001Down. Hey. Hey. Down. I'd like to call our March 3rd, 2026 Reno County School Board work session to order. Madame clerk, will you please call the role? >> Yes, ma'am. Item 2.01, approval of personnel changes. Do we have a motion to approve? >> Make a motion to approve the consent agenda as submitted. >> Second, >> Madame Clerk. >> Yes, ma'am. Item 3.01, request approval to surplus BCAT equipment. Miss Melanie Fischer. Uh good afternoon everyone. Um school board uh chairman Clemens, Drs. Nicely and Sulttus. Uh I am Melanie Fischer, the assistant principal at Burton Center. And um we are very very excited for the upcoming year. It's going to be very challenging and uh very exciting at the same time. Um, one of the the first things that we're trying to get uh rolling with our
002transition from Burton over to RCCTC um is surplusing some of our uh larger items um that that we know are going to be replaced in the new center. Um, so we have a the the first uh list from four of our programs uh to be uh hopefully put uh we would like to request it to be put on the consent agenda for approval for surplusing. Um these items are some of them are uh anticipated to definitely go over $500. uh some of them are being listed or we're going to list them for slightly under 500, but with the potential that uh with the bidding it the the sale price could go over 500. So, we went ahead and put those on the list as well. >> Questions? >> These items be sold after [clears throat]
003the end of the year, after December? When when are they going to >> um We're actually going to start selling some of these items in April. Um most of them will be over the summer. All right. >> Yeah, I'm good with it. >> Add it to consent. >> Fine. >> Okay. Thank you. >> All right. Thank you very much. >> Thank you. >> Item 3.02, request to transfer funds between departments. Miss Susan Peterson. Good afternoon, Madam Chair, members of the board. Um, our policies and procedures require that if we would like to transfer uh money from one department to another in the amounts greater than $50,000 that we bring uh the request of transfer to you for approval. Uh it was found during this budgeting process that there was an additional uh custodial position uh
004budgeted in um the payroll system and in global HR and it was not needed. Uh I don't know how that happened, but they would like to move the funds that were $71,020 over to uh operations so that they can use it uh in operations. So I'm just asking for approval to do this. Um it would be rolling to consent at the next meeting. >> No problem with it. I'm just wondering is this part of the new reporting we have to do or why are you asking to do? Um, it's always been our policy if we transfer funds between departments to bring that to you. >> Okay. Just might Yeah. >> Okay. Sounds good. Thank you. >> What's your point? It happens very often. >> Yeah. I just Yeah, it just >> No, it doesn't happen
005often. >> Transfers that are less than 50,000 can be approved by super. >> No. Okay. >> Are we good there? >> Fine. >> Item 3.03, request to accept donations and appropriate funds. Miss Susan Peterson. Um, we received a sizable check um for meal uh payments uh for bad debt and we would like to appropriate the funds to uh cover this. Uh since this is we do have bad debt set up, but since we have a check specifically for this purpose, we would like to uh use grant special contingency to cover this. >> Is this from the same gentleman that did it last time? >> It is not. It is actually from an estate of a Mr. John Thomas Credle who has passed away and it was his uh request and his last will in testament
006uh to uh provide I guess whatever funds that were available to her county school board for unpaid lunches. >> Wow. That's interesting. >> Nice. >> Very generous. >> Thank you to them. And we plan on putting this through the grant fund so that any um unused portion can stay in that fund and be used for future student launch debt because we don't uh recognize um a bad debt expense until the student leaves the school division. >> Okay. >> All right. So >> it'll roll to consent if that's okay. >> All right. Thank you. >> Thank you. >> Item 3.04 04 minor capital request Glennber High School Coral Risers. Dr. Jamie Sulttus. [clears throat] >> Madam Chair, members of the board, Dr. Nicely. I'm filling in for Mr. Kaggels today as he finally got a well-deserved
007vacation on a boat somewhere. Um, the coral risers at Glimmer High School are worn and do not contain modern safety features such as handrails and back stops. So staff recommends appropriating $17,200 from minor minor capital special projects to replace the risers. Uh the project would provide new risers for Glen High School which are identical to the risers recently provided to Kring High School and William Bird High School and staff request that these items be added to the or this item be added to the consent agenda for the next schoolboard meeting. And I can try to answer any questions you have if you have any. I think they're the same ones that were there when I was a student. >> Did you sing on them? >> They did not allow me to sing. [laughter] >> You
008didn't sing? >> I sang in the church choir once and they told me just to stay in the back and move my lips. >> Yes. >> I'm not very good singing. >> Yep. Sounds good. >> Thank you all for taking care of that. >> Thank you. Item 3.05, update on new strategic plan process and format. Dr. Sammy, Dr. Mr. Jamie Sulttus and Mr. Ben Williams. >> I think Jamie's taking care of us. >> Yes, please. >> So, I will tell you guys, >> we're working on a record. Ben, don't write. >> We are going to set a record today. Ben and I met already [snorts] >> and and we're predicting we can get this done in around five minutes. >> Wow. Okay. Now, >> we don't always tell the truth. >> That's That's your goal.
009>> That's our goal. >> Plugged in, Chuck. Todd Kaggles took off this week for this reason. >> There he is right there. [laughter] Heard presenting with me. That's funny. [laughter] All right. So, we are here tonight to basically present to you guys the strategic plan update. Uh, so our goals for today clicking are I already put Ben to sleep. Our goals for today are to provide you guys with an overview of our projected process. Uh provide you guys with an overview of our projected format. Um and then our next steps given the blessing from you guys would be to have you guys make any recommendations of things you would like specifically to see in the strategic plan. Um get community and stakeholder feedback. So we'll go to different groups and meet with them and share
010what we're planning to do and get their input as well. and then at the end of that produce a final public draft for them to get comments and then bring it back to you guys for the final um look at and whether you give us the blessing or not. >> Yeah. And as we go through that um just wanted to uh to remind you that uh that in the this strategic plan the state actually has requirements uh for components in it. Um basically that's in state law. We've got to have overall division objectives, strategies to to improve student achievement, um assessment of progress towards those, which u we'll go over in a little bit. Um then it's got to have uh a number of sort of unrelated elements. um enrollment forecasts, regional program evaluation, technology
011plans, CTE plans, literacy plans, things that we already really have as standalone plans, and they'll go into uh to an appendix in this. Uh but uh but in the end, we'll make sure that uh that everything in our plan meets the state law. So then the in the assessment of progress that is required, we're looking at making something a little simpler, a little something that's easier to see and understand and it's more transparent. Um so basically part one will have the C change indicators and that's going to basically be like what are our flip to the next slide real quick >> could be things like what's our group third grade reading so pass rate how are we making progress on that? How are we making progress on the overall so science pass rates etc. So
012those would be our student achievement. Basically you have leading indicators and lagging indicators. Everything most things in education are a lagging ed indicator. Like we don't get this until the instruction's done right. So on the other end of that we're looking at having a second page. So we tried to align align everything to the C change framework. So, this is just an example in balance and we don't have it all fleshed out yet. I think we're on what, draft five or six? >> Draft five right now. >> Y >> um on what we need to present to you guys yearly to show you the progress we're making. Okay. So, then on the other part, we're trying to find more leading indicators, which would be what are some indicators that should set up alarms to where
013we can go into the schools and provide them the support they need prior to the autopsy to try to prevent the things from potentially going off the rails. So each school will work with uh I plan on having a lot of central office people split up the schools and have like three different schools per person. Like for example, Jim might have three schools, Ben will have three schools, uh Mike will have three schools because a secondary director of instruction and elementary director of instruction with 27 schools, they can't get around enough and meet with them enough to really look at leading indicators to try to make changes. So, what we're planning on doing is assigning uh these people our um schools. They'll have specific goals that they've worked with based on data that we've got
014from the schools. It might be climate. It might be um third grade reading. It might be, you know, white pass rate on the science so test. Whatever. We're going to tailor those things that the coaches work on. They'll work with them to develop the leading indicators and therefore they'll meet with them like bi-weekly and have a data dashboard to be able to say, "Okay, where are we with this? What is our I'm just making this up. What is the out of school suspension rate since the last time we met?" >> So, can I ask a broader scale question? So when we do this, are we doing this with the idea and the knowledge that we will stay under the same metric of where we're at with the past administration for >> 100%. >> For uh
015All right. But so with the current administration, are those changes to the schools of you know how they grade the schools is is that because I know that changes every few years it seems like Ben, right? So, are they will that change this year? Is that going to stay the same or do we know? >> So, it's that's a that's a really good question. So, we we we took two approaches for that. Um, one of the approaches that you can see on here, you can't see the other one. We've got the overall pass rate. The overall pass rates probably will change and be difficult to track because of changes potentially and cut scores. That's all up in the air though, right now. Everything's under review is is what they're how they're saying. So they might
016change the whole >> they they could change the whole ball game >> and and I think there's a good chance that a lot of the ball game is going to change. Not everything, but a lot. [snorts and clears throat] The other thing that we'll track is if that changes every year, you really can't look at that and say we're getting better or worse. So what we would do then is also track state rank because if you track state rank, that's independent of the score. Everybody goes up, everybody goes down. Uh but if you track state rank across you'll be able to keep a you know what we're doing >> exactly you'll be able to keep a consistent theme. >> Okay. And you can see we have a blend of things in here like percentage of
017seniors earning opport opportunity ready credentials because if we believe it's important we first have to put the systems and structures in place to ensure all stakeholders know about it that they understand the value of it and I'm talking about business and industry as well and then once that is the case we can track like what percentage of students are actually earning it but we're going to make it meaningful to them uh not just us right like if If I go interview at Realar Reality or Greenway Reality, they're going to be able to say, "Okay, this kid has proven he can communicate, collaborate, and do all the things that you would need to be." >> I like how you evened that up. >> I did. I did that on [laughter] purpose. >> It's balanced. >> And
018And he didn't even get the right name. >> Hey, [laughter] M Mountain View. Make sure you >> I was trying to protect the somebody knew who you were. The nice thing is every time we we update you on this, you'll be able to take a look at that and really get a good feel >> really quickly for where we are. A lot is interchangeable, isn't it, to whatever they do at the state level, maybe. >> So, I will say I sit on the basel executive board and the state the new state superintendent was there and she was talking about what the governor's looking at doing and whatnot and her thing is the governor doesn't want to throw the baby out with the bathwater. like she does believe in high expectations for everybody and at the
019end of the day if something's working they're not just gonna get rid of it which I I found joy in that we're trying to find some kind of we're not jumping to here to jump into here to jump into here. Uh and then she also said that the one thing they are really looking at is that label off track. >> Yeah. because apparently the governor and the new state superintendent both have kids in schools in Richmond that were considered off track and they believe that's not indicative of what's going on at that school. So looking at the different terminology um but definitely u still having some of those things standards because she wants every kid to have an opportunity to succeed and some of the things that she believes that the governor was doing and
020board of education were doing were good things. >> Okay. and and that came from also from the JARK study. Jark did an independent study which is really nice. It's bipartisan. Um and uh they they took an independent look at what had been done for the uh the accountability system, gave recommendations and um and so the new governor said, "Okay, so let's implement the recommendations of this bipartisan study and use that as what as sort of the basis going forward." And to remember with the leading indicators, that'd be like you guys who are in sales. You don't wait till the end of the year to look at your sales things. You looking at your monthly to figure out where you are to come up with strategies to increase sales. And that's what we're basically going to
021do with the schools. Um, and it's going to be personalized for that school, but it'll mirror these things. Okay. Um, in terms of some additional sections, um, we're going to have specific strategies and goals are updated each year. Um and so those will also be in there in addition to the indicators that that that we showed. Um we're also going to uh to have that appendix of required elements. Um the schools will then work as Dr. Sza said the schools will work from uh their data. So, not only will he have division data, but we'll provide this data for each individual school so that um those schools will be able to uh you know to to see their own progress over time. Um so that'll that'll be new for them and uh I think it'll
022be really helpful. Um and then they'll develop their goals and strategies based on on their own needs but but aligned to you know what we're trying to do at the division level. The goal is for all of us to be rowing in the same direction. >> And um and in terms of stakeholder input, um this is a key part of where we need to go next once we get a fleshed out draft first. Um we're looking at a uh a new website. We need to put that together. We'll tap uh tap our buddy Chuck on that. Um there's going to be a feedback survey where anybody and this will be linked to the site where anybody can provide comments. So, we're not just going to go to specific groups and say your group gets to
023make comments, but you don't. Um, literally anybody can will be able to log in, review the the, uh, the drafts and give feedback right off that survey. And so, uh, so nobody can say they were left out. Um, and then we'll, like I said, I'll go around to stakeholder groups and, uh, make sure that we get their input. um send a notice to parents and teachers about the feedback survey and make sure that we have their input in it. Um and um and then finally, we'll compile those results uh make some changes, present those to the board at a future work session >> and then also give you guys a chance to if you feel like there's something we should be measuring that we're not to provide us with that feedback. >> Yep. Any questions?
024I like what Ben said about, you know, we can still measure ourselves. We're still first in the region, 15th in the state out of 130, right? Um, you know, that's an easy metric, I guess. And Miss Peterson, could you email me a copy of that bubble chart, please, when you have time, no rush. Um, just I just think that's uh one of the best tools in the tool bag to share our story. >> Just a slight correction. Number 11, not 15. >> Yeah. Did I say All right. 11. [laughter] Lord, I'm counting. No. No. >> Not to go 15. >> No. No. We're going to go to number seven. >> There you go. >> Then number one. >> One's a goal. >> So, yeah. No, it's uh but that that is a huge accomplishment and
025and we're lucky to be here. Thank y'all. >> Thank Will the evaluators that are going around the different schools rotate between them or three assign three people? >> So, one person. >> Mike and Kim will still do their normal meetings with the principal. >> This is an additional meeting that would take place maybe bi-weekly. It depends on how needed the school is and what we're trying to measure. So, for example, um one school may have, let's say, culture issues based on a climate survey. We may come up with a culture goal for them and they'll work with their coach to get strategies and then they just basically are meeting to say it's not to evaluate it's to support and identify areas they need support so then central office can provide as much support as we
026can. It's making 27 schools smaller with nine people working with three each in the coaching model and we're going to be getting training on deliberate coaching which is based in behavior analysis. uh it's a doctoral level BCBA the guy we have working with us who will help us determine what are the indicators working with the administrative team and then uh pro provide support for them as much as we can and my whole purpose in that is and it's not an uncle Mike or Kim but 27 schools there's no way they can get around to 27 schools frequently enough to be ahead of it with the leading indicators which I'll give Dr. are nicely credit for because he we were working towards trying to find more leading indicators along the way and they're just they're unless
027you're purposeful in implementing them and measuring them they don't always exist in education we do a whole lot of autopsies like when I've done the taught you and I give the test the test is an autopsy unless I go back and retach you the other things you've already missed that make sense >> and I believe everybody wants to do the very best they can they just need to be provided with supports to be able to accomplish what they're after. So hopefully it'll pay off. >> And and the purpose of the strategic plan is is for internal for us to identify areas of need and whatnot. >> Yeah. So there's it's required by code. >> Okay. >> Um and it basically has certain things you have to measure and report out. Um but but the whole
028purpose of it in my opinion is continual improvement. And I'm a big believer in continual improvement. I'm a coach, right? So, at the end of the day, our goal in life is to be better than we were yesterday. >> And so, our role up here should be providing support to the ground level workers who are dealing with things every day and may need some strategies or some extra supports like maybe I need to deploy one of the BCBAs to go help them if they're having a lot of issues with student discipline. Right? I know Mr. Greenway in one of the meetings before you said, "Are these people that we could deploy to support the schools?" That's that's my goal of all of our central office people. That's what that's what our role should be is
029to provide support. Well, let me say whatever we're doing is working and I know that we talk about this year after year after year and I know Dan has heard us probably some redundancy but what he does and how he methodology of you know identifying a school that's not [clears throat] performing better than it was yesterday or whatever and trying to get them to where it's uh I mean it's uh we don't see half of right we don't see a tenth of it >> so but to hear the things that happen behind the scenes to get us to where we need to be. And and then again, when you see the rankings, I mean, that doesn't lie, >> Right. That tells the tale right there. Um again when we go to to budget and stuff
030um you know to see that our middle tier group of teachers are are last in the area in the region that hurts because you know what I mean what we're getting out of our staff administrator everybody that the team that's involved when you look at that bubble chart you see we're getting so much more for so much less. And that's not a bad thing, but it's also not a fair thing to me. You know, we should be we should be you would think uh you know, if it was a a football team or a baseball team, you know, they're winning the Super Bowl. We're right there at the pinnacle of getting to that. And u it's just unfortunately not the case. And it should be. And to our staff and to our teachers, I know
031people don't listen to this, but I'm going to say it every time. Uh our staff and our people in these schools and what they do and what they mean to our communities is absolutely I don't you can't put a price tag on it. I'm going to meet a lady tomorrow that uh wants to get in the and I don't know everything but Dolly Parton literacy program or something wants to bring that to Rono County and so I'm going to listen to it. I think you know what do we hear about literacy literacy literacy literacy got to be reading by third grade got you know so our staff uh you know she doesn't have to she can go home and cook dinner and be done and not have to worry about the rest of the anything
032else and come back tomorrow but she's concerned she's asking about it and this is what our people do and so when we think about budgeting when we think about giving raises it sticks in my Well, and I'll be transparent like my goal in life is to maximize the raises that we can because every employee benefits from that. >> And I believe that people make the difference, not not programs. People make the difference. And that's what I'm trying to do with this coaching methodology is provide the schools with more support >> on a smaller, more intimate basis. It's not evaluative. It's completely to coach and provide support, observe, give feedback, positive feedback and suggestions, and go from there. >> Yeah. >> That's the only way we're going to get better. That's right. >> And we are
033great. >> Yes, we are. >> But Dr. Lang or somebody used to say, "You don't have to be sick to get to get better." >> She she was quoting somebody before him, but I forget who the guy was. >> I'm not quite as old as you. I just remember Well, while I'm on a roll. >> Oh, yeah. She did. >> But but I want to just say this. We've had this discussion. Um, you know, board of supervisors is doing this two by two by two meet. Is there any media in here? Does a media even exist anymore? Is there such thing as media? Is there a is there a reporter anywhere in this world anymore that and one that would do it honestly and and whatever? Um you know, we're doing these two by two
034meetings. Uh at least the rest of my board uh school board members and the board of supervisors are doing these two by two meetings. Even our superintendent and and soon to be superintendent got a two by two meeting with uh with our their counterparts in the county. There's one of us out of this group that hasn't had a meeting and that's okay. I I get it. You know, I know I understand this stuff too much and I I fight maybe I fight too hard for the schools, but you know what? We're elected just like they're elected, right? We need to fight for our people and that's and and for the school. And obviously it's not us, but we've been fortunate to put the right people. Uh Dr. Nicely and sta and he's done a great
035job with staffing and all the people in this room and and in the schools are doing a tremendous job because we're first in the region. We're 11th in the state out of 130. So we are doing the right things. I put out a little informal poll on Facebook today because and tried not to be biased with it. But the one thing we have going for us in Renault County, the shining light of Rono County and and David Landon, if he's honest, he he'll say the same thing is that it's schools. Everybody asks, "I want to get to run. I want to get to Venton for schools. I want to get to Reno County for schools. It's the shining light in Renault County." We have no economic development. I'm sorry. I know that hurts when I
036say that. We have none. We have no uh we have no programs that are bringing our our kids are leaving because there's nothing here for them. It's just a reality. Go look at those responses. I don't know those half those people that responded. A few of them I do know, but a lot of them I don't know. And and I just thought it was a really cool informal way to to see what they thought. Um, but you know, we can spend $10 million on a library and we talk about funds are tight. We can spend uh money on whatever we spend on we got $50 million additional revenue since 2020 and we talk about things are tight and and we can't it's hard to give raises on the other side. You got to be kidding
037me. We only get 41% and 75 to 80% of our revenue is is salaries. So, I don't know what they're doing on the other side. And I get they they want a lack of transparency. There is no transparency if we can't have joint meetings and we can't have people like myself that think a little differently than they do in a meeting to say what I what I want to say to them and and disagree with it's okay to disagree. It used to be what makes us great. It no longer makes us great. I guess we have to meet in secrecy. And I get I get the person that has his puppets that do this stuff. I get it. You you're I give you credit for doing that. But at some point you have to decide
038I'm here for the greater good of Ron County. I'm not here to get reelected. So, please just just listen to some people outside your inner circle and and let's continue the great things that are happening at Rono County Public Schools. I've told my board members and I'm telling you again, I'm not going to fight this fight. You know, some point we have to decide on this school board that we're going to fight that fight. And so, you know, I've done all I can do to try and get every bit of revenue we can get to give these people that are creating our our kids. We're creating great students in the world. The unfortunate part is that our great students in the world are going everywhere in the world instead of Reno County and because there's
039nothing no jobs here for them. So, we have to change that narrative. Maybe we need and I know that Reno City's a little bit off the rails sometimes. Uh but they're also they've got a lot of positive things going as well, but maybe we need to get together and work together to find ways to bring these businesses here to do what we need. We're going to have the CTE school here in another several months and I hope we have places for these kids. It's a phenomenal school. So hopefully we're going to have uh have somewhere for these kids to go and and to stay here, not to let them leave. We want them to come back. So anyway, uh let's get rid of the lack of transparency. Let's sit down together. So the media comes,
040the public comes. Who cares? Having good discussion is not a is not a negative. It's a good thing. So, uh, let's let's move forward as a as a body and not as each as each board. We have to keep fighting to make to keep these schools great or otherwise the rest of you know, we're going to end up like the rest of the world. And, you know, we're doing a great job. I just believe that. So, I'm done. I'm off my soap box. Ajourn. >> [laughter] >> Do you want the gapple? >> If I can bring it back real quick to the strategic plan thing because you mentioned the quality like continuous improvement thing. >> Um the examples you provided look like mostly test scores and and like definitive measures. Um hopefully there's some measures
041in there tracking like concrete discipline things like maybe expulsion numbers or stuff so that we can identify those areas of of need and address them internally before they continue to kind of grow. >> Yes, sir. And those will be also in the leading indicators because if a kid's getting suspended or there's a big absentee issue there, that's one of the warning signs that something's not right. >> Yeah, we Yeah. In our draft, we've got um out of school suspensions, in school suspensions, uh survey questions like there's at least one adult at school. Luke knows me well. Um I feel safe at school. Um [cough] the [clears throat] uh let's see um >> screenshot of one of the things we'll share >> with you guys prior to we tried to take every one of the sea
042change pillars >> and develop some metrics of measuring it to be able to >> say are we meeting these conditions because as Dr. nicely always says I'm going be able to quote you from now on. >> Okay. >> It doesn't it doesn't have it doesn't happen in a vacuum. >> So you have to have those conditions set. So we want to be able to measure those conditions >> because I do believe in the C change framework and believe that that is what everything should be grounded in. >> Right. >> So >> and annual surveys are going to be a much bigger part of our metrics going forward. so that we're really focused on customer satisfaction, which you know, our our clientele, our kids, our parents, you know, we we want to make sure that they're
043getting from us what they need. >> Yeah. >> And and I guess my point for emphasizing that is, you know, coming from medical business world, >> you have to look at even the minuscule negative aspects in order to correct them. And so focusing too hard on success stories kind of turns on blinders to what we do need to address. And if you're going to push a great thing even further, we got to look at those. >> And I agree with you 100%. As a coach, I was going to tell you what you did right, but I also want to point out how you can continue to improve. And it's about support. It's not about banging on anybody or, you know, trying to evaluate or get rid of anybody. It's how can we help you? Here
044are some things we see. Here's what the data is saying. Let us work with you. Let's get some strategies in place and see if there's they're they work and if not we'll adjust the strategies >> which is why it's important to have you know a district plan aligned with school >> each school what their piece is because as a district we hold ourselves accountable but also each school as they said might have different blind spots or things need to work on. So that's that's the beauty I think of what is proposed is having that alignment, you know, in place >> and y'all done a wonderful job of that in the past because I know we've had hot spots. We talked about certain areas >> and and it's definitely not a knock on what we've done
045in the past. I think Brown County is as good or if not better than every school division in the state in my opinion. I'm just trying to support Mike and and Kim and the rest of the principles by providing more support, more information. And then if Mike and Kim need to get involved and really help instructionally on different end, we have the supervisors. We have other people who can deploy. But we really want to identify things as early as possible being preventative. >> Absolutely. We got some new data and moved some people this afternoon to to some additional help to a school because, you know, we we we got some a leading indicator that, you know, told us, yeah, they got some new folks that need some support and and we're going to move support
046there. >> And and Ron has always been nimble and always been able to do that. But hopefully by having more frequent meetings with more it's a coach, right? Like they're not coming back to me and ratting things out. It's basically, hey, Beth has identified at Hayden Valley Middle School that they need support with um how how to support autistic kids or something like that. I'm just throwing something out there. And then we it's our responsibility to make sure we're providing the trainings, the supports, everything we need or the building needs to be successful. >> Can you elaborate a little bit on more like coaching of the coaches like how that's going to >> Yeah. So, we're going to be working with I'm doing a book study right now with Dr. Gabani. Uh, and it's basically
047a coaching model and it's grounded in behavior science and basically it's he believes in the ABC model like there's an anticcedent then there's behavior and then there's a consequence and so you know the consequence that has a negative connotation but it doesn't mean that it's negative. It can be a positive reinforcer. It can be uh you know >> It's the result of something. And so we're our goal is being able to coach coaches to okay, how do you ask the questions? How do you help them identify areas of lesser strength? Because I don't even say weakness because I don't think we have weak, but areas of lesser strength and then how do we follow up on that and measure it to make sure that whatever strategy we're putting in place is actually making a difference.
048Does that make sense? It's all it's all bas basic coaching to be honest with you. But we want to provide our coaches with professional development on how to coach and right >> because that matters. We've all had good coaches and bad coaches, right? >> Any other questions? >> Okay. >> Do I >> I was just going to say I think we would have broke the record [laughter] >> if I had went on. I wasn't going to say it. You had to say it, did you? >> Meeting a journey. >> Brent wasn't going to say it.