent representative does it. I'm serious students who meet the criteria. So that that sorry so Mr. R is your concern overall you would prefer not to have a student representative on the school board. I think frankly I remember the mischief I did when I was a student and I can see this as an opportunity for repeating some of that mischief and you or the student you are repeating it. Well, there is. Are we are we is this concern about you and the way you behave? Perhaps. Yes. So, I I am speaking from experience here. Now, it wasn't great mischief, but

121it certainly was uh Yeah. Um, that's why I'm a little concerned about the the interactions and rules and making it clear that, you know, they're not a part of the decision-m process if we ask them a question, you know. Did you bring any of these concerns up when the policy was passed? Uh, originally I did a little bit. Not quite to this extent, but as we've tal now talking about expanding it a little bit, these concerns now start to play a little bit larger. So you're not backtracking your approval of the policy. You're just concerned about whether or not we have one or two and the creation of a advisory board. Yeah. And how that's going to work out. His conscience has come alive. We got a movie closed down that never never mind. Yeah.

122No. Well, Mr. Rhymer, I'm just going to jump in real quick. Um, I would push back a little bit on some of what you said. So, yeah, I think I agree with you with respect to the framework and maybe the unknown because we are in uncharted waters and we are testing this protocol, if you will. Um, so I understand that and it could be bothersome, but I think it's very clear that they are not a voting member at all. They can't be, right, for a hundred reasons. Yes. But when you talk about constituency, you know, my light bulb goes off in my brain every time you guys say that word because to me constituency, the real constituency is our students. I agree. and everything that we're doing is for them. And their perspective on things

123that we're doing that directly affects them is I think a perspective that we need to hear. That doesn't necessarily change the way you vote, I vote, or Heather votes or anybody else votes. It's we need to hear that perspective. It also takes a different turn by integrating their participation into some of what we do because again, at the end of the day, it's all about them. The strategic plan is about them. The curriculum is about them. The athletic field is about them. The elementary school is about them. So, at a high school level, especially with these kids that that put in their application, hearing what they have to say about a certain topic or something we're deciding to do or change, I think is an invaluable resource. I understand that they're 17 years old. It

124doesn't mean I'm going to take what they say verbatim and go, "That's what I'm doing." Right? But I want to hear what the student body has to say because ultimately I think that can direct the board in, you know, hey, this is what we're going to do. But now that we've heard this, we can make a little change, add a little nuance that addresses, you know, if you will, the boots on the ground, the kids that have to live with our decisions, right? Is that going to make me change my idea on dress code? No, it's not. Is that going to make me change my idea on a cell phone policy? No, it's not. But they could also have some fantastic ideas of things that we haven't heard of because they're running the halls all

125day every day. Perhaps that's my take on perhaps. And yeah, I look, I'm not close to it. I'm just I'm just trying to open the door. Yes. And yeah, so you can get back in the school, Mr. Brown, based based on your comments in the rag, it says be assigned a schoolboard mentor to guide them throughout the terms. I'm thinking you may not be a great choice for that. based on the mischief that you're going to be the alternate. Okay. Yeah. Just just checking on that that bullet. Miss Heather, did you uh Miss Heather, Mr. Frosty, did you want to finish up your thoughts? I just love the idea. When I was that age, I had no idea what a school board was. I had no idea we had one. I love the idea of

126being able to at this age we provide them with such phenomenal opportunities right with your briding through the different uh governor schools you know sports what else could you do to prepare them to become the leaders and education is obviously so important giving them the opportunity at this age and yes, we will have to guide them and it will be kind of a it's a prototype, right? We're figuring it out as we go. So, we're going to make some mistakes, but if the student proves overall to be maybe more or less what you've described in yourself as that age, then it does specify, if I remember correctly, that, you know, we will let them go, I guess, or terminate their contract as our schoolboard rep. Um, but if we just decide it's not worth providing

127this opportunity, first of all, we've already decided it, so we're not going back. Secondly, saying we don't provide them the opportunity. Secondly, I mean, if this advisory board is worth considering, we could try it out for a year. If it doesn't work, then sorry, it didn't work. I I just think it's absolutely worth considering different options as we move forward with this and put it 100% of what we have to help them and to guide them and to work together because they are phenomenal kids and I want I think it's another way for them to be engaged in in what's happening in their lives at this stage. Hold on one second. Mr. point of clarification then I'm going to come to you Miss Kuna. The student advisory board is not designed for us. It's correct.

128It's design it's not it's designed just for us or for feedback also at the school level. It it will really be a schooldriven about the school piece led by student rep or reps. Um so but not nec we will use it similar to as we do the other advisory. So when there's a code of conduct discussion we'll bring it be parent teacher community student. So so that's the board avenue that I see when we're doing those different vehicles. But there'll be a lot of school-based business that'll never come to the board because it's not that's what I was thinking. So it serves two functions. Yes sir. Serves two functions. gives students a voice in the school and also provides the district voice when when appropriate. Is there already in place and I'm sure I've asked

129this before like class presidents through sea? Yes, sea. And what does each class have exactly? Is it just a class president? I believe it's a president, vice president, treasurer. There's I think at least four. And are is that like an active beneficial thing or is that something that just has been the tradition and it's not really doing anything? Probably a little both but I think there's opportunity to rethink it especially related to right this piece. Yeah. Is there a way to kind of maybe incorporate that and give that substance? Sorry. Isn't that largely internal? Right. I mean my daughter is on a CA and so it's planning the dances and decorating for prom and doing so. Yeah. Yeah. And each class, freshman, sophomore, has a different like focus and got and u Yes. Money. Um

130I see all this from the lens of an educator first and foremost. Um, so for me being that I taught public school for 22 years and then private school a few more years, I see this as an opportunity for more student outcomes, focusing on student outcomes and the buyin that goes into that. The more you can get students involved in the process um, and have them be part of that process, the greater buyin you're going to have. That's my opinion. Um, these kids, these students were phenomenal. I don't see them being the kind to fool around and goof around like you might have been, Mr. Rhymer, but you may misunderstand. I'm joking. I'm joking with you. I'm joking with you. But I see this as a as a very positive thing. Um, certainly like like

131you said, this is something new is uncharted waters. But if we want buyin and if we want to change the narrative to really make this a place of excellence, academic excellence, right? This is an environment of respect and and and of learning to uh discuss ideas, of learning how to think and and form your own opinions uh and back them up with facts and conversation. More conversation and discussion is better than less. Now, certainly they're not going to be voting, but there's so many topics throughout the year where we would benefit from having that perspective. I think it would make us a more um efficient uh and productive school board. Uh and it would drive our decision. Certainly, like you said, on some of them, it's not going to change, but it's important to have

132that perspective because it's all about them. Um and we're we're doing this primarily for them. I see them as my constituents. Um, and certainly certainly, you know, high school level students and the ones that we interviewed, which are so mature beyond their beyond their years, um, I see them very much as my constituents and some of them live in my district. So, um, that's my perspective. Okay. Thank you, Mr. Ros. I just wanted to add I have been involved in this model and what you get is they will not have comment or input on everything right but the things that are important to them and and what they're hearing from the their uh student committee advisory committee they would uh offer into the conversation most of the time with the other things such as policies

133unrelated to you the student necessarily directly. Um they really listened more and learned the the decorum, learned the the process and gained knowledge on how a board works and the different positions and things um you know that we do. Um I I can see this becoming also u maybe it is the single fact out of everything on a student's application that the entrance uh board looks at and goes I like that that that's important that's someone who you know is responsible and can handle this. So if if we were able just one student even somewhere you know in our tenure to be able to affect them in that way and give them a voice I think a lot of times and you you're exactly right with the students when they feel like they're included they're

134part of the group they may not be you know uh with this group or that group and whereas the SCA I look at more as a popularity contest than anything uh for the most part this position would have that uh and initiate I think a lot of school pride and be part of hey I want to I want to be a better student I'm on the student advisory board I want to be a better student I'm representing you know so I I can't see any negatives in it and having worked in it uh it really is um was everything that happened was a very positive aspect to what the the the decisions that were made and what we considered. Like you say, we might not change we might not change every any decision quite frankly,

135but the fact that we know the end result. Thank you. Thank you. Anyone else? All right. So I believe that this is on our June 2nd agenda to in close session at least maybe talk more about these individuals and make a decision as to who gets the job so to speak and or a backup. So um we'll be dealing with that next time. Okay. All right. Sounds good. Mr. Excuse me. Dr. Nichols policy revision for advertisements. Yes, sir. I'm going to try to go under the 15 minutes on this one. Uh this is a second read of the advertising in schools uh policy and revision. Uh so we did work with our attorneys on this one. Uh board members, just a reminder, we have a great opportunity with this new athletic complex coming on board.

136We have a lot of partners that are ready to step up and support in terms of advertising. So, this policy allows us to do that um and puts protections in place related to the advertisement. So, you've had this policy. If you have any questions related to I'd be happy to answer. Um but it does come before you for we recommend approval um this evening. So, we we have people that are ready to do this and we're ready to make it happen, but we had to adjust policy related to it. So, all right, M. Cooney, any comments or input questions? um on this. No, Mr. Broki, Mr. B, I think it's a great idea. We're We're not creating something. We're simply catching up. It's being done elsewhere. I'm excited about it. It's one of the first

137entrepreneurial thing we've done in a while. Right. Very good. Well, let's jump right in, guys, because that's the first uh item on our action items. So, do I hear a motion to approve the policy revisions for advertisements as presented? Miss Kuna has the motion. Second. Mr. Rhymer has the second. Miss Davis, please pull the board. Mr. Rhymer, I. Mr. Vaude, I. Mr. Deoski, I. Miss Kuna, I. And Mr. Pagano. I. All right. Motion passes 5. We added uh an agenda item earlier this evening. We amended the agenda by vote to add the following action item, which is the approval of the addition of the um two additional prongs under the vote of consideration protocol. And just to recap, uh the requirement to attach policies code or uh the source information to a board member's request

138and the providing of as appropriate um a level of detail to a plan of action for the board to consider. So, do I hear a motion to approve? I move that we approve the items as amended. Mr. Rymer has the motion. Is there a second? Second. Mr. Vault has the second. Miss Davis, please pull the board. Mr. Ry, hi. Mr. V. Hi. Mr. Broski. I. Mr. Pagan. I. That ends our action items. The next meeting of the school board will be Monday, June 2nd, 2025. Will be held. This will be our regular monthly meeting. It will be held here at the historic courthouse in this boardroom and we'll begin with the close session at 5:30 to be followed by the open session at 6 p.m. This meeting is adjourned at 7:57 p.m. Thank you. That's

139good. I had three friends.