001this he might >> the work session the regular >> when you said that as you were saying that but >> maybe that sounds familiar but maybe I also bring that up >> okay seven minute seven away this work session of the school board we had The email was three topic the focus >> is it free or you done >> the the addition really was to verify for sure um policy BCB which is about board officers >> and in that policy it says um if a board member is unable to continue to serve as an officer a replacement will be elected immediately. the replacement officer will serve the remainder of the officer's term until the following July. So, our policy says it's an election. It's not a uh an assumed um >> uh move. Okay? >>
002And so, it is addressed there, but I wanted to bring this to be able to say, are we good there? And >> and I misspoke at the hearing. I when I read the policy, I somehow missed that sentence. I didn't think there was any provision to say what happens if we do have a vacant fleet and apparently we do have that in the fall. >> No. So yes, it's now on our agenda for tonight. First thing to >> Okay, so that one was one topic. >> That was one topic. >> Close that very quickly. >> Um Erin, do you want to go into the public? >> Sure. >> Or we can go into my stuff either way. So if you all want to experience one of the greatest moments of irony um in front of
003us perhaps uh in recent history I had brought up this public and media communication guideline is something we should review back in July August I can't remember >> um and we had decided to table it or excuse me not table it postpone it until our first work session so that's why this is in front of us um and we have some questions to answer we can make any edits that we want to. This wouldn't even actually mean policy. It would just be one of the sort of board agreements, operating agreements. Um, and I think recent events show that it is really important for us to have this in place. Um, to be really clear about things. So, um, I pulled this from I believe it was Multma ESD and updated the language to be full
004of methd. um they had one of the more robust examples online and I appreciated that. So that's where this came from and we can write our own if we don't like this. We could also reach out to OSBA and ask if they have suggestions like we're we're not um tied to this in any way. It was just a good example. >> I want to think that OSBA does have some guidelines because I thought I saw that in that newsletter that came through. >> Yes, they they put that out a couple of weeks ago. Yes. >> At the time that I brought this up, they had >> um and that was guidance. This is a little bit more of an operating agreement, but we could go with their guidance instead if you all >> um that's
005the background on >> on this. Um and it is a little bit more in depth on the things, >> right? >> The details. Um you'll see there are things in here that would need to be edited to remove or update through the chair once that's happened. >> Yeah, we can we can make editing to um pull up what was sent when you talk about who should be contacted for communications. I am your communications dire. Okay. So we can just uh strike that part. I know, you know, in a larger district or in NBSD, there is someone that's like their full-time job, but obviously that is not the case. But you know the other thing that was nice um I accessed the school administrators association's communications director over the past however many weeks and um would
006put was able to put every piece of information I shared with community and with staff by her um to be able to have her edit and comment >> and um together with what we came up with in terms of the communications, she was asked by a regional group to redact information and share it in a regional setting. So, we're not alone >> in terms of um not necessarily this particular kind of an instance, but um it's very nice to know that I have access to that person who is at the ready and um can really be helpful with some stuff. The other piece of that is I will use for local communications about safety concerns the public information officer of our fire department. Oh, >> and so I run things by them to be able
007to make sure that we have coordinated communication. >> So, it's just two different things that that we've got running that are helpful um in terms of being able to put out another set of eyes on communication. >> Now, is this something we're hoping to get all taken care of tonight? We could or we can just look at it, read through at your own pace. If anybody has any questions or discussion around it, um then then we could do that. >> Yeah, it was more of a just to get it on everyone's radar. >> Um word agency keeps popping up and that it doesn't connect with me in this context. >> Well, if if it was the ESD, I could see them using agency. >> Okay. >> So, if those were the edits uh that our
008community and schools or school district have accurate, that would be an easy adjustment. But that would that would be the first spot. If it's an ESD, they're going to refer themselves more as an agency. >> So where district >> good call out. I didn't catch that. >> And we do have a polic number one. I mean I'm not saying here but number one is in policy that I remember. Yeah. Yeah. under >> how the board will operate. Yeah. >> Yeah. So for number three where it says who is the official spokesperson I mean as Susan just said she's the official communications officer. So I would say uh can I comment and refer the media member to the superintendent of the school district, right? >> Be very specific because you know if it's they have a
009question about high school band or whatever, you know, something very specific, I think we would still route them through. >> Yeah. Yeah. >> Right. >> And I think that PSD who is probably the superintendent everywhere except where the superintendent's already mentioned and then it can just be struck. Okay. Uh and of course when it says in number six the board chair shall work with the superintendent to develop strategy around media inquiries. Um it's just nice to know that we also have access to somebody else to be available as well. >> Yeah. >> Um at the same time. So it's it's good. >> Hello. Sorry. No, >> we're good. We're looking at the public and media communication guidelines as something we might consider bringing in as part of our operating stream. One of the things that
010I did like about this was it it called out all of the specific ways that someone might reach out to you for communication. So, email, phone calls, meetings, all those sorts of things were called out. And I like the specificity of that, but it also might be more detailed than we need and we might pair it back. Sure. >> Well, it might be now that OSBA has information out, what I can do is kind of parallel >> um and then we can see because I'll update, you know, the agency part of it, things like that. So, >> yeah, that help members may submit two video. [Music] >> It could be left out because you can submit a media publication. I also think it might be important um to call out that that is only in
011regard to schoolboard matters because some of us in our daily lives and businesses might have media interviews about our jobs or or >> or other >> books that have been written that we're in perhaps. Um, to that you might just want to add a call out. Well, our other boards and >> yeah, things like that. >> And just a quick as a as a followup to that as it says states, you know, board members shall notify and provide a copy of the submission or topic of the interview there. it's open there as to what the intent I mean >> it seems obvious to me that the intent is to make sure that the school district is informed but would the intent be that there would be any any action taken by the district intended were
012it to be deemed in any way in any way >> if you sorry >> I think that's what the intention there is okay. >> Um, you know, the other reason behind this is it does make things very clear and >> I appreciate that. >> I just do. >> Uh, I like things that remove ambiguity or confusion. Earl, how did you word that one? Number nine in terms of related to the board business. >> Um I literally wrote call out that this is only for board related business. So >> no I did this I did the same thing and I just wanted to make sure I was >> I put in regards to PSD board. >> Yeah. >> That's pretty. >> Yeah. >> You want to get to a business? You didn't say it that way.
013So, I'm not sure on number one for the email. When the board receives an email communication from a community member or the public, the board chair will respond. Oh, never mind. I didn't see respond. will respond delegate that responsibility to another board member. Got it. Um on the number three of that it um states when a single board member receives an email communication from the public they may respond to that patron. It only means the individual and not I mean that part the board member may elect to forward the email and their response. Um I just want to clarify within it would be appropriate to forward versus not forward. I felt in the situation we found ourselves in, I felt as though every single thing I wanted to forward on so that I was just
014like completely completely covered. >> Um, is there circumstance where we wouldn't forward them? >> That's a really good question. Um, I think that would be something for us to discuss for sure. I will say I didn't forward every message because I didn't want you all to have to see what I was seeing. >> Yeah. Um, and I guess then is it just at the discretion of the individual board member as to whether that's pertinent to the whole board's knowledge? >> I could see there being times that it's not appropriate for the whole board to be perview of something because sometimes people share things that the board shouldn't be >> told. I see I read this is like when I met with Joey and Susan here at the pool if I had a conversation with Joey
015I'd have no reason to forward it to you guys like if I had a call. >> Yeah. Okay. >> So I'd have no reason to for you guys. >> I guess but that's that he's not I mean he in that circumstance he's like a member of >> that I guess that's true I guess. But yeah >> so at the discretion I was thinking yeah there's got to be I would think a level of discretion. Um, you know, when Aaron said she chose not to send some things, um, but it was not like nobody knew what was going on. >> Yeah. Right. >> And so, in especially in some of those kinds of situations where there's kind of a blanket awareness. I I I think that that people should be afforded their um professional opinion as
016a board member about what it's for. So >> I think that that leaves it like this. Board member may elect to forward >> the email and the response to the board chair for the entire board they wish. So it says may and wish in there. It leaves it open to discretionary. I just wanted to clarify that there were as far as like legal coverage like that there wouldn't like that we would be okay if we chose not to move them up. >> Um >> I think the only thing it would be is if there were legal ramifications or there's public records requests in the mix and then >> you know you kind of from everybody but it's compelled >> right >> um in that regard. >> Okay. Thank you. I I do think under number
017four, um I don't think that 48 hours is actually a reasonable time frame to hold people to in response, but it could be like three business days because I don't think any member of the board should be forced to re respond to emails over the weekend. Like that is everyone's personal time. So maybe three or four business days, whatever you feel, whatever everyone else thinks is appropriate. Yeah, me too. >> I mean, the only difference is if we stay a reasonable amount of time. >> I try to look at email weekly. So, I have with my personal one daily, but I don't pack a smartphone. I don't. So, I try on weekend one day a week to school emails because Michelle is great about my personal email. There's nothing. So, I don't my school. >>
018Well, and this also says after receiving the communication. So, if you're only checking your email once a week, you're receiving that email once a week, even if it was sent. >> Yeah. Okay. >> In in reality, but I think I think we say five business days or in a lot of things. So, I think five business days seems appropriate for this. And again, this isn't policy. This is just us coming up with some guard rails for ourselves. Um, >> I should know this in all the complaints I just managed, but is there a is there a response requirement? I mean, we have to finish the whole complaint process within 30 days, but do we have to respond like upon initial receipt phase? I think it's >> 10. >> Yeah, I have to I want to
019say 10 is a pretty standard, but I don't know it off the top of my head. >> Um, and that is Yeah, that is those are a very specific type of email message. Obviously, these would be more broad. Um, So, we want to change then um under internal communications, board members should respond to communications from the superintendent or board secretary within 48 hours. Do we want to change that as well or do you want to keep that at 48 hours? >> Where are you still on the number four? >> Last thing, >> the last the very last Oh, that was the bottom. Uh I mean, I think if we can respond to Michelle and Susan in a more timely manner, that would be helpful. But it again, it is also upon receiving. So, >> sure.
020>> I think I'm I would >> So, we'll leave it alone. >> Okay. Yeah. >> I'm just wanting to be consistent. >> The other thing that we can do if you wanted to change it, we could change it because I know that um >> if I don't get a response, all thanks. Right. >> Yeah. It could also say in a timely manner like we don't have to >> narrow it down. I I know that even if we put 5 days, you know, people have a life to take vacation and >> you know, all those kinds of things that um that are important and um I know that there will be a response as soon as somebody's able to do it >> and if I need something more quickly, then I'm happy to >> just pick
021up the phone or text, you know, whatever needs to be done. >> Okay? >> So, I don't mind if it's consistent with the other Gotcha. I just know that, you know, it doesn't mean you have to take five days, but right, it's it's it's consistent. >> And I don't think that that has been an issue or I hope that hasn't been an issue. >> Um I know I've probably missed that 48 hours a couple of times when there wasn't something, but again, unavoidable. Um I do think like in a timely manner makes sense if we don't want to hold it to time bound. Um >> I um I struggle with between one and three. Um and I think clarification on one is when the board as a whole receives an email or the entire board
022is receiving an email. >> Um but I would call that out because otherwise one and three sound like they're in conflict. >> Yep. So add entire the entire board. Otherwise, it seems like it one more chair supposed to do. Well, I think the second bullet under meetings could also be struck because I don't think that I would have an expectation that the district would provide us with a calendar of site visits or programs in the same way that they would do at ESC. So I think you know the first bullet stays and they're obviously not actually bullet marks on this >> but the second one I don't think we would I don't think that's a reasonable expectation ask >> and I tried to in my superintendent board give a what's happening >> yeah and that
023was fantastic >> right >> I've gotten to attend lots of cool stuff because of that that I didn't know about otherwise. So >> the last one on if a staff member requests a meeting with a board member, they should redirect request to the superintendent for followup. And I understand where that's coming from, but at the same time I go Joey reach out request something about facility to come look at. I don't know that it's I guess I feel it's not worth the time to bother Susan with hey Joey wants me to come look at this. So that's >> and I think for me that would just be a simple thing of you know Joey's either gonna say I invited Ryan to meet with me or you're gonna say meeting with Joey and I I know
024>> okay >> that we're good to go text me but I'm so bad with the school email like I get a call from Joe like call Susan at 2:30 to bug her about this. Well, and I mean, even if it was Abby, if he calls and says, "Can you be here in a half an hour?" >> um, then I'll hear after the fact, but I know that the two of you are working together and doing it. So, >> yeah, >> we could change instead of redirect the request, you could say, >> uh, forward the request just so you're just getting Susan knowledge. >> There's not really even forwarding. >> I guess I don't want to put in there as a requirement because I'm so bad at doing electronic stuff. Do I I'm just gonna show
025up there. >> Tell Joey to let her know. Well, >> yeah. I mean, that is a legitimate >> Y should let the super >> ask the requesttor. >> Sure, that could be >> to follow up with super because you were working on a project with I mean like within the framework of an existing project. >> Yeah, there's no reason. >> It wouldn't seem reasonable to like >> require that constant streamline. >> Guidelines not required. It just feels like that's put place to keep Susan in the loop, right? >> Yeah. Well, because I we don't want Susan to get caught flatfooted and somebody be like, "Oh, yeah. Well, I had that conversation with the board member." And then she's like, "You did? Okay." You know, like that's never I I hate guidelines. That's always fine. We
026have to do this to >> Right. Right. Right. Right. >> Yeah. Listen to follow up with Susan and let them know what's up. >> And I think it's just the common sense. And sometimes if it gets lost in the shuffle, it gets lost in the shuffle. people are human. >> Yeah. >> And so if if you know I look at this as kind of the the set of guard rails um that direct us the majority of the time. >> Um that's a nice part about being a little bit smaller >> is um the the ease of communication um is really pretty good. So where then says meetings I would say meetings with staff members specify that for that section. >> Oh yeah >> the header the header. >> Y um I think complaints and grievances
027is pretty much what we do already. Um I think that I have highlighted the GMBB to make sure that those were the right >> I don't think it's the right >> I don't think it is either >> but I'll check on >> we talking about public >> know it's staff member >> oh yeah I would understand the internal >> yeah um and then so the the other communication social media section I I wanted to clarify a few things in there. So, this is talking about if you have a social media profile that you talk about board business on, that makes it not your personal profile anymore under the law. That makes it a public profile. That is considered your schoolboard profile. >> Um, and the courts have made it very clear that elected officials are
028not allowed to block people. >> So, that's why this is kind of called out. So, if you do that, you're not allowed to block people. um you can't moderate speech unless it's to remove very specific things like um threats of violence and hate speech. Like it's all like you'd have to look it up. I'm not an attorney. Um, I've read a lot about this recently, but um, so, um, speaking from a depth of personal recent experience, like maybe just keep your stuff your stuff and not schoolboard stuff and make a separate page entirely if you want to have a schoolboard profile, which I didn't don't want to do. Don't want to. Um, I also don't know that it's that helpful in the current climate for people to have that in the first place. >> Yeah,
029I I mean, personally, I think that it should all just be our school district's official site. It should be, >> right? I agree, too. Yep. >> Because I was going to ask about that word up above. It says we have to report those and do this and do that. It's like, how do you do that on a Facebook? >> Yeah. I think board stuff should be off on its own. Well, and you said yourself, Erin, and I quoted it a couple of times to people is nothing is private. >> Yeah. >> I mean, it should be, but it's not. >> No, it's social media. >> My social media is very private. >> He doesn't even have access to it. >> You can't even find it. >> Look in the eye. That's >> okay. Um, and
030again, we'll I think this is our first draft. >> Yeah, it's just a opportunity to take a look. >> And if you see anything else that you want to have changed or addressed in between now and when we have a second draft, just >> um, email it to Susan because we can review it at the policy. Yeah. Even though it's not policy, it's kind of like it it fits like the AR. >> Yeah, exactly. So, um, and that would just be like, you know, making grammar changes and tightening things up a little bit and then incorporating in that OSBA guidance as well. Um, yeah, thank you all for the time and and digging into this. So you have these public profile guidelines that you know did we just all kind of concur that there really
031shouldn't be a public profile where we share official you know you have your private where you can share your opinions but you if if you start sharing um if you start sharing um you know board uh related matters or you know board actions etc then it becomes public and That's where then you start having to do all these things under the public profile guidelines. I would just replace all that and say none of us are going to have a >> sharing board actions. >> Yeah. Just you're not going to have anything that would constitute a public profile, >> a public I think that that would start to infringe on people's first amendment rights. They do have the right to have a public profile on social media. It's not a great idea. >> Yeah. Well, >>
032but they do have the right to do it. Well, I'm not talking about it's not that they can't have a public profile. They I'm saying they wouldn't have a public profile that u basically representing board business. It's one thing to have a profile and give opinion about, but if you're, you know, like you said, sharing actions or updates or anything that makes it look like it's a it's a >> I think we might have to get legal guidance on it because I do think that that falls under freedom of expression. >> Are you just talking about removing the public profile guidelines from this Well, and replacing it with a sentence that basically board members should not set up a public profile to discuss official board actions and activities. >> And that >> that would be
033like telling the mayor he can't have a a mayor page. >> Yeah, I think >> well >> or a city councelor that they can't have a city council page. >> Um >> and a lot of them do. >> Yeah, >> a lot of board members have. It seems to me more that having a transition there just allows us to have something to point to were there to ever be a problem with someone having a public facing page because we can explicitly say no no no right here those >> anyone ever those guidelines to me are extremely challenging to enforce right don't block users I mean well I I blocked the user because they were threatening well were they threatening or was that just your interpretation >> um >> maybe that maybe the voice has some
034guidelines. >> That's what I thought. That's what I thought I'd look at. I just I do think that it would be important to have guidelines if nothing else to limit the liability >> or or a situation where I >> Yeah. and blocking users is the law like that's an I because our I mean that I think that >> official it was it was Donald Trump himself who was trying to block the Supreme Court. and they say you can't do that. So >> that was where it all started. And >> I think we could say we would prefer that people not have >> Yeah. >> Well, yeah. And I was going to say, you know, with due diligence do that. I mean, we all know common sense wise now. >> That that's not a thing you
035want to do. >> You know, whether you have a right to do it or not, it's not that to me is not the issue. It's whether or not you should. >> Yeah. So I I think that's good. I think at least a statement there say it's not advised to have a you know a right >> public profile where you speak with board business. However, if you do >> these clear that was not >> what was not done >> there was no board business that was discussed right >> talking about I'm talking about your case >> but good policy going forward. >> Yep. >> Okay. I think this is good flourish. The other good thing is this cupcake. >> It looks so good, >> Ryan. I've got cupcakes over here. >> It's my birthday. >> Burn
036it. >> Happy birthday. >> Thank you. I made cupcakes. >> I made cupcakes to break. >> We have >> Isn't this how everyone spins are burnt? >> Another substantial topic which we will just be scratching the surface on tonight, but we'll >> I'm going to display it, but I brought copies just because I think it's easier to pull together. Why did I get a couple get two? Oh, sorry. Yeah, take two. Right. I like the format. >> Oh, right. >> Is this your 40th? >> Yes. It's the 27th anniversary of my 40th year. >> How'd you know? Okay. So what I did >> I guess just a very quick hopefully very quick as just like a baseline for me to understand what the evaluation process is where this is going in. Is this something that's
037new? Is this something that's being revised? something that >> it's being revised. It's been very nebulous >> um in a lot of years. And so what it's really doing is giving it a scope um and giving it some measurable kinds of of outcomes. >> Okay. >> For the past couple of years, we went with the Oregon School Boards Association to be able to do a target feedback survey to be able to get input about me. And then the board also deliberated on the standards. So the standards that are selected in there are the same standards that are used by OSBA. Um so those have not changed. The thing that I put at the top for us to consider is that this evaluation because I looked at other people's and things like that. The evaluation could
038consist of my self evaluation which has always been a part of it. Um, I put quarterly data reports um, pending what we look at in terms of of actual goals and direct observations and experiences between board members and the superintendent. We've got superintendents that have 14 goals and we've got some that have three and that's it. So, um, uh, but I really started looking at I've been focused for a lot of years on student success. And it's kind of like what can what can I impact and monitor versus what could I impact and monitor in a different way as a principal or as a teacher that kind of changes the scope. So, it's it's been good for me um to be able to dig at in a different way. So, those eight standards are um
039the same OSBA standards, and I've got the um I didn't get a chance to put the rating scale in there, which is, you know, a four, you're knocking it out of the park. A three, you're you're doing great. A two is well, you might be able to do a little bit better. And and the number one says, >> you don't got this. So, so um in the past, we got that the evaluation, where was that coming from? Was that from board level? Was that from us? the board is responsible to evaluate me. >> But I mean, you said that there was um reporting that the survey was out. >> There was a the survey that OSPA puts out asks for um a list of 30 to 35 people. um some in district from different roles
040and some uh from the community, okay, >> to be able to express and then they run it through their magical system and um come up with information and we've not wanted to do that every year. Um but you know, that's a piece of the puzzle. So, as I started to look at in the local goals and objectives, I I started to get at and I put a bunch of things in there because they're things that we've talked about before. So um of the first ones there, the superintendent will monitor the completion and implementation of the PSD strategic plan and provide regular updates on progress at meetings of the Florida school board. And then I started in on a timeline. Um I have to get back in touch with Vince to find out just where we
041are. And then it's about um you know filling in the tasks and timelining it to get it done. Um the second one I put on there, a superintendent will monitor effective implementation of professional learning for all staff. Um and that can be uh the the monitoring and sharing of the calendar, the you know, I mean there's things that we can put in there. Um in collaboration with the business manager, the superintendent will monitor fiscal responsibilities and budget transparency. And part of that I say as we move into um this year and next year specifically, the superintendent group around the state started talking last week about um this may be a year when we could see mid-year cuts based on some of the federal level money and um where things are going. And so between this
042year and next year, there's things that we're going to have to look at. And so Jennifer and I are already engaged in the conversation about what could should that mean um to be able to bring that back. But it's it I mean to bring that forward to the board. But the thing that we want to make sure of is um that we're not saying, "Yep, we can afford this. Yep, we can afford this. Let's just do it and we'll figure it out later." And so, um, especially in the times that we're in, um, that became important when I was thinking about it over the last couple of days. >> Did you have a question? >> Um, I was just total silently. I know that Wesley had a federal funding session today and I wasn't able
043to attend. I was wondering if anybody went >> They sometimes will send out the recording afterward, but not always. >> Yeah, I'll watch for it. Um, improving student outcomes has always been something of interest to me and I'm going to talk at the regular board meeting tonight about um, our state assessment results and and our local assessment results. Um, but we already do have and in the areas that I yellow highlighted for part of our integrated guidance, we have to set baseline targets um, and a stretch target and then a gap closing. So, so the baseline the stretch measure everybody. the gap closing measures, what they call students in in traditionally unrepresented groups >> and and making sure that we're we're closing a gap that or we're we're doing our best to close that gap
044by um a higher percentage of students making gains than we might look at for the whole group. Um, and so those are places right now that I already have information in the same kind of a um a manner that I did with literacy. Um, so I know we've got those and I know that integrated guidance asks us to be able to take a look at all those items lit up in yellow. And so they're things that we're already after. The other things five and six that I put in there was about community partnerships and uh because we've talked about it before and um we've talked about communication and so you know I left those with with dots just to say um if there's something in that that feels more important than some of these others
045because I don't want 16 goals um then uh I didn't want to lose them. uh because the other thing that I can do is nest them under the eight standards. So if communication remains important, I can nest that specifically under the the eight standards of where it fits and it can just be looked for in that phase of evaluation or I can hit it harder in my self-evaluation and it's not its own outside goal. So but that's why I put it there. Um the bulleted pieces are um the goals that I had really before. So I had the goal of ensuring equitable opportunities for every student. And that's where I agree with you and you're saying how how so what um and so that for me was looking at what is CTE enrollment, you know,
046we're going to want to look at that and see if that's an equitable uh people have opportunity. What about AP course enrollment? What about you know some of the different things that we've got there? The promoting ongoing success and growth for academic and social emotional. Those are the same things that are highlighted there. A safe and welcoming uh respectful rigorous learning environment. Um some districts look at their staff diversity to say does it mirror our student diversity? Um because we want students to be able to see who they are. And um and we do student surveys. We do healthy teen surveys at different schools and we do some um um just general information surveys that um could be included in that um providing leadership opportunities to administrators and others and then facilitating the completion of
047the strategic plan. So, those were that was what I and then you've got the performance levels um that each of those standards would be measured. And then I just plugged in also the superintendent standards which are very similar from u the American Association of School Administrators and that's really the the National Superintendent Group. So, it was a way of being able to say just another piece of information below. And so, um that was what I had the opportunity to be able to to throw together to kind of pioneer some conversation. Um and then, um this helps set what really matters. Um and then I can look back to at the targets and the information and u be able to fill in in more detail. I have a question, Susan. Yep. >> So, can you explain
048under literacy it's baseline stretch and gap closing? I understand the gap closing. What's stretch? >> Stretch says um if you had to say maybe we can we can go a little bit farther. >> What would we set as a stretch goal that we could take a look at to say um um we really think we can get this high? >> Gotcha. um you know and and last year for literacy at the the third grade level um without having it right in front of me I think we hit or came very close to our stretch mark this year we're down >> and so um uh but but you know that's those are the kinds of things that we that we need want to look at. >> Okay, thank you. I I I guess I don't I
049knew what stretch was, but I don't hope I know what gap closing. What is that one? >> The state has defined and we can put anything you want in it. >> Yeah. >> The state has defined a series of groups of students who um are considered to be typically underrepresented, students in poverty, students of color, etc., etc. And so what that does is instead of taking a look at how all students perform, it takes a look at how those students in those underrepresented groups are performing and where do you want them to be? So it's inclusive of special ed, 504, all those kinds of things. And and if you take a look at that, we wanted we said in this instance from um how much are we going to push that to try and get
050students from the the the lowest possible levels up. Now, one of the things that we will see is that we've got um in many places, if we disagregate out and look at our Hispanic students, got some pretty darn good data >> that when you plug them into an under reppresented group, >> they're being served quite nicely and doing quite well here. And so um uh >> so from the sorry from the actual of 42 in 2023 24 to the target of 30.7 and >> if I'm am I understanding it like that we targeted a lower >> we did >> like by quite a bit. Yeah. >> What what is the >> because that's the >> um these targets were set >> in 23 24. >> That's what I'm trying to understand. >> Yeah. And so
051or excuse me, so they were set for um we haven't I haven't updated all of them in terms of being able to say what really happened in this year and where do we need to be what do our targets need to change to represent >> and so that the number is representing what we are trying like what we want their level to be at. So 42 is better than 30. >> Yes. >> Yeah. And so what that means is we should have if if we continue especially if we continue that trend because the the thing that I didn't put on here was the target for 2324 >> and I think the target for 2324 might have been at like 29% or 30%. >> And we blew that out of the water >> and so um
052now what we need to do is adjust targets >> so without the actual >> Yeah. to be able to represent, but but I had the information from what we have to provide to the state. And so I wanted to give you kind of an idea of what it can what it can look like and what the reality of that is. >> Okay. Thank you. >> Um Okay, we've only got less than 10 minutes here. Um but I'm going to start with a blanket statement. So um and you where I'm headed here you've kind of started to articulate to me there are two fundamental things we expect of our superintendent or two fundamental categories. One is the day job >> and that is what basically the standards are getting at >> and then there is the
053specific goals to move something particular forward. Yep. Right. And so I'm going to just quickly go through um what you already have here and tell you where I think this fall because what I mostly I don't I'm not we don't need to spend a lot of time on outlining your day job. That's literally your job description. I think you know what that is. You get evaluated on that every year. >> Y >> what the board should be doing is saying yes your minimum bar is doing your day job but what things do we expect to see the needle getting moved? You know we expect to see you move the needle on. >> Yes. >> Okay. So going through these, I'm with you. >> All right. So the first one, um, we'll monitor the completion of
054the strategic plan. Okay. We haven't done a multi-year strategic plan in a long time. Um, that to me would be a an annual goal to get through that. So I would call that a goal, not a day job. >> Um, you'll monitor effective implementation of the professional learning for all the staff. I think that probably falls in the day job. >> Okay. If there was we wanted to get everyone trained on a particular new safety protocol, that's a whole new one-time thing. That would be an objective. This wording day job. Number three, in collaboration with the business manager, superintendent will monitor fiscal responsibility and budget transparency. >> That should be on your list every year. Therefore, it's a day job, right? You can't bankrupt the the school district, >> right? >> Um improving student outcomes.
055again generally part of your day job to me the moment you start setting targets that you specifically want to work in these areas and hit this target now that's an objective that's something specific >> and that's why I plug those in because I I I think those are meaningful >> yeah uh I I think you know community partnerships you list uh obviously that's all you stay there but I think if you know if we were to pick one or two we want a you know a whole new partnership for the forestry program or for the pool or what have you that would be a big thing we want you to focus on this year and I think that I'm going to advocate one for the pool. Maybe there's a CTE one, but that's um I'm
056not, you know, communication. That's one I think we'd have to discuss. I don't know what that would look like from an objective. So, to me, again, definitely part of your day job, but is there something we want to move the needle on? Talk about that. >> Then the ones that you just said, not numbered, but bulleted. Um equitable opportunities for every student. Again, if you put some targets around a CTE or an AP, that would definitely be a goal. Um uh same including academic as well the social movement. So um if we set targets on this list you have here um that would be a goal providing safe welcoming respectful that sounds like day job leadership opportunities. Um probably day job unless again you have one particular >> area you're trying to really up the
057quality of our administrative abilities or background. >> Um and then the last one is the same as you. >> Thank you. that I mean that helps with the the distinction of I appreciate that. >> Yeah, it's that that whole smart goal business stuff. >> Yeah. >> Oh yeah. No, no, it's >> already I was like >> you're good. >> Um yes. So, I I um I mean I will I'll just throw throw out, you know, the one or two that I would want to bring to the table. And I agree, we're talking four, five, even six at the most, right? I would rather, you know, um some impactful ones uh and fewer of them than a lot that are you're only going to get, you know, minor progress. >> Um obviously, it's on the agenda
058tonight, the pool and the risk of having to close the pool down. That's a big one to me. So, addressing the pool is one that I would personally bring to the table. Again, either the board will have degree, but that's what I'm going to bring. >> And then certainly something around uh improving, you know, uh student performance. >> Uh and I look to you to think where are the the biggest uh opportunities there. I would love to to see I mean maybe the one I would want to bring is we actually continue to make progress on our 100% graduation rate. What exactly are we going to do this year that would help us get there? that would be um and then you can certainly talk me into plenty of others but those would be the
059couple have an example that I would bring in there. >> Thank you. >> And in our few minutes left do others have you know um you know top of mind objectives you would want to see on this limited list of five or six things we want to do? >> I I like three and a stretch goal >> because I really think you can't be effective in a short period of time if you're you're just everything is >> on fire. And I do think that the strategic plan, which is in progress and we have assistance with, is a huge priority because it will allow us as a board to also be more effective in setting our own goals. So I think that one's really important and improving student outcomes is always going to be high priority.
060And then just because uh I've been sitting in the seat for a while, I do think that communication, community partnerships, I especially agree if there's a special project forestry or CTE and the pool, those are huge. And then with communication, it would be just really developing some sort of a a framework that allows you to have those communications without it um taking so much time and effort. like got a template and it goes out on a regular schedule which you're great about on your um your super the Friday superintendent. >> What is it called? >> I tried alphabet soup. >> Thank you so much. I was like I was thinking superintendent soup and I'm like that's a weird thing. That's definitely not what it's called. >> Yep. Alphabet soup. Um, but you know, some of
061those little special tents and I appreciate like when you brought up the KOSA or I can't remember if it was KOSA, the communication person that they have there. >> Maybe we have some resources available >> in that regard >> and also understanding that everyone always wants more communication than is absolutely >> physically possible to do. >> Absolutely. Um but yeah, >> to go along what Tom said about and the strategic plan, I think um Vince originally gave us a timeline. I don't know that we're anywhere near that timeline, >> right? And that's why I want to make it our timeline >> and I guess yeah. Yeah, we did it. I guess in here it says completion was plan. I think it needs to be broken down a couple subcategories like this part completed by this
062because we haven't I I think at least I feel like we've been at this a year with this. >> Yep. And I don't know that we're any start farther than we were day one. >> That's where I put the in the first goal on there the the task in the timeline to just start filling in. So one of the things that I had said for instance is by the end of this month I'm going to get a status update from Vince and OSBA that will then allow us to um set up the tasks to prioritize and then move forward. >> Can that status update then just have his agenda completion time? >> Right. And then I want us to take a look at are those real estate completion timelines for us. >> And then another
063thing that I just think we as a board are responsible for and owe owe you is a consistent evaluation process. And you have not had that I don't think the entire time you've been superintendent in this district. We've done something different every single year. And I think we have failed you in that regard. And I feel very strongly about it. So I think if we can be consistent in how we do it, whether it's going through OSBA, which does have a small cost associated to it, but is also a very regimented program that they do every time, and we would be able to compare data year-over-year to see those score improvements because my gut tells me that they would show up very visibly in some of those areas that you've been working really hard on
064and we didn't give you the opportunity to get those scores back again to prove the hard work that you put in. And I think that that's a bit of a failing. Yeah. And and part of that determination of doing it every year is, you know, they set their list at 30 or 35. And it can't be just all district people. It's got to be a cross-section. And there are some people within the district who have said, "We'd really like to have more opportunity for feedback >> um with more people in the district and and possibly more than 30." So >> negotiate at somehow with OSDA. We do if that's comfortable for me, we ask them to make it 50 >> or you know, however we want to do that or if we ask internally and
065get a rating scale running the clock from here. So the between me and the time >> I was hoping >> yes when I'm precisely where I'm headed. So we will talk at the end of the meeting about our next uh meeting and the topics uh work session but we all everyone should be thinking what objectives that limited set that we want to put on Z. >> Um yeah so with that we'll close our work session and we'll reconvene in one or two minutes here for the regular meeting. Uh, and as a reminder, if people wish to make public comment, please get your cards filled in and turned into Michelle sitting over