2026.04 (Apr 21) Board Work Session

001called the order. We are working on board development night with the OSBA. So, thanks again for reworking your schedule to allow our accommodation of >> uh when we all could meet back in in February. So, thank you for being flexible with that. >> Of course. >> All right. Go ahead and do that. >> Okay. Um well, hello everybody. Nice to meet you, Jackie. >> As well, um thanks for having me back. always happy to be here. I'm going to go ahead and share my screen. Just a sec. Okay. Um All right. So, we are in our transition plan session number two out of two and um what we will do tonight um well just quick introductions we'll just go around some of this but love your name your time on the board where'd you go

002to high school why are you on the board and what is the superpower you bring to the board so I'll go ahead and start with Sharon >> oh goodness and I've been on the board is it 10 years. >> I think it's 10. Um went to high school right up the road JFK. And why am I on the board? Um I enjoy I enjoy this stuff. I enjoy being on boards and having a little finger on the middle of what's going on in our school district. And superpower I bring to the board. I think keeping our compass really strongly centered on why we're here and leveling leveling leveling with the compass. >> That's my great >> I also think it's your HR experience and all that great background. You're very strong in that area. Very

003strong there. Um, I am Angry Val and this is my sixth year on the board and uh, yeah, there's a common theme tonight right over there at the high school. Um, I'm on the board. I have two students in uh, one at the elementary level and one middle school level. So, I get involved and um, I'm also an educator. is year 20. And so, um, my superpower, I think, would be coming from the teacher lens, um, and the parent lens, multiple lenses when it comes to the education system, >> right? >> Have a current feel about what's going on in schools through my own job. >> Okay. I'm Trac. Believe this is my seventh year. this my second term >> and um went to school here all all through all the schools and I here

004like I taught here I've taught 37 years and 25 were here in the school district and it's kind of my way to still stay in touch and still have that education part in me that I have some input into and such and I go along the same you know that superpower is just that the education background I have and connections I have in the community. >> Thank you. >> Um, my name is Jack Marquez. Um, I've been on the board a whole four months. >> Experience. >> Um, let's see. I also went to high school uh right here, right in the same parking lot. Um, see, why am I on the board? Um, getting involved in my child's education is very important to me. ensuring that all of the proper tools and resources are available

005to her and other students in the district. Um, and I guess along with that, the superpower that I try to bring to the board is just ensuring that we're considering maybe those demographics that aren't thought of, that we're trying to get the most out of everything that we do, that we're capturing maximum impact for that we're trying to accomplish. >> Thank you. All right. not on the board, but with the district, both of you. >> Um, I'm Jill. I've been working for the district since 2018, however long ago that was. Went to school at Kennedy on the board because it's my job. Um, superpower trying to keep these guys organized. I guess >> she does it well. >> Try >> you do >> and I'm her biggest client organiz this is my ninth month, nine

006or 10 months um on the board. Uh, my 26th year in education. I went to high school. Well, you and I are the only ones in this room, Kristen, who did not go to high school. I'm sorry. Um, I went to Glide High School, >> 10th through 12th grade. So, um, there it's like almost the same in terms of size of this place, one elementary, one middle, one. >> Um, I am also on the board because it's my job. But um I think my superpower not just to the board but maybe to education is just u I don't even know there is some centered unwaveringness inside around kids and so um it is hard decisions are hard but they are not hard for me when I put that at the center and so I feel

007really lucky that I get to do that every day. And then I think it's the ability to do the zoom in and zoom out quickly. So zoom in enough to know like the details why something's not working, how it might work, and then zoom back out to be like how does this work in a system and not. So um I think the ability to do that quickly on issues is helpful, but I think my superpower is kids. Thank you. >> I'll introduce myself. I'm Kristen Miles. Um, I am the director of board development at OSBA. Um, I I've been there for almost 10 years. Wow. Um, I am also on a school board. I'm on the Tiger Toan School Board. It is my third year on that board. Um, I went to high school in

008Salem. I went to McKay High School in Salem, Oregon. Coast Cons. Um, I am on my board because, um, well, I also have a daughter in school. I was on the budget committee. I was in the community budget committee. I volunteered with the levy. Um but after about seven years of going around the state and telling board members how to do their job, it also seemed like it was time to sit on the other side of the table. So um and to just give back in whatever way that I could. Um I think probably what I bring to my board with a history of my career has been in education and now also governance. So I know that part. Um okay, thank you all for your introduction. we will go ahead and keep moving. So

009tonight, what I'd like to do is have a quick review of the balanced governance standards and and I'll talk a little bit about what those are and where they come from, but um in a different way, I'm going to ask um members of the board who have been here a while to sort of lead that discussion and because I think it would be great for a new board member to sort of hear how we are applying researchbased standards that um that say when you're pursuing these things, you are making a positive difference in student outcomes and to hear your um colleagues talk about how those things show up here and it would be really useful because then it's in context as well. So I will ask I will put the board on spot and ask

010you to lead part of that conversation. I've got some scenarios that we will talk through and some model governance questions. These you have not seen before because as I was like putting this together I was like I've seen all this before I got to think something more advanced. So, so I brought something else. Um, and then we've got your operating protocol. So, um, I will take a look at that. I'll ask you some questions about that, how you utilize that. See if there see if that's still working or if there's anything you'd like to do with that. And then, um, just check in with you about any needs or plans for ongoing professional development. You may have none, but wanted to just raise that. How does that sound? >> Okay. Great. Um, let me ask

011you really quickly, and if you don't want to answer this, that's fine, but as we start this, um, a lot of you, well, you all talked about why you're on the board, but a more specific question is what would you what is your greatest hope for what you can accomplish on the board? If you were to to move out of the district tomorrow and could not be on this board, what would you want to say that you had accomplished? I've been a part of, you know, hiring two superintendent that I think has been very very successful, you know, and I feel really good about the sup two superintendents that we have hired as a whole school board, which I think is probably one of the most important things that we can do for our district.

012>> Absolutely. I think in in addition to that though is being a functioning board >> that all has the same like lens of we are here for the students. Um, we work really well together because the strong board means the supportive board, >> right, of not only people that are working here, but of our community. >> And that when your board is strong, your school, your administrators are strong, your school district is strong, and all students have the opportunity to be successful. >> That's right. I would echo and add that my thought went to if we could interview everybody who makes it through our schools our schools just and and they were asked the question did your experiences have a positive impact on where you are today? I would just want that to be yes

013overwhelmingly yes. So, I just really want us I think that would be a really cool college. >> We're getting there. It's just like I want every kid to have had a positive experience in one way or another through. And would you prefer to call Jacquine or Jackie? >> Okay, great. What were what would be your hopes? Um, I think mine were exactly along the lines of what Sherry said that at the end of the day after going through the school district, going through all of the schools, they would say that they had a positive experience. They felt supported. They felt that they had the resources they need. The teachers, the teachers were accessible when they needed them. Um, the extracurriculars that were available were beneficial and fun and they gained something from them. um just

014they overall had a positive experience going through this school district in every facet that they experienced. >> Those are absolutely noble goals and also not so far out there that they are not worth working for, right? I mean like that's that's why we're here is to um is to improve the lives and outcomes for all students. So um just sharing this might be repetition for some of you but um there is so all of what we teach to is from research and um and so it's not me sitting here telling you that this is what I think um it's all based in research and there is there was a piece of research that really demonstrated that the single belief that all students can and will learn shared by all board members that alone positively impacted

015students outcomes. Um because when we don't believe that, then that that changes the way that we vote. It changes the way we want to allocate resources. It changes the way we think about our students and our system as a whole. And so if we think negatively about that, that changes the outcomes. And if we think positively about that, that also impacts the way we vote, the way we allocate resources, um the way we look at our programs and needs of students, and the way that we think about our students. So, so when all board members believe that and get behind that value, that alone is is progress and positive uh movement on moving the dial for students. Um, just to just to show this. So, we know that individual board members connect to board work

016and board work does influence student outcomes. There's lots of research that shows this. And so what we like to show is how you get there. So you all come to the table with with your why. We talked about your why, with your individual values, your beliefs and your experiences, your multiple perspectives. And together you all do the work of the board. And those are your roles and responsibilities. That's your decision- making. What you choose to focus on. That board work creates the board culture. Are you a strong word, a cohesive board even in disagreement? Um, do you have that foundation of trust and respect? And that's your tone. That's whether or not you hold not only the system accountable, but yourselves accountable as well to things like your operating protocols. And that board culture directly

017influences the rest of the system. and um especially in smaller and tight-knit places where the where the schools are really the hub of the community as well or one of the main hubs um that is that is really felt acutely and so um you've got your expectations how you align your leadership to your strategic plan um and organizational culture filters out into the classroom right your your staff who are with kids and who are providing supports to kids they feel that And um so we know that classroom instruction is the thing that touches students the most and so outcomes and achievement and success are all a byproduct of how you come into your work. So it's a super important job and um and we know that you can make a decision one night and at

018times that decision will impact kids the next day. And so obviously that's um that's a that's a grounding thing to think about once in a while. This is the uh picture of all of the uh notable studies. There is a couple from past 2020 that um that are that show new things. They're all in alignment, but um there was a pretty big break during COVID for research. Um, but prior to about the year 2000, it was assumed that boards just kind of sat on top of the system and did not really impact student outcomes. And a seminal study called the Lighthouse Inquiries really dug into that and showed that actually boards really do impact student outcomes. And the difference in that study was not only was there attention given to boards, but there were very

019specific things that the board could do to impact student outcomes. And that was very exciting and a lot of research got u done after that on between boards and superintendent and the and slicing it all kinds of ways like what does turnover look like? Does that impact student outcomes? Uh yes, if it's political, right? No, if it's not, but um but the way that superintendents turn over, the way that board members turn over, that impacts student outcomes. So those are kind of those those pink lines are where notable studies have taken place. So, in this one, what I do is take some of those uh main studies, and I know that they're dated, but they are also referenced and still really relevant in the literature, and align those to so what do all these things

020have in common? What do high performing boards do? What does this research say? And so the the first thing that uh boards do, successful, high performing boards, is they set that clear expectation for what they want for their students. They've got a vision. Um they involve the community and others in setting that vision. Um and and then they create that condition for success. So, it's really hard to set really high expectations for the rest of the district if you can't point your resources at those expectations to allow them to be met. So, we all know that funding is not unlimited. In fact, it's it's incredibly limited and and many districts are facing some tough choices. and to the extent possible what are our expectations and how do we point our resources toward those data and

021monitoring. So high performing boards use data meaning just information that could be financial, it could be community related surveys and and student testing to really hold the system accountable by monitoring progress. So effective boards know what they're looking at when they get data. They know what it's measuring. They know how what applicability that has to their expectations and then they're monitoring that progress on a regular basis. So you all have got a fantastic strategic plan and like monitoring that along the way. At what time of the year are we going to get this information from whom? Then what do we do if there needs to be course correction or we can celebrate if things are going really well. But monitoring that progress is is super important. Learning together as a board team, you're doing that

022tonight. Onboarding your new board members um into the system that is that creates your board culture too, right? So like what are the governance documents, the governance expectations, basic rules and responsibilities? um read your B section policies like all of those things um that's you know that creates unified um governance and having those shared beliefs and values. We always say unified not uniform. So you can have decisions that don't all get the same votes but what you do after that is really indicative of what the culture and the relationship is. So, you're not going out and talking bad about your fellow board members and undermining the decision. It's like, hey, here's how I felt. I was able to voice it. I voted my beliefs and the board made this decision. I'm going to support that

023and trust the will of the board and because we want the district to be successful. community engagement. Um that is having that collaborative relationship with all of your community and that's staff, that's community members, community partners, first your students and really engaging them in two-way communication. So, you're putting information out and you're also receiving input. And even if you're not going with the thing that the community wants every single time, it's also about showing them how their thoughts were taken into consideration before you made your decision. And then policy and accountability, that's policy with a small P. That means governance. Big P policy would be what you adopt. But um but being accountability driven and governance driven instead of management, right? We as board members, we do not get into the weeds. I always say

024it's not that you don't get to manage, you don't have to manage. You hired um a brilliant superintendent to come and run the district for you. Any thoughts or questions on any of those? We always want to look at uh what are the negative impacts on student outcomes? What do what can boards do to really impact their students negatively? So, some of these are pretty self-evident. Less orderly meetings when you don't respectfully engage. Um, taking up too much air time. It doesn't mean that some board members aren't quieter than others, and that's fine. But if people feel like they can't get a word in edge-wise, that's something different. Less time spent on student achievement. So, that does not again mean test scores. We mean student outcomes. And so we also know that in every board

025meeting, right, we got to look at the boiler contract or or something like that, right? But when we are building our agendas around things that either directly or indirectly impact kids instead of a lot of you know adult things that are not student centered when we can build the majority of our agendas around things that are student centered in some way that impacts kids. So when we get away from those things and fill the agendas with things that hey we haven't talked about students this whole meeting or something that impacts student outcomes members seeking to advance their own agendas. So of course there is a difference between an interest and an agenda. And um Jackie you talked about like wanting to see um wanting to hear perspectives that hadn't been heard before or wanting to

026make sure that all the supports were available to all kids. And that's an interest that's a great interest to have that affects all students in some ways. And really um also I hear you saying like we need to close gaps in other ways, right? That's an interest. An agenda would be I'm mad at my kid's teacher and I'd like to be on the board to get them fired, right? Like that's that's an agenda. And um and so that can be dilitterious to the system. Of course, when you have less effective working relationships with with each other and your superintendent and less reliance on your superintendent for advice and input, of course, she is your chief academic officer. And when boards get away from taking the input or advice of the chief academic officer, that's not

027great for kids. And less focus on policy, meaning governance items. also being only vaguely aware of what's going on at school. Like we want you to have we don't want you to be micromanagers and we want you to have all the information that you need to make big important decisions. So knowing what's going on at the schools is really important. Um making excuses for things that the board has control over. So um blaming families, blaming students as the cause of lower performance. You know, we hear these things of like, you know, if only those kids or like we'll never get these kids across the line. Blaming students for things that we can work toward improving obviously has a negative effect, a negative effect. Micromanagement, right? Getting into the weeds when staff don't know the board.

028And that does not mean like do they know what you do on weekends? But maybe in some cases they do. But um but what that means is do staff know what the board does and what doesn't do. Right? It's equally as important for the community and everybody to know what you do and what you don't. But when staff know the board that that's better for the system. And then anecdotes and personal decisions. So, being a parent on a board, um, I also probably know a lot more about the grade my child is in than anything else because she comes home and talks to me about, you know, her her sophomore year and um, but recognizing that when we make decisions, we are making the decisions for the whole district and all of the students. So,

029do we come in with our own perspectives and experiences? Of course, and those are valuable. And then we have to also think in terms of and the decision that I am helping make is a decision that that affects all students. Any thoughts or questions about that? Okay. Just really basic governance and management stuff. you adopt policy and then uh your team your um administrative team gets to implement that policy and ARS means administrative regulations. Um those are sort of the instructions how to implement policy. Um those are associated with policy but the board does not adopt those. You adopt the budget, the budget is spent by management. There are times where you will adopt programs. Um the programs are then implemented by the district. By law, you adopt curriculum. Likely that curriculum recommendation comes to

030you after some thorough vetting and a lot of people looking at it and a really exhaustive process, which is always great to hear about. Um all of you do community engagement, right? So your district folks and your teachers are doing a different kind of community engagement because they're on the ground every day. And then you are doing you know big picture community engagement where you may sit in on listening sessions, you may host listening sessions, you go to games, you go to other things, you are seen by the community. Um and then you are provided data and information and as such you do that informed oversight and monitoring. So how do we get to these good spots? Um, this is the model that I was talking about, the balanced governance model. And this is actually

031a model developed by a a world-renowned researcher named Dr. Tom Alsbury. He right now works out of um a small private university in Seattle, but he's also the superintendent of a small district. And I have no idea. I know him well and I have no idea how he sleeps. Um, and then he writes books and does consulting and I think he has a twin. Um, >> so much slacker. >> Yeah. No, >> um, uh, the the point of balanced governance is to be balanced. We don't want you to be a disengaged represent board. That's not good for anybody is to just be like, "Yep, yep, recommendations. Sure, sure, sure." Right? We want you to be thoughtful and we don't want you in that micromanaging spot where you feel like you have to get into the

032details. One of the things that like you know we can call micromanaging really quickly is if the district is presenting here's this initiative or here's here's some updates on um our uh like our um uh English learner program and maybe we're having some mixed results in that and if a board member is like well have you tried this like you know and and that is that's micromanaging that's too in the weeds. there are systems questions we ask as board members but we're not giving teachers strategies. So in between those two things um is informed oversight and that is really the foundation of the balance governance model. And so um I we're going to talk about the standards of balance governance because there are 12. And the research shows that when you are working toward these

03312 standards, you will measurably impact student outcomes. So all right, now I'm putting our experienced board members on the spot. You get to help. So um we're going to go through these and I'm going to ask you to talk about how the balance governance standards show up here and Jackie if you've got insight please contribute to this conversation as well. So um so then and then I will go over sort of what uh what the definitions of these are but you all know these as well. So standard one is vision directed planning having that strategic plan. And how do these show up here? >> Yeah, there is plan. >> There it is. And it's what our um administrators >> it's on to the board >> and those um priority standards. >> Is that an expectation

034the board has? Is that like how that system is set up? is that like when you receive reports and information, it is structured within the strategic plan or yeah, >> that's the way it's been designed. >> There's a strategic plan in 2022, >> I think. >> And this preceded me. So, hats off, right, to Rachel Stucky who did such a great job. Um, and so from there, the district has a scorecard that has specific goals that are measurable, that has like interim benchmarks as well. And those um, uh, items, goals on the scorecards come from the strategic plan in terms of like their areas. And then, um, schools have schoolcards that align them with the district scorecard. So on the district scorecard for example um there could be something around um we have them in

035all areas something academic let's say third grade reading for example so that might also appear on the elementary school scorecard and their strategies are specific to like school strategies the district would be specific to like what are district level supports interventions that we would do resources >> um and so yeah the I mean The structure is that the strategic plan drives the district scorecard which drives school scorecard so that kind of everybody's rowing in the same direction. But yeah, it all comes from that same place. >> And these are the things that that you all hear about and monitor as you're moving forward to make your big decisions. >> That's great. Schools have to present their scorecard. The district does as well at the beginning of the year. Then there are progress updates. So like

036the district will give a progress update. Then the next meeting schools will and then also departments in this case special education is a department. Yeah. Um so they'll give progress throughout the year and then again at the end of the year there will be a you know here's how we did. >> Yeah. Maybe you all could come and present an invention at some point. I mean like >> and that honestly that's all that was Rachel um and that structure. I mean certainly we have um you know continued to kind of refine the school scorecard piece and how that kind of lines up but yeah >> yeah I I'm I'm just thinking selfishly as somebody who puts together convention that like you know I'm a birdwalk now but you know one of the things that we

037want to do is share best practices and stories from the field and that's the super important part of convention which um is our big uh marquee event every year and um and you know I Many districts have strategic plans and they report on them, but I don't know of anybody else right now who's using a scorecard unless you do. >> Estic, I know, too. >> And I think um Corales might be starting. Um I'm not sure where I'm working with them. I'll have to check with them about that. See what they're doing as well. That's a super like >> simple is best. >> Absolutely. This is >> and and over time it's it's become more more clear. We've got more clear with our simplicity. >> Yeah. >> Could you send me those templates? >> 100%.

038>> I would love to see those and you know share because we love to share best practices from other districts and give them credit and um but if that's something that you could share, I would love to. >> Absolutely. I'll share our district ones and I can share the school ones too. Yeah. >> And you can use what's super helpful and you can just ignore kind of what's not. Um the thing that's nice about that whole system is not only is it reporting to the board, that's also a mechanism that we use in our administrative meetings. So for example, at least month once a month for one of our meetings, we look at data. Yeah. And so what happens is one of those months we'll say, okay, let's look at our benchmark data on our

039scorecards, which math or is attendance or right. Um and so the mechanisms that we have as an administrative team, >> those also drive, right? And so that's what's really helpful about it is it never feels like >> it never feels like a report that you have to do for the board or oh you have to it's just baked into the mechanisms that we use as a team, right? >> Um and so >> yeah, that's really interconnected. Yeah, the alignment piece is critical because you want everybody to feel like they can plug into that a meaningful way >> not feeling like it's one more thing, >> right? And it is the thing. >> Yeah, it it is >> for administrators too. So even their goals. So they each like as a professional like they have two

040goals. One's academic and one's professional. And I ask that those are directly related to what their school scorecard is. >> And so their professional goal might be something around uh math, reading, maybe EL, right? Something specific maybe in terms of strategies or professional development. And then their like more personal goal is a leadership skill um that they are growing or need to learn. in direct relation to what that scorecard is. And so, um, even that, like those conversations have been so so, um, helpful because everything then really is geared to >> super aligned thing, right? >> Well, and what great communication to the community as well, right? Like if you are talking about this at a board meeting and you're getting like here's our scorecard report, I would think that that's a pretty digestible way

041for your community to see progress as well because if it's simple, it's easy. You know, everybody can read a scorecard and um and that that is, you know, everything that you do is is community relations as well. >> And and this is I mean we spent a lot of time bringing in community for all those listening sessions, right? The community helped build our strategic Right. And so they want to know >> we're one team. Yeah. Working Yeah. towards the same goals. >> Right. >> So if you think about it like I would just invite you to um consider presenting at convention because what a great practice. I love board members around the state to hear. We try to find um model things happening around the state then say why don't you come present at our

042conference. Okay. So that's great. That's that's how you align division directed planning. What does community engagement look like here? What are the important parts of community engagement and what does that look like here? >> I'm gonna um emphasize what Andy just said. We when these strategic priorities were created, >> it was a community engagement exercise and that was super and um I think the design of that >> was really impressive and we got involvement from Spanish speakers that we hadn't seen before and I got sitting on some of those and it was so fun to >> chat and hear their perspectives. Yeah. And then from our strategic plan, >> right, we went out after our bond >> and we specifically went right with priority center for safe schools. That's that was our whole >> motto

043for our bond and and all our bond work. And so we got feedback from the community. We looked at that and was like, if we go after a bond in this area and this is where, you know, you said meet these things, you want these things, >> right? >> That also helped us >> with the community engagement when it came to, you know, those people that were working towards uh getting information out about the bond and trying to get the bond passed >> pointing right to our strategic plan as a district. >> Yeah, that's great. I think the inclusion of focus groups and committees that have popped up as there have been concerns that the community has raised is also an example. Um when we can dedicate time to saying um you know there's a

044DEI issue that we're seeing or something that has been coming up and we're able to assemble a focus group of parents that can come in and explain their experiences. We can take that information and utilize it to help shape how we're instructing the teachers, any additional training that they get, forming policies around how they handle situations at school, things like that. I think that's another way that the community can see their feedback being related. >> That's great. >> All right. Effective leadership. So, what does this mean to you? This is one of the standards. I know that we've gone over this before. um this is your leadership. So what does effective leadership look like? What are your responsibilities and how does it show up? >> Well, I would say we are we keep our personal

045politics out of it which leads to effective leadership. We're a dramafree >> board which leads to effective leadership. That's right. With respect to one another. Um >> those are just examples. Does this board have um spirited discussion? Like do you have do you have disagreements from time to time? That's not a bad word. >> Yes. Yeah. Good. Good. >> And when you leave the board meeting, do you still feel like you have been respected, that the process has been respected, that everybody >> Yeah. Have Have you ever as an individual had your mind changed as a result of one of those spirited discussions by another by another board member or by the discussion itself? That's not a like you should have. I'm just >> right. If you're having a discussion, it's important that you can

046learn something for everybody. And while your mind maybe your decision itself has not been changed, >> seeing it through a different lens. >> Yeah. >> And like, oh, I didn't take that into account. I can see why they feel >> this way. Yeah. >> Right. And then maybe taking that perspective into >> uh future, you know, discussions about another topic about something that was brought up. >> Yeah. You know, >> in a previous board member meeting or before. But I think you have to in any heated discussion if you're not learning something. >> Yeah. >> Right. Again, it might not change your mind. You're not learning something. You're really actually listening to what is being said. >> And even if there's been differences, it's not been angry differences or anything. It's like, oh, you know,

047and we listen and show respect, you know, if it's a different thought or opinion on something. And I myself, I don't know, maybe I changed my mind, but I maybe in my head thought, oh, I never thought of it from that >> aspect or I didn't know that part of it kind of thing. >> I think ultimately alignment on what we're here for and what we're focused on helps drive that effective leadership. If we're working in five different directions, we're not going to make any progress if we all know what we're working toward, regardless of the opinions that we're bringing forth and the perspectives that we have. we're all going to get to that same end point and that can help drive that effective leadership. We're all at the end of the day, we're going

048to be making steps closer toward that same end goal. >> And I want to add to this, we show up. I am so impressed by well I didn't show up to the last board meeting but we really did show up and that I've been on the board a while and this the group we have now we really are dedicated to showing up and doing the work and that's not always the normal >> good >> in earnestness to like having >> you know read the things and done. You know what I mean? Yeah. Showing up in earnest and stuff. >> Absolutely. >> All right. Our students deserve that. >> Yeah. >> Right. They do. I mean, that's >> at the very minimum. >> We need to do those things. >> Accountability. How does that how does

049that show up here? What does it mean to be accountable to you all? And what does that look like in this district? Well, I would repeat showing up. >> Yeah. Yeah. >> Standing by the decisions that they've made. >> And I think we're all comfortable talking to one another when maybe we need to like bring it back or shift or maybe a conversation's going down a rabbit hole. I think we're comfortable holding each other accountable to >> maintaining the proper level discussion >> and I've I've witnessed that several times right in terms of not only is every are people comfortable saying you know I think that might be operations or I think we might be going down a you know bunny trail. Um so people feeling like they can say that and on the other

050side people hearing it. Yeah. right? Taking the taking that input to say, "Oh, yeah. Actually, I think we probably are." Um, and so both ways I've actually seen it on several occasions. And so, not only is it the courage to be like, "No, I'm not sure if this is it." But also the openness to to stop and say, "Oh, yeah. I think that's really interesting, but I think that it is. It really is." So, um, I've seen that. And what about holding the system accountable, holding the district accountable? What does that look like as a as a board? How do you do that? I would just say asking questions, >> right? Like you said, being informed about the data, being be knowledgeable about what you're read >> and and are we working towards towards that

051goal? So accountability is asking the right questions at the right time. This one is related um using data for continuous improvement. How do you receive and use data as a board to make decisions? I mean, just when we get our board packet and we get it, you know, taken the time to look through it before the meeting and we get it in time, you know, we have two or three days to take a look at it so we can be prepared. They come to the meeting and >> look at what's in there. Did I ever tell you the funniest story about board packets that I've ever heard? It was from like a board member who'd been around for 30 years and she was a board member, you know, back when all the board packets were

052delivered to board members houses in like sealed vanilla envelopes, right? And she said the worst sound you can ever hear out of board meetings is everybody sitting down and going red. >> Not a not a great sign. Um, anything else about using data? >> Well, go ahead. >> One thing and I think it aligns with what we talked about with square part is that over time the data that is shared with us and explained to us is digestible. >> We have a good foundation of understanding and so we can even when it's trending maybe not so positively it's okay. we understand okay adjustments might be made and and we're >> supportive of that you don't use data as a weapon >> right >> not as a gotcha >> yeah it's great >> but I think

053they do our our admin team and car do a good job of saying okay >> yeah it's not where we we wanted it to be but here are the steps that we're taking to to try right they already have a plan in place Yeah. >> And and you know, things kind of eb and flow some sometimes and so and that's okay. As long as the overall trend is upward, >> you're going to have some. >> Yeah. Our end sizes can get us. >> Yeah. Absolutely. Right. The smaller the group you're looking at, the more percentile, you know, each student has. And Yeah. Yeah. Well, and growth is not linear. >> Reminder, it is not linear. the that feeling too of like being able to be just really transparent about the progress or the success I

054think is felt certainly by me in the admin team. Um because while they're always is that underlying like of course you want everything to be like green and like right um people are really okay with like the team saying oh yeah that's yellow like we got part of the way there. Uh, but we actually just had a conversation and it was like, "Yeah, that's red." Like, we've legit tried. >> That didn't work. Right. So, there's a lot of learning in that still. But I appreciate that there's a culture around that of not only transparency, but learning, right? Like the whole point is of course we want to be successful in all of it all the time. But, um, it's okay if you're not. and it's okay for something to be read to say, >> "Yeah,

055we actually did the thing and it didn't work, right?" And so, here's how we're going to try something else. Um, I appreciate that there's that culture and foundation because it's super healthy, right? And as an admin team to be able to say, >> okay, like let's put our heads together, right? >> What do we think? Right. Um, so I appreciate that because I do think it it starts at the board level that people don't feel like, okay, I need to do all the right things, say all the right things, all the goals have to be green, and then it's like this performance and like >> we can't do that, right? Like we have to make it really about the work. Yeah. >> Right. Right. Well, and then, you know, to your point, trying everything or

056trying the thing that you plan and having it not work, right, the next step is strategic abandonment. >> That's exactly right. right? Like because we can't hold on just because we said we were going to do this, right? Then there's the sunk cost fallacy and like, you know, then we go try something else. And I will also say and I don't know if I've said this to you before but um there is also research that shows that boards that look at all data good and bad and can really and and where the admin team is not afraid to bring that and you just lay it all on the table and look at it that makes a measurable difference in student outcomes in a positive way because you're accepting and looking at everything not just like

057just show us the good stuff right because then that other stuff doesn't get talked about. I I think when those reds those yellows come up, right? I in my opinion that's where greatest growth happens >> because you have to come up with another plan or plans and to in building that culture you're not afraid to take a risk >> because what happens if it hits right and it's something big but you know what to be able to admit and that's something too that as adults we can be leaders to show kids like it's okay that when things don't work out >> you just go to plan B or plan C >> and as long as you're you're working together as a team >> then the addiction it it will get there >> and that's what

058learning is right like learning is failing that that's all it is like it's a series of failing adjusting failing adjusting failing adjusting and so when you have that culture in the district that starts at the board level is at the administrator team level then that goes down because with teachers and in their teams it's the same right like it doesn't all need to be perfect like we need to grapple with real data and feel like what worked worked, what didn't, how can we do our own little action research to try something else. >> But if everyone's a learner, then that's the goal, right? And I do think that just um sets such a good example for kids >> because the ability not to be a learner any system, too. >> Well, and it shows like

059as Andrea is saying, if you go to plan B and then plan C, that shows dedication, too. We're not giving up because it's red or like putting that under the rug like no, we've got a plan B. we've got a plan C and like so there's like yeah my my teachers and the district and the board like they are dedicated to ensuring that this does grow. I think that's, you know, a great thing to model as well. >> And it's been fun. One of the last um progress um updates on one of the scorecards when we were talking about the strategies and one of them we did early on when we started to try, we abandoned. And it was funny because as we were talking about it and saying, "Okay, you know what would be

060red, green, whatever." And they said, "Oh, well, what do we do? We didn't do that." And I was like, "Yeah, like do we take it off? do and you're like, "No, what do you think?" Right? We'll put it right say we didn't do it, right? And this is why, right? Like that's also okay just because you've decided, oh, it's going to be those three strategies >> just because it's written down there. Don't do it once we know that actually we need to let that one go. That's not going to work. We need to try something else. So, I just think it's all so healthy in the system. Um, and I just appreciate the the board makes it so that it feels like that when you bring data or when principles bring data to the board,

061right? So >> and then on top of that your administrators right that that growth happens that comfortability of you know not stressing every every time coming to a meeting then it creates that culture where it's okay to take this chance and they can see that you know it's not always going to work out but here's we have different plans. Yeah. >> And then stability happens. >> Yeah. >> Right. And then your administrators because if you constantly changing administrators, >> yeah, >> you're making any progress, >> right? >> You might be going backwards, >> right? >> Absolutely. >> I also think that kind of like um Dr. was saying, when you have a culture that's based around the transparency of the data, you understand that it's not personal initiatives that are forming those decisions that we're

062making. You're building that confidence and trust with the community that it's not someone's thought that we're just running with. there's data behind that to support those decisions that we're looking at. And when we're transparent with the successes and the failures, they're understanding that we're making adjustments and that we're putting forth the effort and we're listening and looking at what's happening in the community. And I'm just pushing forward with a with a process with an initiative just because that was the initiative that we decided to run with regardless of success or failure. We're just going to continue forward. I think it shows a lot for the strength of a board if you can show the community that we're moving forward. This is the basis of our decisions and when we don't hit the marks that we

063want, we're making those adjustments. We're making our best efforts to try to improve everything. >> Yes, >> absolutely. >> All right. What about cultural responsiveness? What does it mean for the board to um to be culturally responsive to students, staff, community? What does that look like here? Well, I would say just kind of paying attention, being open to what we're seeing and and empowering those that do to make adjustments and be more inclusive and adopt new activities that are more reflective of the students and families in our community and all things. I will offer that part of the board's job is to ensure that barriers to access to programs and opportunities are reduced and eliminate. Right? So what does that look like in practice? What does that look like in policy? like how do you

064ask the right questions about you know what do are we looking at disagregated data? Are we looking at access to to opportunities? Are we looking at you know um data about exclusionary discipline? Like what what are we looking at? And then ensuring that you know that your activities and and outreach do reflect the needs of the and and all of the community in all its you know diversity as well. >> Any other thoughts about I think I think >> when we did the board assessment was back in the very beginning. >> Yeah. >> Right. So standard six was one of the areas that the board selfidentified as like oh yeah that's an area um where we could grow right in terms of what that looks like. I think it was six and maybe 10. We'll

065have to see the 10. >> Okay. >> Yeah. And so I think also one of the ways is the board being supportive of schools and students and staff. um like at the high school I can think of um student driven clubs um or right um >> I think it's important that students and staff know that the board is supportive of um of those things and what it looks like especially when it isn't necessarily aimed at what folks would think of as a typical or traditional student. Um and so I think there are things like that that >> that could be are really important to >> Yeah, absolutely. >> Kids in schools. >> What about culture and climate? What is the board's responsibility in? We talked a little bit about board culture, but creating a climate

066where initiatives can succeed. What does that look like? The word steady um comes to mind. If we uh are steady in our approach and how we show up and that kind of infect the culture and the climate so that >> people maybe feel a little more confident in the stability of of things if that makes sense. We're kind of >> steadfast in our approach and I think that affects the culture. Mhm. >> We're not dramatic, >> right? I've heard that a couple times. I keep saying that's >> I think it inspires confidence when the foundation, which is the board, is really stable, right? Because things happen, right? Life happens, events happen, things happen. And so when there's just a steady foundation, it feels um it feels like you're able to kind of withstand the wind

067when it comes because there's more steady foundation. I also think the um the way the board behaves together, >> right, is a model and also inspires kind of confidence in other people, right? That >> that um they work well together, >> even if they don't necessarily agree, have productive conversations and that then afterwards things are still okay. Like just even a model of that in terms of um >> a body that's that's functioning and really steady. I think is really helpful. People aren't nervous about staff aren't nervous about schools aren't nervous about what's gonna you know what a board member is going to do or what's the board gonna you know it's a source of calm or it's a source of security not of insecurity >> which sometimes you see in some places right so

068um there isn't an anxiety around >> right what the board is going to do say or a meeting or right it doesn't distract from >> right what we need to do with kids it adds It's additive in that way. And so I think that's huge in terms of culture and climate. Like if everyone can stay focused on the thing, what I need teachers really focused on are the kids in front of them because they're the only ones who can do that thing. What I need principles really focused on, are their schools and the kids in front of them because they're the only ones who are in that position. And so um that steadiness allows for people to focus on the thing that only they can do. >> Yeah. Yeah. >> Yeah. We also think immediate

069reaction when we notice behavior or events that are deviating from what we were trying to go for. I think that is plays a huge part in it as well. We notice that um certain behaviors are coming up that are starting to impact um you know the schools negatively. The administrators having the autonomy to step in and make some adjustments helps keep that culture aligned. We know there's going to be a spectrum of what we're going to expect, but keeping it keeping that spectrum as close as possible so that we're not deviating too far and that you know we're keeping all the students safe aligning with that strategic plan. I think that helps kind of address making sure that the climate stays stable. >> Yeah. And this is also the one that you know creating the

070conditions for success too, right? Like your culture that you create, we model the way for our kids, right? And it starts it starts here. And um and you know again when you have high expectations there has to be a climate and culture in which a there are high expectations but also in which those things can be met right and so um so just as Dr. Harland was saying you know I mean I won't repeat it because that was beautiful um about how you know that that's got to permeate the whole district. I also would think a climate of care and concern like the board members right like >> have genuine relationships with each other right care about each other as people >> I have great rel like good relationships with board me like there's there

071is a genuine relationship and that is true in other places right like there is a climate of care >> between adults and with kids that's >> you know both specific and not specific to the board right and so Um that is true throughout the system from the board level down to the kid level. >> People want to work in a district where the culture private. >> Yes. Yes. >> People here they know. >> They know and it is not fun looking for a school district where the board is not stable. >> Yeah. That's going to get a lot of turn. >> Great. Okay. being a learning organization. What does that look like here? I mean that that is about not just professional development but deeper than that, right? Being willing to um to reflect and

072you know have your own continuous improvement cycle also means celebrating success. I don't know what we do enough of that but uh what is that how does that show up here? We haven't done as many work sessions this year as we've had it in the past, but we have done a lot of different work sessions centered around topics that we want to learn more on. >> Yeah. >> Like tag. We've done a lot on tag and >> just different topics that hey, what do we want to learn more? So that we become we can come to board meetings. Yeah. more uh informed, educated about what's being presented >> um >> and stuff, but just I mean we want we want our students to be lifelong learners, right? We've got a model that >> yeah, >>

073I think we you've mentioned already that the the culture of um I I call it psychological safety where you you are afraid to you know try something new. You need to keep learning. We need to keep it's an iterative it's an iterative journey and I think we all know that and so I think our organization really is strong in this. So >> we're not going to be complacent. We're not going to stop getting better and learning how to do things better. >> Right. >> And I think too just because you're changing something or maybe doing something differently doesn't mean it was wrong to begin with. That's right. It just means in that context, in that situation, right, that has changed. And so it's you can tweak something or you can do it differently. And so

074I appreciate having a healthy perspective on, you know, if something is done differently now, it doesn't mean it was wrong before. >> It just means for now in this context and situation, it might be right a better avenue. And so just not having um sometimes it's easy to get like a values judgment on either the change or the learning or the and so I just appreciate a really healthy >> like perspective on that. Yeah. >> Well, and then growth requires change, right? Like if you're growing the thing that you did in year one does not apply anymore in year four because you have experienced growth systems thinking. So you know this is about like thinking about everything all the things that you're dealing with as a system and not like a collection of individual schools

075which they are to some extent but when you are on the board you're also thinking about like okay my decision over here might impact over here as well. So how does that how does that show up here? How do you model that? This one is a good one and it's a it can be a harder one because you don't want systems that are personality driven. >> Yes. >> Right. They're driven. Right. It's a system. But in this instance, and when I say personality driven, it would be like, you know, in a system where you have 20 elementary schools, you can't necessarily base a decision. One, you have to look across. In this we can't >> we can't base the elementary decision based on a single element or the middle on a single. So it's sometimes

076it's hard to create a system when it is so small. Um >> and there are some things that lend themselves more to a system. So another example is that sometimes in big systems you do something and you'll do it 10 times a month. >> Yeah. >> Right. Or more. So you have a system for it. In a small system, we might do it once a year, >> maybe once every other year, right? Easy example would be maternity leaves. There would be years in the district where there wasn't a maternity leave, right? So then when there is or a parental leave, you're like, how did how did how did we do that again? Right? Where is that? Right? It might be a a form or a thing that you use very infrequently. though um it is

077this one's really interesting in a in a place this small and so more than like across settings >> is sometimes when I think of the system it's more like across settings and time >> right like you you have to layer the time component on in a different way that you don't have to in a big system because um because you're thinking of it in terms of >> two years three years four years five years >> right Um, right. There's like more of a vertical alignment there than necessarily >> horizontal across the system. So, >> yeah. And I I see our board really keeping the whole district in mind when we do >> Yeah. >> do our work and the example is the bond work. How how did that money get spent? It got spent >>

078with as much equity as we could get across all of the structures across the entire district. >> Yeah. Right. We didn't >> drill down on one school or one building. So that's example. I think we're really good at that. I just can't think of >> the budget would be the other. >> Yeah, the budget. >> It's not necessarily a district that gets it. Sometimes you'll see it's like very heavily budgeted in kind of one way or another. Sometimes you'll hear people say it's a very high school centric district, meaning right there's a disproportionate amount of funds that go to the high school, not the other levels, right? Vice versa. And it is pretty balanced in terms of right looking at the system across the whole >> right right we see some of that at every

079schoolboard meeting >> the budget wise and everything that >> helps us to understand >> yes >> I think another example might be curriculum adoption like if you're looking at adopting a K5 reading curriculum like how is that going to articulate into you know the middle school right and so you know even though you're not out there researching the curriculum like that's part of the conversation is how Does that impact the rest of the system only? >> Right. Or that you weren't just like the last three curriculum adoptions have been K12, >> right? Sometimes that doesn't happen, right? And so yeah. >> Yeah. >> Here's the other one. Um Lisa, I think this may have been what you're talking about, the innovation and creativity piece, right? So this is about, you know, thinking about seemingly intractable

080problems in new ways or new problems in in different ways, bringing in other partners. Like how do you how do you you know even if this is an area that you wanted to work on, how do you see that happening here? That that ability to be innovative and creative, not just the five of you sitting in a silo, but like what are your resources? What are your leverages to help you with um decisions that require creativity? >> This one's harder. I I was thinking of just everything we've been talking about and empower our administrators to be a little more innovative and creative because they're not having to worry about the the board is stable. The board has great trust in them. The board understands the data they're >> sharing with us regularly. Yeah, >> we

081do hear of they do share different and creative ideas that they bring into their buildings and and I love hearing about those. So I think we with our culture and climate that work that we've >> established that steady strong foundation for a district. I think that leads >> them to be innovative and creative. I don't feel I have the brain power to be innovative and creative but I know that everybody in the district is. So that's I used all of mine now. >> Yeah. >> But I love hearing about all of theirs too that they are doing. >> Well, and and the example of like going to Estada, you know, school district and seeing what successes they've had. So hearing about, you know, the exploration and discovery that is still happening at our, you know,

082throughout our district is >> right. >> I think that's totally valid to say, hey, you know, we give the autonomy and the freedom to our staff to our superintendent to give it to her staff to do those things. I mean I think that's a that's a form of creativity on the board as well because you could also have a lock downtight you know expectation that either everything runs through you >> or that you know this is the way we've always done it right those those things happen quite a bit so I think you know that also models that which is you know go forth and find good things which is um which is not always the case >> and I have observed the innovation and creativity across our district really grow. Um, with a former

083superintendent and under Lisa's leadership, too. Um, we were a bit stagnant, I would say. Um, >> and uh, it's not stagnant anymore. I appreciate that there's the freedom to try something different or new >> and also knowing that it it might be wildly successful and it might not >> but it's worth trying and it's not so high risk >> that if you fail it's awful. Do you know what I mean? There has to be it has to be an acceptable amount of risk to feel like especially for administrators, right? Yeah. where you know you have 300 kids in your building and everyone's watching parents community, right? Like if every kiddo has just two parents, sometimes more, right? There's 600 people who are judging what kind of job you're doing or decision you're making. And so,

084um, sometimes it feels really hard to kind of want to try something different or creative, right? Um, especially if it's not something people are used to. And so I appreciate that there is um the per more than even just the permission but like the the culture of saying yeah you know we should try different things and new things um to see if they're successful or not >> because sometimes that can feel high risk. >> Yeah. It's that word for school where it's like well we've always done it that way. >> Why? Well, nobody's around to know why it initially started that way. Yeah. Everybody everybody's either retired or left. >> Right. And I also when I see this, I also think about >> funding. What are innovative and creative ways that uh our district or

085our admin teams or teachers trying to get different things funded for our students >> and applying for different grants and how they can kind of >> piece meal things together to I'm just thinking like the middle school library looks a lot like it did >> 30 years ago when I went there, >> you know, and that's kind of like a library is kind of like the hub of your school, right? And so, how can you make that an inviting place? And there's a lot of different creative ways of trying to secure that funding and also getting instruments accessible to all of our students and and reaching out for grants for, you know, to help support the music program, >> the band program and that stuff. So I when I see innovation and creativity, I'm not

086just thinking about what's happening as far as curriculum or being taught in the classroom, about how do we secure the funding that will allow our students to have an opportunity >> take part. >> All right, more board member conduct, ethics, and the relationship with the superintendent. These are your roles and responsibilities essentially. >> Not to globe, but I think we do really well in this area. Yeah, I agree. Definitely. >> Yeah. Um, obviously knowledge of your lane and your roles and responsibilities, your relationship um with your superintendent, how you act with each other. I feel like you've been talking about all of these things all along. >> And then finally, budgeting and financial accountability. Being good stewards of the money. Yeah. >> How does that get modeled here? How do you feel about we're informed

087at every meeting? >> Yeah. >> Where things are and even if there was just like oh this money accidentally went this count so now I need the board approval to put it in the correct account. You know just that honesty and you know that's coming forth that gives us that confidence that the budget is being handled properly. Right. Do you end up talking about, you know, updates that are coming down the line like uh well unfunded mandates, uh instructional time and I mean like things like executive orders that may impact the budget or you know I mean so I hear from some board members that are like we get so many updates along the the course of the year that by the time budget season rolls around We don't have a ton of questions. >>

088Yeah. >> Because of that feel like >> very well. >> Yeah. >> Our business manager does an incredible incredible job. Um >> probably to be honest like more detail than probably we need or I mean like in terms of like board like the board gets um and is super transparent. Yeah. Right. about it. Like not I don't want to say like protective because she's such a great steward, but like um not guarded necessarily about the information. Like it just is what it is and this is where the money is and this is how it's been spent and this is where like it's just it's pretty transparent. >> Um and so every month she gives a report. Certainly, it's on like the budget, the accounts, but everything from like legitimately the whole ledger for like what's

089in the lunch fund, how much has been brought in, how much we might need to transfer. We made one transfer year to this is I know I can't wait to see the look on your face when I tell you this um to every single dispersement for the month in dispersements. >> Can I ask a bit of a push question? >> Yes. But just so you know, like you talk about like fiscal responsibility and like transparency, it's like >> So let me ask just an an operational more like a governance question. Is all of that necessary for the board at the board level? All of that deep dive daily detail, right? And the reason I asked that is not that like I'm encouraging the district to hide things from the board, but sometimes when we get

090a lot of information, the deeper the detail is, the more we think that that's our role to, you know, to weigh in and control and, you know, like I'm not saying that happens here. I'm just saying like in order for you to feel like you are good stewards of the money and to monitor like could you get and and Lisa weigh in on this because like it's obviously the desire of the district too. Could you get just like a little more high level which you already get but like not diving as deep and still feel like you're doing your job but not feeling like okay now we have to look at all these things really closely because that's how it's done. This is actually a discussion item that Lisa brought up. She's like, >> I've

091never seen it in this way. >> Why are all the details in but to Christy's credit, she's our business manager, too. She's >> it's one of those things where it's like, oh, that's just how it was done. Like that's how she learned that what her predecessor did, which makes a ton of sense, right? So, you kind of just keep doing the thing. Yeah. >> Um, and I think everybody's really open to that looking different, right? It's just it was it's just been how it's been. >> Sure. >> I don't mean the detail dispers. >> Yeah. >> I think I think it was just a function of >> Sure. >> not tradition, but just like what it's been. Yeah. More than more than an intentional. She's got two pages of it in general the budget. that

092she will just, you know, she will highlight things that are different or a little off or why this money is there, but we're not even at the boardroom, we're not going over every tiny itty bitty detail that's in there. >> Yeah. >> And I think it's almost easy if she gives us those >> two pages and it's running, >> but that line item that's more the consent agenda. Yeah, I think I think >> there I don't think um it's a thing where the board has necessarily been like, hey, we want to see this. I think it's more just a characteristic of, you know, just how been done. Yeah, like I see. Thank you for >> and I just thought it needed to be part of it for the board to of the expenditures. >> I

093didn't know why. >> Yeah, >> it's it's definitely something we're all open to. I really think that none of us really knew why >> it was in there, >> right? >> At least in 10 years. >> Oh, I mean, >> right. >> I think probably Yeah, probably. >> But, you know, and same with their business manager, too. Sometimes the financial lingo can get hard to understand. He does a really good job of just putting it in common sense language. >> And so, that is >> super helpful, too. and and being on a coming on the board and then finding out later that other boards like wouldn't get a report once a month about where their budget was. I was like what do you mean this is just standard practice here? So yeah and that is

094obvious I mean that is standard practice right like because you should be informed a lot I mean like I like I say the gold standard is you're so informed about big trends and the big things that by the time budget season comes around you're not like what is this you know I mean that you don't have a ton of questions because you've gone through it um and projections and expectations for next year next bianium like so many times Okay, >> it's a huge strength. >> Those are the standards. Thank you for walking through your expertise and um and about, you know, how those show up here. Um so I know I've got you till 8:30. There are a couple of ways that we could go with this because this was a really rich conversation. I

095have some scenarios that I brought to talk through that we could do and and we have this, right? I don't think we'd be able to do both. So, I wonder what would be more valuable to you to keep sort of moving in a facilitated conversation way and talk through some scenarios or do you want to do an exercise around this, go over it, >> um, spend some time on your protocol? >> We looked at it a couple years. >> So, we looked at this like right after I started. Okay. >> And a couple years before. >> Yeah. Um yeah, I think it was but right after I started to say, "Hey, here's what the like basically the operating agreements are for the superintendent and the board. Are those things still true? Is there anything we

096would want to add or alter?" And people were great to say, "Is there anything you know you would want to see different or change?" And so I feel like um because we've just done this, it might be more advantageous to do the scenarios, but also >> it's okay if somebody >> I'm just thinking for Jackie. I think it was >> I would agree. >> Okay, great. Great. Yeah, if you did this less than a year ago, then probably good for a while. >> And there are a few on here now that I'm looking at it that um probably wouldn't >> and there not to say that there but like the last one I thought >> um in terms of like >> I think we haven't had a ton of public comment. >> Yeah. Before I

097think like COVID times everybody did boards across, right? more then that's true. And then since then I think it it has been quieter but it is a really good reminder in just reading this and it was a that um it's hard because in the public forum parts of meetings people give their comments right and those comments are timed but there isn't a conversation right like the board doesn't respond to comments there it's not a question and answer thing and so it always feels a little awkward right because we're like you you know have good three minutes and then you're like thank you >> like there isn't a um conversation. So, I just saw that one and it I just thought because literally I think it was our last board meeting. Oh, yeah. >> And I

098just want to >> go into a little more detail on that one and for Jackie's awareness, too. So, >> we haven't always been great about managing the public forum piece of it. >> And I'll just be honest, when I wasn't board chair and running the meetings, depending on who is in that seat, get a little loosey goosey. Mhm. >> This was one of my priorities as a board member to really tighten this up when I became board chair at one point. I just think it's it's not fair to engage in back and forth conversation during the public forum on issues. They're not on the agenda. So it's it's not fair to invest time and effort and conversation and dialogue as a board with people who are showing up and introducing something new that wasn't advertised

099as being part of the meeting. If it needs to be added as an agenda item for the next meeting, that's the process. So >> to me that was really important. So >> is your public comment then limited to items on the agenda? Is that >> No. Okay. But you're saying the dialogue would Yeah. kind of go off. >> Yeah. Often times too it's it's >> focused on like operations. >> Yeah. >> Right. And that's not our need to comment. >> Right. Insight on >> Well, and it could be it could turn into an equity issue as well, right? Like if I'm waiting to speak to you and you really engage in conversation with the person before me, but then you have nothing to say to me except thank you. You know, that feels unfair, right?

100And so >> all around anyway. Yeah. Yeah. Okay. Well, we will um continue on with some other stuff. So, I'm not going to go through all these because we just did. Um although um if you don't have these and you want them, these are all the standards. What I would have done is like if I felt like the conversation had missed any big part of this, I would have, you know, been like here's well also what it looks like. But um I feel like you covered all of these things really well and um it's great to hear how it shows up here, how all of those things apply here. So, okay, some scenarios which we will talk through. All right. Oh, I switched my There we go. It's a Saturday morning at a community pancake

101breakfast. A longtime community member, current PTA president, classroom volunteer, and wellrespected in town, pulls you aside. They say, "I'm worried that something is happening at the high school." She explains, "Over the past 18 months, several experienced staff members have left midyear. A few families have quietly transferred their students. There's growing chatter that staff morale at the high school is low, and people describe a fear of speaking up under building leadership." She's clear that it's not about the superintendent. They don't want to create drama. They don't want anyone punished. They just don't want to lose good people. She asks, "How does the board make sure these kinds of issues don't get missed? I don't want to file a complaint. I just want to know someone's painted." Thoughts about that? Well, that's it's not our role as

102a board. I would um direct them to talk with principal of high school and then if that they weren't satisfied with how that conversation went or whatever, they could always then go talk to the superintendent. >> As as a you know, I'm assum Yeah, I'm assuming their kid is at the high school. I mean, if they don't have a kid at the high school at all, then like it's not really their >> let's say they do. >> Okay. >> They've got like but like >> you know sometimes people I mean especially small towns people take on things that really aren't aren't their thing to take on. So that's that's how I would direct >> the person. And I would add um she says, "How does the board make sure these kinds of issues don't get

103missed? I don't want to file a complaint. I just want to know someone's paying attention." I would say, you know what, the board's role is not to lead in the different buildings. We hire the superintendent who we know does a great job. And I would in my response um >> include confidence in the superintendent and and I'm I'm certain that if something of this nature is happening the superintendent is aware and I would actually suggest they talk through their concerns with the superintendent as well if >> if that makes sense to them. >> I follow that same type of process too. >> Yeah. What do you do with that information then? Right. So, oh, and then I would let the superintendussion and directed them to talk to her. That is what I would do. >>

104It's good. It's good to let her know kind of like what's coming up. >> Heads up. Yeah. >> Right. With, hey, we don't know if they're coming or not, but when you be blindsided with something that, >> right, >> could be coming. >> Yeah. >> Sometimes, and and I'm sure this happens here. It happens everywhere. >> You hear from one person and they are representing other folks, right? There's chatter, there's this people are unhappy, you know, and so >> I'm never happy. >> Never. No, >> that one time. >> And so that can sometimes feel more challenging. Like if you feel like you're talking to a representative of a group of people who are like, >> you're bored. Can what can you do? How do you know these kinds of things are being looked at?

105What do you do to pay attention? and instead of just a discreet like I have a problem with my child's teacher, right? When it seems like it's more of a a bigger issue out there. >> Yeah. But it's kind of the same direction and then of course letting your superintendent know. >> Um so also the followup to that might be so so let's say you are interested in followup. Maybe you've heard this a number of times. there's something going on at the high school, right? And and you as a board or Dr. Harlon is interested in in calming you, assuring you or or you have questions. So So what are what are the kinds of questions you ask? So there are questions about patterns. I mean, it's fair to ask what are our trends in

106staff retention, right? Like how do you monitor building level leadership climate? because that's not something you're doing, but it's something that's a question about like how do we monitor that? What early indicators would signal to you that an issue is developing, right? Because you're asking like systems level questions to the superintendent that are also about like how do you do your work? I'm not going to do your work for you, right? But but how do you how do you manage those things? what structures are in place for staff to raise concerns safely, right? We know that there is a policy about how staff can can raise concerns, but you know there's policy and then there's also practice, right? So like what are those things and you're not asking about the concern. How do you ensure

107the concerns don't get filtered before reaching you? So sometimes that's the issue like I don't feel like I can talk to somebody or it never gets to the superintendent, you know? So then what's the system behind that? Um risks or questions about risk and oversight. What would you want the board to know early if a building level issue were emerging? I think that's a fair question not just about this situation but like in general and these are all meant to be like relationship building questions too like how do you Lisa operate in you know like how would you want to communicate to us >> in some way before anything you know if it sounds like something is bubbling and is there any data that you believe the board should review related to staff climate or

108retention which is never about a person it's just those overall systems >> and she could say not right now, you know, like, you know, but there could be something at some point. These are questions, not demands, right? >> The thing I like I appreciate about this too is it's hearing a concern saying, "Oh, yes, you should talk to the superintendent or talk to the principal. Hey, so and so just, you know, shared this with me." um and questions instead of hey somebody has this concern. >> Yeah. >> That that that concern is now a concern. Right. >> Right. And the like what are you going to do about it? >> Exactly. >> Well, I'm not sure that concerns my concern yet. Right. Like Right. >> Right. And it's not the board's concern yet either. Right.

109If if it hasn't even become a concern to your superintendent, it's not yours yet. Um then questions about continuous improvement like are there leadership development supports in place for principles right you may already know that but that's a question you can ask and what would improvement look like if you identified a building level culture concern like what what would that process be what would that look like and um and for and and so Lisa I appreciate you saying like hey some of this is good because that's also like this involves you right so then this is a dialogue between like you know I'm saying like these are good governance level questions and then there's the relationship between the board and the superintendent as far as like what feels really intrusive or like what you know

110you could take any of these questions and make them inappropriate with a change of the cover word >> right >> and then and then out of your lane entirely right >> and so um so the point of this is all this is systems level manage I mean not not in management. But like one of the things that that we as a board need to know is always way up here, right? It's never about the individual situation until and unless it becomes about the individual situation, in which case your superintendent brings that to you. >> Yeah. >> Sometimes too in situations um conversations that we've had, folks will bring up kind of a issue or concern and I'll I always say I'll listen >> Yeah. right to kind of anything and I might not >> give

111you back information, right, that absolutely I shouldn't be getting back or >> um or or wouldn't write it's not um it's not appropriate in that uh scenario. Or sometimes I'll say I'll talk to you like just in general like generally speaking >> in situations where you know there would be a concern. This is what it would look like. And so I either tried to say, "Hey, I'll listen to all of the concerns, but I'm not necessarily um either going to respond or give, you know, personnel things or right." Yeah. try and maintain that boundary or I'll just talk in general to say generally when I have a concern about X Y and Z or when there is a um issue that arises in this way >> this is how typically I address it or I

112would handle it or how >> right um the process for that. So, that's kind of been some of the ways that we've navigated those um >> those conversations so far. >> And it's kind of like it's the same thing as like, you know, if a if a student gets hurt by another student, the parent of the hurt student usually wants to know like what's going to happen to that other kid, right? It's the same thing. >> I want to know, >> right? Well, no, but I know I can. >> No. Um, but it's the same thing where it's like I can't talk to you about this student, but what I can talk to you about are about systems and this is how that works. Any questions or thoughts about any of this? Okay. Anything that

113you would add or change or doesn't resonate in some way? Here's what I would recommend not to ask. Is it true that people are afraid? Who's the problem? What are you doing about the principal? And why didn't we know sooner? And yet, like these things come from somewhere, right? I mean, like these these are these are questions that sometimes get asked, but >> we're not perfect. We're gonna ask inappropriate questions, >> right? >> Everybody does tell us and she'll just say I can't. >> Yeah. Right. >> And that's the important thing, right? That is finding that line because there there is overlap between the superintendent and the board. And that trusting relationship means that the superintendent gets to say that is a little bit into management or I just can't, you know, talk to you

114about HR stuff and that that's safe >> for her to do that >> and the relationship is still preserved and is not harmed. >> Okay, now you get to come up with some things. A new staff member is hired. A board member asks, tell us more about why this candidate was chosen. Oh, there should be closed quotes there. What are appropriate governance questions instead of tell us about that person? >> What was the process? >> Right. What's the process? Because that's your job is to make sure that processes and laws are followed in employment matters. Anything else? Now, sometimes superintendents will introduce people to board members at meetings, right? Like in TTSD when a new super when a new administrator is hired, they come to the meeting, you know, like they're introduced. It's like this

115is why we chose this person, you know, they're so great. But at the same time, right, like you don't ask because then that's probably looking for confidential information. So, are hiring decisions aligned with our hiring or equity policy? Like, is that are we still operating according to our policy? And how does our hiring process support the board's strategic goals? That's just a good thing to know, right? Like off and on. Okay. There's a complaint about a specific employee. A board member asks, "What is being done about the teacher at XYZ school?" Oh, I already gave you one. What are appropriate governance questions? So, here's one. How does the district handle concerns raised about staff in general? Anything else? >> Do you have a Yes. I mean, I think too it could be that they hear

116about, right? Yeah. >> Maybe either concerns or specific complaints about either an employee or something, right? And so having the, "Hey, have you talked to the principal about the concern is helpful." Yeah. >> Um. >> Yeah. >> And about about processes. >> Processes, >> right? Questions about processes. >> Processes are important. And then how do we know our complaint processes are effective? Yeah, >> like that's just a good thing to reflect on every once in a while because we have the complaint process. We've we've, >> you know, funnel people through the complaint process. We make sure that's accessible. We make sure that folks understand and just, you know, thinking about systems, is there a bottleneck in the system somewhere, you know, or or does it work really well? and and hopefully you are getting very

117few complaints that come all the way up to the board because they're being handled at their most local level or at least like one stage above that. Okay. Board member visits a school and notices a classroom with peeling paint and outdated furniture. At the meeting, they say, "Why hasn't this room been fixed yet? And who's responsible for the delay? What are actually appropriate governance questions?" And what would you do with that information if you had it? I would say, "Can I bring my gallon of paint?" >> Who volunteer to do that? >> I would say maybe you could say, "What is our process?" If um you know, teachers or whatever would like their room looked at over the summertime to be repainted, >> right? >> As a possible, what does that look like? >> Yep.

118Do we do we have a a procedure in place >> to to take those that input in? >> If you did visit a classroom and for whatever reason that classroom particularly was in some sort of disrepair, what would you do with that information? If I saw it and you're Yeah. Because it says you visit a school, right? Like if you were in a school, if you were in one of the schools and there was a classroom that was like what's happening here like >> is it okay just to give that information to supern it just says this is what I observed. >> Yeah. I was I was at the middle school and I happened to see this you know just leaving that information with you right >> just happened I just let Lisa know I

119saw somebody trip on the sidewalk right >> by St. Mary's and I took a picture of it. >> Just FYI, >> right? >> Yeah. You know, and it had yellow paint on it within the next day. So, >> just headed safety. >> That makes safety. >> Makes sense. Makes sense. Yep. It's good. >> So, yeah. What is our maintenance cycle or what's our process for identifying facilities needs? That's a good one. >> That was my question. What's our maintenance cycle? Right. >> And how do we prioritize building improvements across the district if we've got a number of things like how do we do that? Well, and can not only within that, can community members who notice things maybe on the weekend? >> Yeah. >> Do is there a process to take like, hey, I noticed

120this over the weekend. >> Yeah. >> Like for example, the sidewalk or you know, right, a kid whatever, >> right? >> Or the fence over there is got a hole in it and somebody like, you know what I mean? >> Just over the weekend because the the school grounds are used quite a bit outside of the school hours. Yeah, absolutely. >> That is a good question. >> Right. What's the process for community saying, hey, you might have a problem. >> Oh, and is our current facilities budget adequate? That's right. That >> Yeah, >> of course it is. >> Yeah, the answer is no. Right. >> All right. This may be the last one. A board member gets several emails about transportation delays in the board meeting. They say, "I'm getting complaints that bus X is

121always late. What's going on with that route? These don't come from nowhere. Um, what are those drivers over here? >> What are appropriate governance questions? >> Probably bus scheduling, bus route scheduling, right? Like how what does that look like and what's the process for that? Yeah. >> Are we evaluating maybe effectiveness of that schedule? >> Yeah. Do we look at that? Can you summarize how we monitor transportation reliability across the district? How how do we look at that's just another way of saying how do we look at that and how should we as a board evaluate transportation performance, right? And that's not getting into the weeds and doing it, but like what kind of information do you need to then support the system, right? Because you're not going to change the routes and you're not

122going to, you know, hire and fire people. But like >> I don't want to >> if no if there's something that isn't working well then what is the board's role in supporting that thing in getting better? >> And again is our current transportation budget adequate to maintains. >> Yeah. >> I appreciate though like you taking scenarios that are all in the weeds. Yeah. Right. kind of zooming out to governance and all of the questions do one of them pertain to budget because that's a big purview right for boards like policy what's the policy and process around that budget are we allocating resource in way that we think needs so I just appreciate the in the weeds scenarios to zoom out to say okay what are those three big buckets that boards look at right policies

123>> resources budgets processes >> right yeah >> thank you right and how do we like zoom zoom out and ask those questions even when it is counterintuitive because like I want to know what's going on at that route like is you know like >> that train look >> it's unsatisfying it >> because you you do want yeah >> yeah you want to help as an individual you want to problem solve >> um and just a really quick thing on board ambassadorship because you play sort of two different roles right there's governance in the boardroom room and then outside the boardroom, what is your role? And so what is the difference between those two things? Right? So in the boardroom, you are meant to debate. You're meant to disagree and agree. You're meant to amend things,

124vote, and hold the superintendent accountable. That's what you do in the boardroom. That is the vast majority of what you do and listen to public comment. But when you're outside the boardroom, then what are you doing? Right? You're representing the board's adopted direction. you can speak for the decisions that the board has made. You reinforce those governance boundaries. So, as we're talking about getting individual complaints or people being like, I've heard something, right? There is that explanation of what is our role, what is it not. >> Um, we are avoiding freelancing or uh representing the board individually or posturing or any other sort of stance that the board itself has not taken. and protecting that institutional trust, right? When we when we are supportive of things that are going on, it's important to be supportive

125out in the community as well. And then ensuring that, you know, board members are representing the district in a way that can still earn and retain that community trust and demonstrating that unified governance piece. Again, not uniform, but hey, you know, somebody comes up to you, wow, that decision was really tough. You were the only one that voted no. like tell me about that now. Can you repeat what was talked about in the board meeting? Sure. Because if they'd been at the board meeting, they would have heard you, right? And then ensuring that but you know what? Like this this is going to happen this way and we as a board are going to support this and do what we can, right? Instead of the and I'm not lecturing you instead of the like, yeah,

126my fellow board members are dumb or you know or whatever. I mean like none of you are doing that, right? So um so that's kind of the two different roles. Any thoughts about those or anything you would add men? Okay. We don't have time for a lot of scenarios from you. Um but any anything that you wanted to ask about talk about before we go? >> Open to Jackie. >> Yeah. >> Jackie any thoughts, questions? No, I think um the scenarios that were presented um while they may not be real life examples for us here, I think seeing the questions kind of for me personally get me into the mindset of how to frame those situations from this perspective. Um as a parent, you're going to have one perception. As a member of the community,

127you're going to have a different perception. As a board member, your perception is going to be different and you have a different responsibility with being a board member. So being able to understand how to step out of those other roles that you're going to be seeing these situations in um and understand how to take yourself out of it and say as a board member I need to be concerned about this from this perspective and frame your questions that way. Um I think that helps it's helped me a bit to make sure I'm in the correct mindset. That's something that I talk about like making sure that since I'm not from education, I don't have an education background in terms of what I do professionally. Um, that's one of the things I worry about is being

128kind of behind the eight-ball, so to speak, and trying to catch up on how things are done in the education field and making sure that I'm coming at it from the proper perspective. So, that's definitely helped. Um, >> I also think as you encounter these scenarios, being able to take that moment to educate the public as to what your role is on the board. Um, >> again, I think there's a lot of perception out there like, oh, you're the board, that means that you're over the school, so you can do whatever you want. You can make any decision. and you can implement any, you know, kind of practice that you want. You have all of this power. That's not how boards work. Boards are here as more of a support system, as a reference for

129those that are making the decisions. So, making sure that like, you know, in that first scenario, >> oh, have you who have you talked to about that? You know, if you've heard of these concerns, have you talked to the school directly? If you don't feel that's a comfortable space, who's the next person that you could talk to about that? Who have you communicated those concerns to? And then did you know as a board our role is kind of limited in what we can do. That's why these would be your best resources to get any movement on those concerns that you have. And being able to show why even though you're not able to give them an answer, it's not being dismissive. It's guiding them and informing them as to what your role is. So the

130next time there's a scenario, they're not going to think, oh, the board can fix that right away. They can just institute some sort of practice and call it good, >> right? >> You know, they're able to say the board is there to help, you know, with budget. their help there to help the support the superintendent there's the to support policy that's what their functions are as a board if we want something done at the school levels we need to talk to the administrators at the schools to impact change directly there and so being able to get that education out there is so important um because even as I was not a non-board member attending board meetings you learn that there's a big difference between what's expected and what's reality though >> everybody understood that perfectly

131during co Right. Right. Right. >> Well, my thing, and I've probably said this to you before, is nobody knows what a board member does, and neither did you before you got on the board. Right. It's kind of true. >> Yeah. Right. You learn by doing that because it's like you, you know, you run for the board, you're like, "This is why I'm a candidate as an individual." And then you get on the board and it's like, "No, you can't do anything as an individual anymore. You work as a group." And it's like, "Wait, I can't." You know, people think of board members as individual legislators, right? That you run on a platform, you touch that platform, you can, you know, you go out, you do community input all on your own, and it's just it's

132like almost like for Congress or something. It's not how it works. It's >> not how it works. It's not um one more thing I will just um tell you about. I I was going to bring a hand out and then I forgot. I can send it to you. So, we have uh a new program um that we're going to be marketing for called uh board of honor and it's like leadership institute. Are you familiar with leadership institute except for um full board and it doesn't cost anything. What it is is we've taken all of board's best practices and we've turned it into a program where like if you if you've got all of these things right and some of these things are like um do you have a mission vision? Do you have a strategic

133plan? Do you have a um an evaluation system for your superintendent? Do you have a process for community engagement? Like what are these things that like when you put them all together, they are researchbased best practices that lead you to an elevated I mean like you're a master board, right? Like so um so it's called board of honor and what we're going to do is put this out to the state start if anybody wants to participate we just start we give you a checklist. start collecting this information. A lot of it you probably already have. If you didn't, you know, you would want to create it. There's no time limit on it and then there's no time that you have to start in the end. You know, this is sounds silly, but like we honor

134you at convention. We, you know, give you stuff you can put on your website. But the other thing that we're going to do is if you complete this program, we will do an analysis for you of how you have impacted student outcomes. like what that looks like in the past. Like if you're doing this and you stick with it, like which is just sort of at occasionally resubmitting things like you obviously wouldn't resubmit a strategic plan every year because it lasts for however long it >> but if that's something that you're interested in and and this board continues to do it because it is meant to not be board member dependent. These are meant to be about systems that are, you know, so in place that it doesn't matter if board members cycle in and

135out. These are the systems and because our interest is in if we know that boards impact student outcomes, how and when do we see it, right? Like um so we will our you know our side of it is you know you submit stuff it you know you do it a couple of times couple of iterations and then we look at what do your student outcomes look like and we can get a lot of that information from the state but we would also say and information that you would want that's like here's how we measure success here you provide that to us as data and then we will do some statistical ical analysis on that. >> Okay, that will be so exciting. I wish we had that >> and that we started it like 5 years

136ago for everybody because this is what I can envision when you say that I think when oh my gosh I want this now for several years but what do you do? I'm going to go back and ask and say show me the places that have the best outcomes and then go back and I want to see right like what they've done like what are their kind of artifacts what is their board doing right and so you take that with Right. the other pieces that you have in terms of where do you see high outcomes and you start to just work backwards to say, "Oh, they have all of these things in common." Yeah. Which one of these things do we have or do we need? >> Right. Right. >> I wish that was done and

137>> tell me what are those things. >> Sorry, I didn't think of this years ago. >> So, I I can send you our information on that if you would like it. You can look at, like I said, there's no time limit. You don't have to join at a particular time. you know, if you it is not a program that you pay for, right? And um so anyway, I will send I will send you the information. You can distribute that to the board and just talk about if that's something you want. >> Okay. >> All right. >> Thank you for all your work, engagement. You all engaged in really good discussion and and led the conversation about the standards and I always appreciate being here and working with you and it was so nice to meet

138you. >> Yes. Thank you so much for your guidance and leadership over the last what nine months. Yeah. Thank you very much for everything. All right. means strength.