001All right. Item 1.1, the board meeting is called to order at 504 PM. Item 1.2, we are here to do our board self-evaluation and goal development. I'd like everybody to say hello to Julie Bacon. Julie is the Director of Leadership Development at ASBA, which is the Arizona School Board Association, and she's going to be leading us tonight. So, Julie. Good evening, everyone. Thank you for having me back. It's always great to be in, Kyrene. As you know, you all took the board self-evaluation, which is an online tool that ASBA provides free to its member districts. And we have the report in your folder. You'll find the slides that we're going to go through tonight and then also the full report printed out for you so that you have that in front of you. Just so
002that we can reacquaint ourselves with people, name, position, years of service, and your favorite moment as a governing board member. Favorite moment. Favorite what now? So who would like to go first? What is your favorite? How many years have you been on the board? I've been on the board for one year and. One month, two months almost. And my favorite moment on the board so far, my favorite moment on the board so far is after a wobbly start, how my friend Cedric and I got back together and talked to each other and become friends. That's my favorite moment. I'm sorry. That's quite all right. It's individual to both of us. So that's my favorite moment. Thank you. No, I'm good. I'm good. All right. My name is Cedric Collins. Been on the board for a
003year and a couple of months. I guess. Yeah. A year and a couple of months. My favorite moment. It's actually like moments. I love when we do the Kyrie Super Kid readings. I really like seeing young people being recognized for what they do. No. And that's not like every day people get recognized for their efforts. So I really appreciate that we do that. Thank you. Kevin Walsh. I'm in my eighth year on the board. And in terms of my favorite moments, I have a lot to choose from. I'd say every school visit, but one of the moments from the DS that I remember the most is after a bit of a drought. On staff compensation, we were able to, as a board and as a district, approve some very nice compensation for all of our
004staff, and that felt like a real win. And I still remember that and the time and the investment that went into that process. Thank you. Amy Seatree, and I've been on the board for a year and two months. And my favorite moment as a board member was the Apprendi graduation. That was really fun. I mean, my daughter was graduating, so it was awesome to see her walk across and just be there for it. But I could not stop smiling the whole two hours, even though it was very hot outside. But that's my favorite moment is I got to see all these kids go through. Yeah, you've probably known forever, huh? Yeah, some of them. Yeah. So I know. And yeah, it was a really great moment. So thank you. Trina Nelson, board president. I am
005in my fourth year and I would say I really like the site visits. I think it's nice to kind of see the different culture at each school. I've had a lot of really great conversations with some site leaders and just how passionate they are about education, their communities. I just always really love it. That's great. Thank you so much. I noticed that no one said coming to board meetings were their favorite moments. Not always the best, but thank you for sharing that. So tonight we are going to try to really get through a lot of stuff because we kind of combined two trainings into one. So we want to review the board self-evaluation and also then start talking about goal development for the board for next year. So, um, we will talk about why you
006evaluate, we'll review and discuss the self-evaluation results, identify strengths and opportunities, and then plan for the future and commit to some action. So that is, um, what we are going to do. So some of that doesn't come out, did it? Oh, it kind of got cut off. Sorry about that. So policy, um, accountability, and we'll talk about the opportunity and flashlight versus hammer. And so we'll go through some of these slides right now. Um, so why evaluate to aid in goal setting? Because, um, you, you all have goals. The district has goals with the strategic plan. The superintendent has goals with their evaluation. And the board creates goals. And I've helped you create goals. It's been a number of years now, but maybe five or six years ago, I think we did the same process.
007And some of the things that I remember that came out of that were really positive. We talked about, at that time, how you weren't really looking at data as a team. And so you've created some processes and systems to do that, which is really exciting that the information that came out of that really resulted in something tangible that you are doing now. So that's great. So board self-evaluation is a best practice. We know that there are highly effective boards play a significant role in improving student outcomes for students. In high-achieving districts, those boards share characteristics that are very different from those found in low-achieving districts. And again, effective boards impact student achievement and student outcomes, and that is the goal. So when we do this, we also like to talk about the data that we
008see and what comes out of this and using it. like a flashlight, not a hammer. So we want to make sure that this is illuminating a way forward. Um, if we see some things that we want to improve upon and not, um, something that's used to shame people, blame people, punish, make judgments, those sorts of things. So as we start talking about the data and the information, um, I just want to Kind of review everything that we talk about are people's perceptions. And it's no different than what you talk about in a board meeting, right? You all have different opinions on things and you have different thoughts about it. Just recognizing that it's an opportunity to grow, not to blame, not to point fingers. And then. If you have questions, to ask them respectfully using
009an I kind of start. I don't understand what this means or I'm confused about this. So instead of how could you possibly think that? So we just want to set that stage right now. So we did have six participants in this. There were 69 content questions across five standards. There were a few demographic questions in the beginning. So I think total there are 74 questions. And it is broken down into standards. And then each of the standards has a number of benchmarks. So conduct and ethics is one of the. most populated standards with 19 questions. Vision has 10. Structure has 19. Accountability has 11. And advocacy has 10. So that's just kind of how the breakdown of how that works out. You have seen the results, so you can see what they look like. The
010green is always, the blue is most of the time, the yellow is some of the time, red is never, and black is don't, I don't know. Okay. And you're answering these questions. To what extent does my board? Okay. So you're thinking about this as an entire board. The benchmarks will help you kind of drill down. And as we go through and you talk about opportunities for improvement, I'll kind of be. grouping them into topic areas because they do seem to kind of always flesh out into specific areas. So before we kind of start going through everything, I did give you some homework. But before we do that, any questions about the tool, the homework, before we start actually talking about the results? And remember the... The results are here, okay, in your folder. And it
011is the last three years, from 2023 to 2026. So both, just for the sake of the 2023 and the 2024 would have been the same five board members prior to the five of you. So because we didn't do this last year when you first came on your first year to give you a chance so that. You probably didn't know that first January, right when you walked in the seat or stepped into the seat. So both 23 and 24 would be the previous five. Which is good for all of us to know because there are some don't knows here and some things that look like they've, if you do this comparatively, look like it's decreased in the amount of knowledge or understanding. So if this is the first year, this will be a nice way for
012us to test the baseline. Yes, this will be the first year of this five-member board together. Okay, so what I asked you to do was to put a plus sign next to the things you see as strengths and a check mark next to the things that you have questions or concerns about. And really don't want you to do every question because we'll be here for 17 hours if we go through every single question. And what I like to start with the positives. So if you all could just tell me, and you can just read it off if you have. it in front of you. What questions did, what responses did you find positive? And, um, I'm going to just mark all those down. So do you want just one standard at a time? Yep. Let's
013do just that first standard conduct and ethics. Um, so that's pages five through including 10. So five six seven eight nine ten so whatever you saw as positives is things that you Stood out to you as we're doing a good job with that Tell me and then we're gonna go to the opportunities and board president. I'll let you direct how this is done Um, well, everybody's kind of looking through here one thing that stood out to me and it It'll be a theme we carry out throughout this piece is around the idea of gathering input and getting feedback from various groups. I think that's something across the board I noticed that we feel that we do. We have a very developed muscle for that. So that was one area that I found to be quite
014positive. I thought that we also do a really good job with teaching or I'm sorry, treating each other with respect. That's really important. attribute that we all have because I mean been tough year tough times lots of stuff going on and we have to maintain that level of respect it can be hard sometimes you know so we've done a great job at that and that's I mean after what y'all have been through in the past year that's a really positive thing so congratulations for that one of the other things that's carried forward is the goal setting and reflection on that, which I can tell you during my term of the board, we've always set goals, but maybe not with as much structure and transparency as we do now. And I think the way we do
015it now aligns with the way our superintendent sets her goals. And we have a very formal... reflection publicly in a meeting about how we do with these goals. So I appreciate that because it helps, at least for me, keep me focused on the work. Great. Thank you. And even this year, our timeline was a little bit off on that just because of everything going on, but we still kept the same structure. Yeah. Great. Cedric, Bonnie, anything from either one of you? Yes, because I had noted in my phone the homework. I mean, even though we didn't have a full bar of green, question 19, where I said I had to work with the superintendent to achieve mutual trust and commitment, you know, I, you know, I put always with that because I know, you know,
016my level of communication and how we communicate. So for me, you know, I definitely. believe we always do that. So sorry, I had to look at my phone for the answer. No, of course. Okay. I have a little bit different view of some things and it has nothing to do with how well we work together because I think we work together really well and mutual respect for each other. And it's been a joy for me to work with everybody. And I'm not sure why this is so, but I have trouble with our communication in two directions. I have trouble personally in working with our families, with our community. I personally don't have trouble. I shouldn't, I don't know how to say this. And I didn't do this because quite honestly, it didn't make sense to
017me. So I just, you know, I'm not good with these things. Okay. So it just got me thinking about stuff. Great. And one of the things as I go out in the community is that there are a lot of people out there who don't think that we're communicating with them openly. Now, I think we're communicating with them openly as much as we can. But I sometimes am frustrated personally because I don't feel like I have the information that I need. Or I find out that occasionally I've misunderstood the information and there isn't really a chance. And this may just be because of the way that this board operates, you know, to really gnaw over certain kinds of questions. That's just me personally. So I think that on a lot of levels, there are a lot
018of good things with our communication among ourselves. I'm not sure that our community sees it. And so that has been a little bit in my one year on this board. I have a fair amount of experience dealing with school boards in general, and it's different. But communities are different and systems are different. So, you know, I've spent the year trying to understand and fit it into my understanding of how school boards, I would like school boards to take their place in developing active, strong leadership in making sure the public schools serve the public. Okay. And our kids. And I, that's all. That's just my feeling. That's what we're here to talk about. Okay, good. I actually, so on that, there's actually, and when we get to standard five, I had circled question 66, because I
019know that's something that I've heard come up with multiple board members. So I think it's something we'll be able to revisit later in the discussion, especially as we get to standard five, there's quite a bit about. community interaction. Okay. Yeah. And advocacy too. You know, where do we stand? Yeah. What do we stand for? Yeah. Okay. Thank you for that. Yeah. I don't work this way. Okay. So sometimes... But you just tell us what your thoughts are. Okay. Okay. There it goes. That sounds good. Okay. So good communication in the board team. What is the external communication look like? Internal communication is on point. So now let's talk about the things in that first standard that you think, oh, maybe we should pay attention to this. What is that? And Laura, you can jump in
020anytime. Well, I had pretty much the same three themes that I heard that were positive, which was the feedback, interactions with community and communications and what president. board member Walsh brought up, which was the board goal setting and annual evaluation. So those three were the same. I had one that was positive and on the plus and the minus, and I didn't know where to put it. I put it right down the middle of the line. Well, what was it? And so if we're going to start with that one, it's questions 10 and 11. And I think this is just partly growing pains a little bit. I think we've done a really good job. And I remember some of the growing pains when we first started doing this work in this area, because I went back
021and actually looked even more than three years just to see. And this was around what is the difference between governance and operations? And I just think this past year has been a little bit of a growing pain again, trying to, and it speaks to a little bit about what you were just saying, the way things maybe were. at one point or the way that this board or the previous board had agreed to the norms and the way we operate. And it feels like we're kind of right on the line. It's really, really positive. And then every once in a while, I'm not sure what it is. Well, regression is part of life, right? So that is something. But it is good to note that that's something to think about going forward. How about everybody else?
022So I know, Bunny, you said communication with families, the ability to really dig into information were things that you wanted to kind of look at. Yeah. And I don't know if we'll talk about this later or what. We will. Since you asked. It may be what I see as the role of a board member. how I understand the role of public schools. You know, I labor literally under maybe knowing too much in a way. I used to teach to graduate students the school law and its place in society. So I am in no way suggesting other people don't feel this way. It's just... I'm trying to express why I say what I do sometimes. It's just, to me, it's just such an important, maybe the most important position someone can get elected to in our
023society. And that's like a big idea. And we're implementing that at this level, which is the only place where we can really make a difference. And it just ripples out to our whole society. And so I... Communication with our community is part of what I feel like a teacher a lot of the time, which is fine, but it may not be appropriate for where I'm sitting right now or in what context. I hope I'm not being too, like, 30,000 feet, but that's why I sometimes feel... Like I'm not in sync. Yeah. Well, it is hard when you're in the trenches, right? I mean, I know, Cedric, you're a teacher as well, right? So when you're in the trenches to kind of rise up and go here, I can see how there might be frustration. Because
024in the trenches, you really feel like you're doing something. And as a board member, sometimes it's harder to see. And this might, I mean, it's sort of. The question you brought up that I know is later in the standard, but the communication and what I brought about those roles and responsibilities kind of all goes together. Because when you first spoke a few minutes ago about the communication, when I was writing notes, it seemed very operational communication that you were referencing, which would be odd for the board to be the one sending that out, per se. But when I listen to you now, I hear a lot more of the... higher level advocacy board type communication. And I do wonder if there's like this, somehow those are all connected. How do we separate that? I mean,
025to go on question 10 and 11, I of course put all these for that because I, when I got into running, I made sure. that I studied what school board members do study y'all page. Like I was on there, what school boards do do, what they do not do, even the ARS, whatever the number is. 15, 341 and 342. I knew the first one was 15, you know, but I made sure I studied that. I, you know, I knew that verb is like the back of my hand during my campaign. And so. And of course, being an educator, also being an AEA Region 10 director, also being the local president. For me, I had to learn to disassociate and like separate roles. Am I making sense with that? Like, you know, it's like being on
026a team. You know, if I'm going to start playing on one team, but then when I go to another team, I'm a role player. Then I go to another team, I'm the bench player. So for me, it's like just knowing my role in each capacity that I'm in. So I'm able to separate all of those roles if that's making sense. So for me, that that's not an issue for me because I'm aware of what my roles are and how to separate them. But that's me. OK, what else about standard one are things that you could identify for improvement? Was there anything that jumped out at you or anything, any of the responses that you had questions about? I mean, I'll reflect on question 15 and I don't know that it's necessarily an urgent need for
027improvement. I think it's a reflection of different priorities on this board. And I'll tell you that last year, I think it was all hands on deck about what's going on in this district right now. I would much rather spend time hearing from our families and our staff than going to consortiums in the West Valley in that season of our board. And so I don't think it reflects a shortcoming. I just think it reflects the reality of where we were at that time. Now we're moving into a different season where there's still a lot of work to do, but this might be an opportunity for us to re-engage in some of these opportunities that I think maybe we need. put on the back burner. Right. I mean, with what you were going through, it's very hard
028to add even more to the plate of people who, for the most part, work full-time and have this full-time job too. So I, but I think this one is, it ties in with some of the other ones that talk about. advocacy and also talks about national trends. I think it's a question of how much is this board looking outside of the district boundaries into what's happening at a state and national level. And I think appropriately we were more focused on our own house this last year. But I think there are opportunities for us to look at that and that will flow through some of these different standards. Because I don't think we necessarily as a board are actively engaged in national conferences. You know, we typically don't travel across the country. We engage in professional
029development, but it's kind of professional development that comes to us, like you today, which is wonderful. But it tends to be very focused on us. So I think there are opportunities for us to plug in on conferences, events, national trends, research in ways that maybe we haven't been doing as much lately. Great. Anybody else? That was one that I had flagged as well. And just kind of taking time to think about what does that actually look like? I think my feelings are maybe a little bit different based on knowing like this upcoming transition. Like, yes, it would be nice to weight our toe in a little bit more. But I know with a lot of the structural changes over the next two years, I still think we're going to be focused kind of on our
030sandbox. But I do think. we aren't the only ones alone. Like I, you know, we know we have like, what's the East Valley consortiums coming up again next month. Like I consciously was like, oh yeah, I let's go see what other people are doing to kind of make those local connections because we're all kind of fighting that same battle. But I, I, I definitely agreed with board member Walsh. That was one that stood out to me as well. And we'll be hosting that in the coming years, so we do want to be a good member. So they all show up to us when we host. Yeah, I will thank you both for that, because we had the tail end, the tail that was wagging the whole dog, is what we new board members dealt with,
031which was coming in in the middle of that and having to deal with the... very difficult changes that were going to be made in Kyrene. And your perspective on that, I think you said it just how I feel. So thank you for that. Yeah. Well, it happens everywhere, right? When you have to shift your attention. Yeah, it's a new day. It's such an important time. That's why this communication part is so important to me. Because the only way we're going to make this work with the best ideas in the world, and I think we have a lot of really good ideas, if we don't get the community to accept them and figure out a way to do that, it's not going to work. I truly believe that. And that's kind of part of what I
032see as my job. horrible situation that COVID brought to this country and to us as part of this country. You know, nobody trusts anybody else. Everybody's scared to death of everybody else. And we're in a great position to kind of help people get over that and learn to work together again. And we work together and we don't agree on everything. But, you know, just getting out there and being able to talk to people and help them to find their own feet under them. Young parents, you know, everybody loves their children. We love our kids. We're in a position to help people relearn how to love their community as well as their kids. And I take that sort of seriously and just sort of assume that that's part of what my job is here. So. Okay.
033Anything else on standard one? Are we looking for, I have another one. Yeah, please. If we're getting ready to move on to standard two. Let me jump in here. I think one that's worth revisiting is question 22. One of the things that I think is really outstanding that we do, and I know a lot of other districts don't do this, is when people even just have qualified for the ballot. I know Superintendent Tenias brings in candidates to kind of give an overview to the cabinet. Hey, here's what this is like. I know when I talk to people about... school board and running for school board. You know, I always say education's a moving train. There's campaigning, but then there's also learning the actual work of a board member because you get elected. The train's not
034going to stop. We're not going to wait. We're going to, you've got to jump on and then start to move with us. And so inviting people in early, whether or not they've been elected, just to kind of start that orientation is really important. But I think one thing this past year, and it would, I think we just had a lot going on. But what does that look like as far as orientation? I know we're really cognizant of how we broke up board prep so that Kevin and I were split among the newer members so it wasn't just two new members kind of like learning the ropes on their own. But can we be a little bit more intentional about that? moving forward. And maybe that's something on the orientation or just during that first year.
035I don't know what that would look like in a way that, you know, wouldn't break open meeting law or anything like that, but just. We can. So again, if this board has different feedback, it was the orientation was really built around, if you recall, we had this conversation in one of the early evaluations a few years ago. And so we restructured because the feedback we got is, please do not bring us all in and drop everything on us the first because it's like a fire hose. So then we split it up. And I loved that. I think it's more like mentorship is what I'm talking. I keep looking at you like you should be intuiting what's in my brain, but you're not. Which is different than just giving you information. Yeah. Like how did it
036like there's the information, but then you're making meaning of that information. And I maybe one of the pieces this past year was the most turnover this board has had in a very, very long time. Um, I, you know, just that's what it is. We two thirds, we got a whole, like half of the board is gone. And so what does that look like? Because it's not always going to be like one new board member on boarding with five others. And so that can be the baby duck following along. Like, but how do we, when we have those larger turnovers really navigate those changes again? I'm trying to be forward focused. I like the mentoring idea because that's not a piece, right? My team is going to do, but my team takes the time to do
037the one-on-ones and the information. And I want to be really cognizant. Like when we're talking about our goals as a board, those are things that we as a body want to do, not things we think are good ideas. And then we're going to toss over to the executive team to actually do, because those are her goals. Those are her superintendent goals. These are something separate, but just throwing it out there. When I think sometimes we do throw a lot of information, but we don't, we don't, um, uh, how do I want to say this? We don't give examples. Like we should be talking about case studies. So here's a, here's a place where, you know, I had a hard time in that mentorship. Right. And there are plenty of times that I could say, I
038definitely overstepped here. And I learned from it. So just know that this was a situation I dealt with and how I managed it and how it's beneficial in terms of how the team functions too. Because it is very difficult to come onto a team that's been functioning and think it's going to all stay the same. It's not. Even if it's just one person. It's not going to stay the same. So that orientation piece, so that I have that down here is question 22 is something we should be thinking about. And after you came. last January, I think it was February when you came, we did purchase the case study book. We have not gotten to the point because we had a lot on our plates. And so we've never actually sat down and gone through
039it. I know you guys have read a chapter here or there, or I've shared. Is that the how not to be a terrible board member? Yeah. It's a terrible title, but it is what it is. But it does have a lot of really good case studies. Right. I mean, or conversely, how to be a really great board member. I want to add to 22 because obviously it was my first time going through the school board process in this matter. I liked the pre-process that we went through because, you know, jumping to. going back to one of the questions we were talking about where we collaborate with people across the region and all that. Well, I personally do not just in Arizona, but I got friends who are on school boards in other States that I
040talked to as well. But, and I was talking about our process and they were like, Oh, we don't do stuff like that. So the way, like when we had that meeting, we had a couple of those few of those meetings, like two or three of those where you guys brought all of us in as candidates and you guys kind of went over everything, you know, to me that stuck out. because everybody doesn't get that. And I'm not just saying that. I know that for a fact, because that's what they told me when I told them the process. So for me, that was a good thing. Now, maybe everybody else is talking about something different, but from my perspective, being a potential board member, I wasn't even elected yet. It was just going through the campaign
041process. But hey, in case you are elected. This is boom, boom, boom, boom, boom. And then that's when they gave us that book to that little, you know. Yes. School board member. Yeah. Yes. You know, we. So one of the things that we were strategic about is, again, you get on the board in January, which is in the middle of a fiscal year. There's statute of all the things that have to be voted on certain times in the year. And you start to get on this annual cycle. And they're coming at you really fast. So we tried to be really strategic to say, okay, you need the basics. And then you need maybe the curriculum stuff. You need the financial stuff. You need these things. But I think what I heard you say that struck
042me is that's on my team and I to make sure that you have all that learning and that information. But where the follow-up might be something the board could think about is. How do you then, and what word do you use then? Mentor. The mentor piece or the action piece. Like the practical application of. What does it actually mean for me as a board member now? Because I can tell you what the information is. My teams can sit with you and show you the process and the policy and what you're going to be expected to do. But a board member who's actually sat through sitting up there. And living through a curriculum cycle, living through a budget cycle can say, and this is what it really means when you have to make that hard decision.
043But how do we do that without being a violation? Well, that's where you're going to, you can't do it, obviously, not all three together. That's what I'm saying. So we'd have to think about how is that even possible? Because what you don't want to do is discuss amongst each other how you feel about the decision or what your decision would be, but you could discuss. Jordan, any thoughts there? I mean, as long as it's two. I mean, anytime you're talking about decisions the board is making off of the dais, you're running that risk. Because even if you keep those discussions in person to two people, you never know what the next conversation. down the road is going to be when a third person approaches you and wants to have your opinion. So Cedric, you and
044Kevin might have talked about it. Board President Nelson doesn't know that you've talked about it. And Board President Nelson approaches you and says, what do you think about this? And all of a sudden, we've had these serial communications. So I think you've all heard from me before, being a board member is a little lonely. As it relates to the five people here, there's plenty of other people to talk to, obviously. But among yourselves, the forum that our open meeting law kind of requires you to have your discussions is on the status of a notice meeting. You know, with the few exceptions we have for executive sessions when appropriate, we meet one of those requirements. I have a question. I don't know that our goal is to come up with answers today in the time that
045we have, but I almost wonder with the sessions that you have, is it a place where, you know, the board president joins you and they kind of share some of their personal experiences around that specific topic, not about what is currently in front of the board, but whatever they've experienced on like a previous year or two or whatever. It seems to me you could do something where you're talking about when you, you know, here we're going to talk about budget. And let me tell you some of the issues that I've had in the past. Right. That you're not, you're not talking about specifics. We're not going to look at an agenda and go through. The meeting from April 5th. Right. Nothing like that. Well, in the pre-onboarding meeting that Cedric referenced did bring in, I
046believe, both board president and vice president. Was there two board members there? I feel like there was two of you there. Was it? Maybe you each did one. Maybe you each did one. I knew what you meant. But I always did absolutely have invited it because I do believe board member Faye was also there at one point. And I think, you know, one of the suggestions that previous board member did bring up was, could we consider even reaching out to previous board members now at this point? That also might be a mentor or somebody who might be willing to sit and have conversations. And I know multiple board members from the past have said they'd be more than open to do that. And I know we also have. Obviously, you can call me anytime. And
047I'm happy to answer questions, but that's not a program, right? That's not a system. And so that's something that we can talk about as we keep going on. That's a potential area for a goal. Anything else in Standard 1? Okay. Let's move to Standard 2. So that's page 11 through 14. I'll tell you one thing I noticed. generally high marks but I think I'm almost all of the questions and domain standard to some of the other standards I started noticing that there was at least one responsive don't know on everything which jumped out at me as something that maybe a missed opportunity right because to me that suggests that not everybody is firing on all cylinders or given the opportunity to contribute all their gifts or whatever the case may be. I just noticed that.
048How do we empower our board to make sure that nobody feels consistently, I don't know. Because I get a lot of questions in the survey. There are going to be some I don't knows. But when I see it happen consistently, I wonder if there was something we could be doing differently to address that. Yeah, I have the same. So if you go to questions 28, 29, 30, I found it curious for me as somebody, again, we worked with the previous board after setting goals to be very specific around the strategic plan and to make sure that there was a regular process in place for the board to review the strategic plan. And we do that in our board meetings. And so to your point, the don't know, I don't know. I was curious as to.
049The why there, like what, what is, what's missing there that you wouldn't know the district strategic plan? Because I do feel like that was something we as a board and, and administration worked so collaboratively on to put in place. And I feel like we're still living it, but there felt like there was a disconnect there for me too. And it spent, what was interesting also was it was both ends of it. It was either don't know or always. Yeah. So I found that to be, it wasn't even like there was in the middle. Yeah. There was no middle. I hope I was not in violation of this. Well, too late now, America, you're going to learn. I mean, when I was doing my, if there were things that I was not sure of, I either
050looked it up or I reached out to Kevin or Trina just for feedback, not for an answer, but like, hey, you know, I know we do this, but what exactly is that? That way I got a better explanation so I could answer properly. Is that was that was I in violation? Are we going to be like, like, find, you know, like Marsha? Jordan's going to come over and you're totally fine. Oh, OK. Yeah. You weren't voting on anything. OK. Yeah. I just wanted to be sure on that, you know, that I wasn't overstepping things. But in the time I wanted to make sure I answer thoroughly because I like. I had to grasp knowledge of it because I heard it or I read it, but I wanted to be sure. So I followed up with
051them just to get concrete. And then that's when I made my answer. Right. Okay. Okay. I will own the one. I'm the one. Oh, okay. Yeah. So we can have a conversation about it. I'm more than happy to be the one. I am the one. I was like, which one are you? But you mean the one. This goes back, my answer, I know that we get a lot of presentations about the strategic plan and it's a very good strategic plan. But I don't, from feedback I get from the community, it sounds good, but I'm not sure that it's actually happening. In collaboration with staff and the community. formulate and maintain a district strategic plan with goals and outcomes. Well, I guess I was just going through one, one, one. And because yes, question eight, I
052wanted to have a conversation about all this stuff that I put in one. That was really why I did it. And I didn't understand, um, based on its ongoing work, such as policy development, decision-making and budgeting on the district goals. I don't know what that means. Based on its ongoing work, such as policy development, decision making, and budgeting on the district goals. So can I give an example? Would that help? Yes. So think about the strategic plan about early literacy. So again, when I go back to that first question, you talked about the development, right? I do understand that. three of you were not here when this, the previous board adopted this strategic plan. So you didn't have a whole lot of knowledge about the development of the plan and the amount of community effort
053that went into that. And I'll let. your fellow board members share from their perspective, from a board perspective, what that looked like. But there's the goal on early literacy. So when we do budget presentations, when Mr. Herman's doing those and he's sharing all of the funding that now has been aligned in the timeless spending model to that goal, so such as the money we put into early. Small smaller class sizes for our k1 to the amount of money that gets put into that so at the end of every year we do an update of Here's where we're at with progress to the goals here are the activities that we did the initiatives whatever you want to call them Here is the funding that aligned to that So that you guys as a board can see
054very clearly how we're living that. And then where we found that we weren't getting a good return on investments, where have we made adjustments and modifications? And so we're continuously getting feedback on that from our business alliances, our advisory councils, our student senates, and sharing that along the process as well. I don't know if... Kevin or Trina want to jump in there. Can I just ask for some clarification? What is return on investment mean? So we use a term called academic return on investment, meaning are we putting our dollars where we're getting the best achievement results for our students? I think you kind of started this off by talking about getting results. Are we seeing those results? And for us, remember, achievement doesn't just mean state assessment scores. It's our early literacy scores, our students
055reading when they're supposed to be reading on benchmark. It is our state assessment scores as well. Are kids proficient and are they growing? It's our sense of belonging work, all the work around our students getting that strong sense of belonging. And that's a new thing, isn't it? Relatively new. Well, it's... We're going on three years of the strategic plan here. We're getting into the year three. So we've been doing this work for about three years now. And again, you don't do the whole strategic plan all at once. You know, we've we've have faced it. And then that fourth is really the work around the equity work that we've done. So a lot of this foundationally was put in place with the equity policy, the social emotional policy, the student portraits, the educator portraits. You know,
056we have been working on getting the systems in place. so that we can meet those goals. And that, yes. And the community has been heavily involved in all of it. Yes, but I don't know that the community, that there's a segment of the community that feels that they have been involved, but they're not sure that it really was being involved, is the only way I can think of saying it. There's a trust issue that this district has, that every school district has. I'm not... singling us out for anything. And I just worry sometimes. I would like to sit down and learn more about what you just explained to me, because it makes sense. But I didn't know it. But our community is awakening, and they're starting to really care about stuff like this. And there
057hasn't been... At least it doesn't appear that it's reached people. There's a distrust and a trust. Trust is building, then there's distrust. And if we're not tending to that, I say, I don't know. I'm reflecting how a lot of people in the community feel. You know, if they ask me, are we collaborating with them? The word community is in here. Are we, because we get certain people to. and the business community to communicate with us and work with us. It may look like we're collaborating, but there are a heck of a lot of people out there who are not, who have developed an interest in what we're doing and want to be involved, but don't quite know how to do it. This is a, as you said, moment of opportunity, I think. And I just
058worry that... I didn't know it. I think what might be, we don't have one this year, but we do have a lot of results that actually counter that quite a bit from our community surveys that we do, our school quality surveys. Not to say that there's never any issues because there always is something, right? But what I think, I think we need to unpack what you're hearing much more. to really uncover what that's about. And one of the things that I've learned, and I want to say it was board member Faye or one of the other board members that said this a few times is, you know, sometimes you have to be careful how many, right? We serve 2,000, right? Was it you that said that? So maybe you can refer, I don't want to
059quote you, but it was a really powerful statement in that sometimes you have to remember if it's five people out of a hundred, You might approach that very differently. You're not going to do a whole campaign effort for 100 to address five people. I understand that. And so we might need to think this differently because we have a lot of data. When we look at our school quality surveys, when we look at the feedback we're getting from our schools, when we look at the feedback we're getting from our community, that doesn't necessarily say that. So I think we just need to be, and if we need to collect more feedback to unpack that, we should look at that. So around the idea of like, so with the strategic plan, you know, before it's adopted, what
060it takes, what a year to develop it. Like there were so many subgroup specializations because I think that's an area because you're developing a district wide plan, making sure that we are getting very specific subsets of the community. And I think for us as a board. And I say, or just whatever configuration, whoever was sitting in these seats, it's always been very important about how we collect stakeholder feedback and just being really careful because we've always gotten to this place of like, how do we know everybody is involved enough? How we have everybody represented because, you know, between myself, Amy and Kevin, we could represent, there's three of us. You would think we would just represent three different things, but everyone's experience is just so. nuanced it actually. Do we each come to the table
061representing multiple groups? And so trying to find the balance of when do we pull on the lever of getting everybody and then breaking things down as far as, you know, the superintendent councils, making sure, you know, are they balanced representing areas of the, like regionally, people who live outside of the district and open enroll in and all of those different. pieces, it's always really difficult to figure out what does it mean, how many people, what kind of collaboration, because at the district level, so much is so operational. And to me, it's always seemed like a challenge because... The kids aren't here, and so it's always, I think it's always easier for people to feel like they know how to get involved at their actual sites, because I see the teachers, I see the principals. But
062here, I mean, we open things up to apply once a year, and then every year we kind of redevelop who sits on those councils, and so it gets really difficult when someone develops. has a fire lit under them in mid cycle. And so hopefully we'll see some of these people who want to become more involved. I hope they apply to be involved in a lot of the transition things. And those typically should roll out sometime soon. So, I mean, those things get communicated, but it's always tricky because what kind of communication can reach. Everybody. Well, and you guys were so, you guys, the previous board was so intentional. So one of the things we added to your, you know, board. duties or responsibilities was establishing procedures for gathering stakeholder feedback for decision-making in collaboration with
063the superintendent. And we had a really robust conversation around this exact topic back in the day when that first came out. We talked about that it's not as simple as just saying this is the procedure for every single thing we're doing either, because if you're truly taking an equity lens, it can't be a blanket. this is how we get all the voices. And so, for example, when we did the strategic plan, one of the things we were very intentional that you're talking about was not just making sure we got the different subsets of communities so that it wasn't always the same voices and actually going out into the community. So then we said we as a community serve students that we are transporting from outside this district. into our district, but those are our students
064and our voices. And so we actually went out into those communities and met in their backyard to collect the feedback. And so we were very, I know the board was very intentional about that. And again, there were thousands of focus groups that were conducted across this district in order to make sure that we had a very robust set of voices. And that all came out of the board. So I think it's more about when there's a big initiative. We will be having those discussions about how that we need in order for the board to make the best decision it can make and have that feedback, just like we did with long range plan. there was multiple opportunities for feedback. And I think the other thing that's, that is difficult about doing this is you, you
065always have a lens. And so whatever lens you have that day may impact how you're thinking about this or answering this. So. I think one of the items that we may need to strengthen when we're sending out our instructions is you're thinking about this from how the board functions. Right. So internally, how do you how is that happening? There's so many things that you can talk about externally that may come out of this as we're talking about advocacy and communication. So those are two things that we know the board may want to work on and that and the mentorship or orientation of new school board members. So. So I think what would be great is if you, you know, as you're, as we're going through this, if we can just get a sense of when
066there is those don't knows, what do you, what do you need to know? Right? Like what is the information you're going to need to make that different? And I think we did that right now. Anything else on standard two terms of vision? There definitely is 26 is, you know, there's including stakeholders. There's a there's a don't know. And some of the time and and communication of rationale. Can I ask a question about the wording of that and why I put don't know? Part of it is and I'm saying this very honestly. I don't know who isn't a stakeholder in developing the district's vision. I mean, as I see public school boards, everybody in the community needs to be a stakeholder. Well, everyone is a stakeholder. So you can lead a horse to water, but you
067can't make them drink. So how does the stakeholder differ from, so the definition of stakeholder is? Students, parents, staff, community, anybody who has an interest in the district. So we're working to make everybody right. Of course, that part of our job is elected official. Well, I mean, you're inviting. I think this is exactly you're inviting everybody, but you can't make them do it. No, but we can do certain things as elected people. See, my constituents, besides being in my view, obviously, I'm elected. By anybody who is over 18 and decides they want to vote in this election. And I represent those people and I represent the people who don't vote or the people who didn't vote for me. And what is it that I represent them about? I represent the maximum opportunity. I'm never thinking
068about everybody, by the way. I don't expect that we're going to know everybody. But it's more than five people. You know, and this is, as an individual, I represent people who voted for me and people who didn't. And I represent their children and a certain very, very important thing that it goes back to the founding of this country, which I can't get away from. It's just part of my opinion about what my job is here. And the maximum transparency, maximum transparency. I believe it's really necessary with our staff, and that's not my ballywick, you know, I understand that, and with our community. We've created a bunch of people who weren't involved. By consolidating schools, we have a whole new group of people who have suddenly decided that maybe they need to understand what's going on
069in the school. So it's a different time. And maybe what I'm begging for is that we, at some point, and I think we'll have the opportunity soon, that we review this stuff. and really think hard and long about the responsibility that we've taken on as elected officials who are, in my view, vastly and potentially unconstitutionally kept from doing our work of representing our community. But that's not our problem here. My problem here is just, I don't know why... stakeholders just bothers me because it makes a line between people who are stakeholders and not stakeholders. That's what, but I think everybody's a stakeholder. Well, I think this means everyone is a stakeholder. There's no, there's no demarcation. Just a misunderstanding of the word then for me. Yeah. I mean, everyone who lives in this district has
070a stake in this school district, whether they know it or not. Exactly. Yeah. My job is to help them know that. You know, I'm thinking back to, again, I know I can only go back to some previous experiences, but as you were talking. There's always that fine line between you as individuals and you as a collective board, right? And so what you do as a collective board, but as individuals, what I can tell you, you absolutely should be out there collecting feedback, right? The feedback you're getting might be different than the feedback I'm getting, and that's okay. And you should continue to do that. And I know we've had previous board members who have put structures because they personally had the time. But not all board members had the time individually to do that, and
071nor should it be expected that they do that. And I think that's always been the feeling is that you do what you can do as an individual board member. But if you feel like you need more feedback from the community or the stakeholders, whatever you want to call. to make decisions, then you absolutely have structures you can put in place. I know that some board members have done coffee chats. Some board members have had meetings. What you can't do is pull two or three board members together and go meet with the community. Yes, I understand that. But you can absolutely collect that feedback and use that in your decision-making process. And I don't think that's ever been an issue for us, has it? Well, and frankly, it's your job. to collect the feedback. I mean,
072that is part of your job, right? Your rep, your job is to represent the community, um, the stakeholders, the community, you know, that maybe there's some definitions that we need to work on as, as we look at this and maybe stakeholders isn't the right word anymore. I feel like maybe we need to look at that too, you know, um, and, and we, and we can do that from, from a, from an organizational perspective. We try to give you even more feedback, right? So my councils and all of the things that administration's doing for the different groups then tries to even give you more information to be able to make those decisions. So we have some formal structures in place on the administration side to make sure that we are collecting a significant amount of feedback.
073But outside, is that all that should be done? Absolutely not. What I hear is that individual board members might be also and should be. getting additional feedback. And then the board meeting is the place for the collective body to get feedback, I would say, right? We put formal structures in place and we've expanded those over the year. What I can tell you is public comment used to be very different. We've now made it. You know, I know that came out of the work after COVID, but we've said some of these structures that we put in place expanded the opportunity for public comment and feedback. So we keep the electronic, we keep ways for people to write in all the time and share that feedback. And then we make sure, again, that happens publicly in the
074meeting. So the board is very aware. So that's your public body as a whole. Just let me say that I don't expect anybody to have the amount of time that I have. So believe me, I'm not. At all. I hope you know that. Anything else around standard two? I have just a really quick comment. Yeah, I feel like the strategic plan is an amazing vision. We're meeting our targets, exceeding our targets. It's great. Going forward, I'd like to see us. And I don't know if that's something as a board goal or what, but to maybe expand out that vision a little bit more if we're seeing areas that could be improved. Because sometimes I feel like we're keeping, well, we have our vision and this is where we are. And it's just sometimes it can
075be narrow. And that goes back to question 26. When we want to revise that district, maybe expand it out a bit. help more students find other opportunities and so that that's just one suggestion that I would make is like when those opportunities come up to not be so like well we have this is the vision here well we can Expanded. Yeah. I mean, typically you, you create that vision mission as you're creating your strategic plan and the strategic plan is what three to five years. So, um, and for us, when we say vision, we mean Kyrene promise, just for those that synonymous, the district landed on instead of a vision and a mission statement, combining those to create the Kyrene promise, which is the vision and mission all wrapped into one. I was just keeping
076it under that. Yeah. Yeah. Right. Right. Well, that's for me, not for you. She's selling me. It's a dynamic that Vice President Satri has flagged that the majority of this board inherited a strategic plan and goals that they did not participate in making. Right. I can't, I'm not in that group, but I can only imagine the tension that might be, well, I'd like to focus on something else, but I'm told, or something in addition. Right, yeah. So I think that's just something that I acknowledge is a reality. I think that goes back to what we were, and not to bring us back to standard one, but they're all interrelated, but I also think that goes into how it goes into that onboarding and mentorship. Cause as you're talking and please hear me, I hear like
077that frustration and I feel that tension where there are times where I'm like, Oh, I see this gap, but also know that we made this commitment for, you know, our strategic plans run for five years. And then, you know what the next, not even this configuration, but the next configuration of this board will start the process of, Hey, we are coming to the close. How do we want to, yeah. And about a year, that's what this body will be doing as far as like building, working that out. But again, I think that's a part of those areas of opportunity because they're already going to be things that you inherit. Like you inherited walking into a board that had made a decision to. waltz into long range planning and what that looked like. So I think
078talking through those things and acknowledging those realities is important. So, and acknowledging it for the, and acknowledging it for the future. Right. So what does this look like when we're starting again in a year? Because then you're still going to have more people coming into the strategic plan that, you know, the next configuration of this board. So what does that look like and how do we get people acclimated to that and looking forward to changes in ways and areas of opportunity as we're making these focuses, I think seeing the investment and. For me, seeing the improvement we're making in a lot of areas, it's like, oh, I wish we could do the same thing here. And I appreciate you clarifying that because nobody's actually told me that. Is the vision? Is the vision? It's vision,
079and that's what it feels like. Okay, good. I'm so happy to hear. Well, that's what I get from it is, oh, we can't touch it. This is the way that it's going to be. This is our strategic plan, and if there's an opportunity, oh, well, we're going to wait the full five years. Okay. Glad that was clarified. I'll say there's a balance there, though, because one of the things that we were very specific when we built the strategic plan and the groups that weighed in on this was, again, I've used the word strategic, right? We needed to be more strategic. Most plans are way too broad and way too much. And everybody's trying to do everything. And we weren't making any progress over year after year after year. So again, when the board adopted this,
080said we are done with that. We're going to take a different approach and we are going to get very narrow in what we're doing. So it may feel very narrow. And that is why, because that was a strategic decision to be more narrow and go all in. and see if we start to get results. And since we're seeing momentum, that is why we haven't stepped back and said, now let's add something else. Because the reality is our resources are, you know, in public schools and in Kyrene and a declining enrollment district, your resources are stretched about as thin as they can possibly be stretched. And there's just no possible way to do anymore. And so I think that probably was a tension that is being felt is as we think about what is the next
081area of focus, how do we then expand what we do? Because if we get the systems in place and they're moving and working well, then we get to let that go if you've built the system and focus on the next thing. And I think a lot of school boards now are looking at three-year. plans instead of five, just because five seems so far out, especially when things move so fast these days, so much has happened in such a short period of time. But you would have to be very, you'd have to be very specific about what you want to do because you can't results in three years. If you're getting, if you want huge results, I mean, huge goals, then you're not going to see results in three years. But if you really narrow it
082down, you might be able to get. something out of it. So the initiatives are probably closer to one to two to three years. It's the goals that are five years. And just as someone who's seen the strategic plan evolve a few times in the district from an outsider's perspective, that year to develop the strategic plan is an intense year of a lot of meetings. So if you're doing it every three years, You're developing a strategic plan. You've got two years you're running, trying to implement. That third year of the strategic plan, you're developing the next strategic plan while you're finishing. So the five years was recognizing these competing. So maybe there's a compromise to a four-year plan, but understand that the last year of the plan. you are really running full speed to develop the
083next strategic plan. While you're still trying to implement. So you do want to be cautious. Now we had a weird spot because of COVID that we took a pause. Huge. We were in the middle of a strategic plan. Really weird. It was weird. That was a five-year plan that we're just going to make six years because we didn't really get to implement one whole year. And so we put that on hold. We went ahead and stayed the course with the plan that was in place. So I inherited a current plan as well and came on with a new board that we kept that in place while we built the new one. Because you still need some sort of direction. You don't want to have no direction at all. And so we agreed we'll keep what
084was there regardless of none of us had a hand in what we kind of had a hand. And then built this next one. But if you do it right, it's a very intense process. And it'll be very similar to going through a long-range process in the amount of feedback that you are collecting. There was a lot of board retreats. I don't know how many we had, but I would anticipate to build that vision and mission. Because remember, the board's goal in a strategic plan is setting the vision for the district. Then the district teams worked with stakeholders, and we also got board feedback, but to develop how we're going to accomplish that vision. But that's part of the strategic plan. Yeah, but the board sets the vision. and adopts the goals. The administration says, so
085the board says, this is what we want you to do. And then administration comes in and says, here's how we're going to get that done. This is our theory of action. This is how we are going to meet that as a district. This is how we're going to reorganize the district office. This is how we're going to assign principals. This is how we're going to make early literacy the focus. Those types of things we brought in experts. And we had how many committees? We had committees for every single big area, future ready schools, optimal operations, and they came together. help build. These are the things that will help get us there. In my view, strategic plans and visions and goals can change and should change from time to time. And I don't think it's necessarily
086assumed that when a new board comes in, they have to just sit and wait for two or three years until the next plan comes up. But we have to have the conversation and be cognizant that if we are directing a mid-course change. that there are consequences to that. And if we decide that we have an open conversation about what that means, then we can give you that direction because we will give you, it's our job, our board job to give you that direction. So it's not to say that we can't change it. I just think we have to be purposeful if we're having conversations about changing it. And I don't think it should be assumed that those conversations cannot happen because they can. You know, this board, I think, works well together. I've seen other
087districts where boards come on and it's a very dramatic change in course. And we can have a conversation about whether that's efficient or not. But it happens sometimes. You know, I think that we can do course changes. I don't think it would be a good idea to do a 180. But if this board comes together and says we want to revisit certain things, that's part of our job. And we can do that. Yeah, and we talked about that in January when the board came on. Part of the issue is, right, when you're brand new coming on, it's hard to know what should be the direction. But, yes, we did completely change the direction at any time. But I think what we were trying to show is if the direction is moving in the right way.
088Right, and change course doesn't mean add. 300 things, right? So this is about a philosophical change in direction. And you certainly would not want to do that in year one or two because you don't even know what's happening, right? You don't even have your plans in place yet necessarily. So yeah. And it has to be collective, right? So if one of the board members says, I want to go a different direction and only one other board member wants to go that direction with you and the other three want to stay the course, then we stay the course. Yeah. So that's just the, but we just need the opportunity to do that. I, I, that's. Okay. So it sounds like, um, you, you may, that there may be some will of the board, part of the
089board that would like to revisit the strategic plan vision mission going forward. I'm going to just mark that down in my summary and we'll leave it there. Okay. Um, can we move to standard three? Yes, please. Okay. So, um, this one is pages 15 through, this is a long one too. Oh, my fingers are not working to get these pages apart through 21. So 15 through 21, anything jump out at you, um, from this standard. that you think you should address? I think we're going to just go to that I think we should address because we're getting along here on time. I had real question marks by 33, 34, 35, 37, 39, but now after previous dialogue, it makes sense to me. So I have no more questions about that. Okay. Okay. Very good. Oh,
090yeah. Yeah. Well, for me, I didn't misunderstand everything. I was just trying to figure out what other people didn't understand. So, but yeah, not after I said after the previous conversation, now I understand why I marked those because I was trying to figure out even in my notes. I was like, what's that not to understand? But now it makes sense to me. Great. Anybody else? I have one, and it's going to be weird because this got a six across the board for always. I think it's an area of opportunity, folks. It's question 44, and maybe I have a different take on it. Have a long-term facilities plan in place for construction and maintenance. We have that. We have our 10-year master plan. However, one thing that I think the last year taught us is... I
091think the importance of not pushing things off until they are dire and emergent. And I know we talk about enrollment and demographic trends and things like that. But the discussion we had this past year was one that probably should have been had two to three years prior. And again, you know, we had a pandemic in there and all the things. But I totally get it. But if I'm thinking forward. That was a really difficult thing. And I don't think anybody willingly chooses to go to those spaces. And so the next time we revisit, will it be another dire thing that somebody or some superintendent, because it might not be anybody in this room, but how do we put into place like what our processes are to review and call like long range planning committees together
092as a board where it's fine that we get. demographic presentations every year. And we just say, oh, wow, birth rates are dropping year after year after year, but we don't do anything with it. And so our community is caught off guard. So that's something I personally would like to see not, and it's not even to. just for the health of the community overall. And so that this is something that people have to, because if it's in policy that people have to grapple with it and they can't just, we'll kick the can out the road and maybe we'll do this or that because I just, yeah, I just, I just think it's not, it doesn't serve anybody. That is a really good example of a joint. superintendent and board goal, because that's similar to what we
093did with equity and social emotional is that, um, the board wanted a policy and procedure in place for those things. And I feel like this is one of those examples. So. you know, we could all, there's going to be some joint work happening in this, both from what the board's standard is or what the vision is they would see for that policy. And then us putting that procedure together to say, this would be the regular cycle. Right. And it's, there's a difference between saying you have a long-term facilities plan in place and actually letting people know what it is. Correct. Right. And I think that's what you're talking about. How do we, we're not just going to like. do this we want we want to continue to inform the community and have yeah yes more
094conversations yes because yes we have the meetings they are in public people could go on youtube and watch them but People are busy. They don't want to watch us on YouTube. I think Rick Brammer is exciting, but if I had the choice, that's not what I would do. But how do we make that more accessible? But again, I think having the policy and then the procedures attached to it, it's definitely a joint thing. But again, that is just my personal opinion. I don't know how the four of you don't feel similarly. No, I agree with that because I remember I recalled the whole Sierra roofing Situation and I remember asking you a question about the follow-up with the oh My god so many things that we were discussing it. I have some about the smell
095or doing a test And I was like, why don't we just do it again to ensure that, you know, even if it is an inconvenience, it's looked at as an inconvenience, let's just still do it. So I agree with that. Like, when we come out, we have these presentations, which I think we do a very great job of having these thorough presentations. But as Trina said, nobody's either at the meeting or they're not watching it on YouTube. They're watching Bridgerton or whatever. You know. But, but. So I think just kind of having like some follow-up information or things like that. It could be very similar if you look at the board policy around the data review, what you put in place, and then we came back. So you put a statement in, and that could
096be added to that. I'm going to see if I can find it. It is district governance, board authority, and responsibilities. But for example, the board said, Setting the standards for the performance of the district schools to improve student achievement and regularly review and publicly report on student outcome data. So then we went and said, okay, here's how that's going to happen. You could add a statement in here that basically is setting the standards for the performance or the school facilities capacity, whatever the language is that we choose to use. But you could have something very specific that says it is our authority that we want, you know, something in place. that either is an annual report of what are the school's facilities and that those publicly get posted. That could be part of the procedure,
097you know, that we have a website that keeps those up to date at all times so that there's no shock when someone says, what do you mean my school's well below? And then the board could come together and talk about for their vision, what would that number be? I've seen other districts say, you know, they've put thresholds out there and they've said, anytime a district falls below 300 enrollment, They're on the list for discussion of closure, and they've just made that a standard across their board. So, I mean, that would probably be a pretty big retreat for the board to make some of these decisions, but that would set future boards up for a lot of success. Yeah, creating those parameters. We did that in PB. It was 350 was what the number we settled
098on, and they're still using that. And that way people know. And then people know what the standard is. So my little communication concern is taken care of very easily that way. Right. There you go. When this happens in the future, here's what it is. And we can have a really robust conversation about what those standards are. Yes, exactly. Okay, so let's, can we just do like a five minute break? Yes. So we can all stand up and walk around and then we'll come back. I really like this one. Yeah, that's a good joint one. I really like that one. See, that's what will... My mommy called. I wonder what that's about. She never calls. Well, you better call her. Oh, yeah. I was like... I was going to... Okay. So thanks for letting us take
099a quick break here. I think we're going to dive right into standard four. Turning back over to Julie. Yeah. So standard four is around accountability. And that is from pages 22 to 24. So it's not quite the depth of the others. What in here are things that you would like to think about to work on? Is there anything that jumped out at anyone? I had one on question 62, just because I think it dovetailed into something that's come up in a couple of board meetings and conversations we've had, which is regularly evaluate and adjust resources and strategies for closing achievement gaps to maximize their effectiveness. And just kind of talking about that conversation of, you know, we run intersession at the early level, and then what does it look like as we get? further ahead
100to what does that look like, especially for me in that middle school space. That's all. And I think that's probably a conversation we can, I think that's the other thing I'm, I'm picking up through this conversation. is when we have things that we want to put on, like items for future consideration, like if there are things you want to discuss as a board or there's something you'd maybe like the board to take action on, like that's a place to put like the items for future consideration. I think they're more than just, I'd like a presentation on X, but if there are discussions that you want to be had, like around revisiting this, like the strategic plan or. whatever. We can have those discussions, but they have to be in public. And I think when we
101bring that, I think that goes back to the communication of the five of us being able to say, well, I'd like to bring this and then being prepared to have the discussion. And then the board as a body make a choice. So just something that I'm kind of pulling out of this whole piece is maybe there's more of a thirst to leverage items for future consideration in ways that we haven't in the past. Board Member Walsh. I like that idea. And I think I want to. Make sure superintendent and tenure center team doesn't think that every time an idea pops into our head that we need to create work for you. Because sometimes I feel like, you know, it feels that way where you have to go and get your team. And I think part
102of it could be we don't need you to do work. We just want to agendize an opportunity to discuss. And, you know, we do that sometimes with like the ASBA political agenda. You know, I know in the past we've done that with conversations about our school resource officers where there wasn't anything to present. We know what the role of the school resource officer is. It's just now for a board to have a conversation about what that looks like in Kyrene. And I remember some of those genocided items. There wasn't a PowerPoint. You had folks that were there and available to answer questions should they arise, but it was largely a board-led discussion. And I think that might be an opportunity for us to just genocide some of those things. And I think it would allow
103people... I think it would allow people to feel heard, but then we're also having that discussion. So if people chose to watch it while they were folding their laundry, you know, they could see that, no, we are having these discussions. So things that maybe, and I mean, I would hope that each of us would be really judicious in what we were putting on there. If there were maybe things that were themes again and again and again. bring those to that, but not someone stopped me at the grocery store and wanted to talk about X, but you know, kind of those broader things. But I think this is a really good way to, to do some things that maybe we haven't done as much in the past. Well, and Julie, I, I lean into your expertise
104on this as a previous board member and in your current role, the, the. The lens that has to be thought of when you're having those conversations or thinking about what goes to items for future consideration, this goes back to what I kind of started with about roles and responsibilities, is just being very cautious and thoughtful about what is a governance item for future consideration that would involve a whole discussion with the board versus something that's being implemented at an operational level and keeping those things. And I know it's very easy to get very muddy. in those things. And, and I don't know if you have good advice for that, but that is something you want to be cautious is you don't want the board to pull something that is an operational. thing that's happening during
105the day and sit up there and have that conversation about that. That's not in the best interest of the district or the board. Well, I think there's a couple of things. I think the first thing is you're going to have to be really specific about what you want. Do you want a presentation or do you want a discussion, right? So that's number one. Is this just an item for discussion? And where do you want to do it? Do you want to do it in this kind of a format or do you want to do it up there? Because there's a different feel to both of them. those things. So I think that's something. It's hard for boards to have a discussion without getting into what they'd like to see done. But the direction that you
106have to give is... this is what the board would like to see you figure out how it's done. Exactly. Yes, I agree with that completely. So you have to be careful. And it is really hard to get it. It's really hard not to get into, well, what if we, you know, X, Y, Z. And, you know, I just had this conversation with the board. We were talking about their strategic plan. And I'd like to see us, you know, have ninth graders do blah, blah, blah. And I was like, okay, but that isn't. that's not what we're talking about right now, right? The staff is going to figure out how we're going to accomplish this goal. Sure, give your feedback and your thoughts, but that might not be the decision that's made in the end in
107terms of operationalizing it. So you're going to have to self-police on what this looks like. But discussion is really valuable. So I would encourage it. Yeah. Even if the outcome is we can't, we can't, period. You know, even if that just so it's explored together so that we're clear and then we come to a consensus. Right. And you could, as one of your board goals this year, kind of create some parameters around what are we going to talk about in board meetings? What do we need presentations about? How do we make that decision? you know, is if it's an item that you can't really come to any, um, real good understanding of without a presentation, you're going to have to. you know, let the superintendent know. So there, I think there's probably a rubric of
108some sort that you can come up with that is, this is something we should just discuss, or this is something that we really need a presentation and discussion. So. Well, and I think the other thing, and this is really where the president steps in, right, to set the agenda. Obviously, if there's 30 things that come out of items for future consideration, we're probably not getting 30 things done even in a year, much less in a very timely. manner. So the understanding how you want to prioritize the items for future consideration, should there be multiple and the order we want to do that. I mean, that'll be a discussion you and I can have together, but you might want to have a discussion as you talk about these parameters as to how you might want to
109approach that because I don't want to make assumptions. Okay. Anything else in standard four? Work that the previous board has done. Around the regular check-ins and they did set parameters for that. That's a good example of an array You guys set parameters that yes while some data comes in a board memo We are going to have regular data reviews where we can't like we just did we did a presentation because of There was some really good parameters for us to be able to know what to think together. Did you have something money? I was sort of talking about this one as a whole because I do think the data one is multiple questions there. The outcomes on student learning are very clearly established that we are trying to get those targets. The board, again, I
110go back to strategic plan because those are the outcomes you have adopted that said meet these targets. And then I think, obviously, the questions 59 through, I think, 60. Yeah. She's back in the front. We're not on five. We can be on five. Let's go to five. Okay. That's where you are. This is where we're going. Yes. Go ahead. Benchmark. So benchmark of success, A, and number five. All right. So here's... here's what I'm really interested in. I'm interested in all of it. I don't mean I'm not interested in all of it, but I don't know. That's why I kept saying I don't know. Well, 66, again, I'm the one read because I felt when I answered this that we didn't have an effective process for responding to questions, concerns, comments, or feedback from citizens.
111Assuming that we're, as a board, supposed to have a process other than you individual board member can go off and do anything you want as long as you're not on the dais, which is what my understanding is. So I don't know, as a board, whether this meant we have an expectation that we have an effective process for responding to these things or we're not supposed to have it. Your processes are in policy. So if you, if, yeah. Yes, I've read the communication handbook. So maybe an item for future consideration could be to talk about the communication handbook as to this. And there's also policy, let me just. There's a number. And there are statutes. Policy 1102 has a section on communication protocols. Yes. That the board adopted. Yes. So I. That policy along with the
112handbook. So both are board adopted, but you actually have a policy that has some very specific language. Some of it didn't make sense to me. I have read it, believe it or not. And I just, that's why I have a little red one on this one. It was usually not a red one. It was a black one. So I just want to point that out. I think maybe because the word effective is in there. You know, that's a values word. Yeah, so that's what I was going to ask you. How effective? What does that even mean? That's the trouble I had with that policy. And a lot of the words in there didn't make a whole lot of sense to me. And maybe it's just that I don't know. I'm not saying it isn't there
113someplace and I don't know it. It's just a concern for me. I'm curious what... What would it need to look like in order for it to not be a never? Like, what would effective look like to you? I have no idea. In order to be able to answer a little more affirmatively. Well, effective, I mean, I guess, I mean, and I don't have it here with me to reference, but if we were to look at policy 1102, like, what would need to? I think that this subject is really important. Important enough to really materially affect the way that the long-term planning committee processed their decision-making. So it obviously is a big thing for us to consider in this district. And I just, I don't know, and that's why I said one, that I don't know
114if we're being effective. from what is the goal? What would make it effective? One was never. Yes. Do you think it's never? Follow an effective process. I don't know what the process is. In advocacy, in diversity, in, I mean, the word diverse is up here, diverse interests, though, and mobilizing community resources. Well, I think that, correct me if I'm wrong, but this statement is sort of a combination of every single individual question. So it's not, you're not rating just that, you're rating each individual. But so I maybe didn't understand the question. Yeah, that's possible. No, I mean, effective is a word, what you think is effective communication, I might think is not effective communication. So, or an effective process. So maybe as we talk about this, maybe that's something that we need to either define
115or leave out. I mean, there's always follow a process for responding. Maybe we do that. Well, and that's in your, that, that would be in the communication handbook. I think if I'm looking at this question as a board member, evaluating the board, I'm thinking about what processes does the board have for feedback that the board gets? And that process has evolved over time. There were times when. prior iterations of this board had conversations about, is it appropriate for individual board members to respond or should all communications be directed by the superintendent? And there are diversity of opinions on how that should be handled. And that was a conversation that got hashed out. And as board members changed off of the board, there might be different opinions on that. But that's the sort of thing that
116I think would be germane and is addressed in the communication handbook. And that has evolved. That communication handbook. It's very different today than it was five years ago. Well, from the day I walked in, right, we made some pretty significant changes that first year. And I will tell you, there have been previous well before me, but stepping in this seat, there wasn't always a governing board, I do not believe. collective inbox. It was just individuals. Then there was times where there's never been individuals. Some boards don't want individual inboxes. They want just the collective and they want all the communication to come through one place. And so where our previous boards had landed and what they adopted, and we've revisited every time a new board member came on, and we did that last year in
117January, I believe, or February, was that we wanted both. So our board wanted... each to have their individuals. And when you get an individual email, you would respond individually. And when it comes into the collective governing board inbox, you do not respond. Administration responds on behalf of the board. And that's what it says in our policy. And it's what it says in our handbook. So that is the process that was established by the last two or three boards, I believe. Okay. So. Good. We can have further discussions about that. Yeah, I think it's useful for me because there's a question about is the district effectively responding to the feedback versus is the board effectively and does the board have a process? And if we need to revisit the process, then by all means, let's revisit
118the process. And you'll probably already remember and roll your eyes. Very long ago, I asked the question, what is the district? I'm not even sure what that means when we use it. Is the district everybody, all of us? Yes. Or is it the administration or the board? Is there a separation? Is it the board? You know, the word. The district is all of us. The district is. Well, I don't know that there's unanimity in that, but there may be. I just don't know. And I'm a stickler for language, especially in this area. It's just fraught. with legal implications, and especially in these times. And we just, I want to know what I'm talking about when I, depends on something. I want to make sure. Take on that? No. I mean, I think the district is
119the district. At times, the board will be speaking for the district at times. The superintendent speaks for the district. But the district, when we use that phrase, is the entirety of the collective. And we tend to be specific, particularly in policy, when we're talking board versus the superintendent versus the district as a whole. Policy is pretty specific that way. Yeah, so it sounds like there's room to review the communication handbook and policy. I thought you were like, hey, I want to say something, but you were waving. I'm sorry, am I ignoring you? Okay. What else in five? It sounds like we've acknowledged that you've been kind of internally focused this past year with everything that's been going on, and maybe it's time to look at. you know, how you want to increase advocacy and connections.
120Yeah. I know individual board members like the gentleman seated to my left does a lot of advocacy on his own time, but it's that different than the board as a whole. And does the board want to get involved in advocacy? Because, you know, traditionally we have not as a board been as active in advocating at the state and national level, at least in my view. Individual board members. Yes, but as a board, collectively, not necessarily. And part of that, if I'm honest, is purposeful. Because sometimes advocacy can be a very divisive thing in a community with lots of diversity of opinion. And we've got things to focus on like student achievement and staff compensation. And maybe waiting at the cultural wars isn't the best use of our time. But sometimes we might feel differently. And
121those are conversations that the board can have from time to time, is my view. Right. I agree. Things change at a very rapid pace. Advocacy, you've got to weigh the pros and cons, right? Okay. Anything else around Standard 5? So now let's talk about... You want to create some board goals. And let's talk a little bit about the difference between district goals, superintendent goals, and board goals. So board goals, the district goals, everybody owns because that's the board, that's everyone involved in the system. The superintendent's goals are goals around their performance. And then board goals are goals that the board sets for its own performance. So obviously we need to talk about smart goals. You all know what smart goals are. I'm not going into that. I mean, I have to have a slide on
122it. It's like mandatory, but you all know what a smart goal is. What do we want to do? What are the areas in which you'd like to develop goals around? And from a consensus point of view, we're not going to probably come up with the language of the goal tonight, but we can at least talk about some of the areas that you'd like to create goals around. So what came out to me, I'll just share with you what came out to me, communication, a number of different things around communication. Something around onboarding and a mentoring program for new board members. And then discussion around advocacy and how you want that to look. One that Trina brought up, I don't know how we want to title it, but this idea of some sort of a policy
123or procedure around the facility planning. I felt like that was pretty powerful for at least you guys to consider. Yeah, I'll go back and watch the video. You get the idea. So for me, the communication piece is really important with communication board goal of how we communicate with our constituents. Would that just involve revisiting the communication handbook and seeing what changes we wanted to make there? Possibly. It could be a part of it. Yeah. Possibly. I just had a totally random thought. Does the board have a mission statement or is it even something that we need? I don't know, but it just, the Kyrene Promise is our mission statement. That's what we want for our kids, right? I mean, it's sort of assumed that we're going to, I think, work to support the mission of
124the district. But do we, Do we have a mission? I mean, the board. I understand, but that's not my question. That's the hope that we have and the goal that we have for our kids. Right. So I think what you're asking is, does the board have to have a set of forward-thinking norms? I mean, a mission for a board is... hopefully going to be very similar to the mission of the district. Well, if the district is all of us, it's separate and supportive of the district. I kind of just ground it into what is our statutory role, which is to set the policy and the vision for the district and having things that we do work towards that good. I don't know that... I don't know outside of that where we need like a formal
125mission statement, but maybe. And it might actually be in here. Yeah, there might be something in that. I mean, maybe it doesn't specifically say this is our mission, but it does have very mission driven language around. I agree with you. I just, as far as one of the things that I've been talking about tonight and that I sort of feel, and it may just be me, I'm aware of that, that the communication, it feels to a lot of folks out there, not just five. to a lot of folks out there. And if you listen carefully, even in the hearings that we had, our communication isn't coming through loud and clear. And part of it is, it appears that the folks out there think that we can do a lot of things that we can't, for
126instance. So I'd like to just, there might be, and I'm not sure about this, it just was a random thought. But it seems to me that it might be helpful to our community, our greater community, to very specifically say this is our role and maybe do it in the handbook, you know, and not with statutory language, according to ARS section 15, blah, blah, blah, blah. But, you know, we're here for this purpose, guys. This is what we do. And we reflect what you want. We listen to you. We're here to. operationalize the community's desires. You know, something, I don't know. It's just a thought. But it might be clear. I think it is definitely something that you could have in the handbook and it could be part of that conversation. Yeah, a mission statement was
127probably not the best way to describe it. I didn't know what to call it. Yes. Definitional. That's what I was pointing out. I think this is kind of what you're alluding to. This is what we do. This is the role. The role of the governing board is to, and then you listed all the things that the governing board is. So our statement might be... And you don't have to use the word role. You can use whatever. Yeah. I just see it as sort of a declaration at the beginning and then maybe an explanation. But people are going to see that if they go to it at all and see three paragraphs. They're probably not going to spend a whole lot of time with that. Board member Walsh? It can't... It just... It's not a big
128deal. I just... I'm trying to make it easier for people who are suddenly interested in us to access us realistically, you know. And yes, it's up to them to educate themselves. But the reality is they're not. So the easier we make it for them, the better our job. We can do a better job. I would like to see a board goal that relates to school consolidation and supporting the work. in the months to come with our students, families, and staff monitoring that process. Open to what that looks like, but I think that is such a key part of what we as a board have to be doing over the next 12 to 18 months. Which is probably a lot around communication and being present. And I don't know if it's as formal as a policy
129with a capital P, but maybe some structures about report outs to the board, what data we're looking at, or at least the school consolidation, that sort of information so that we can help you, Superintendent Tennis, give direction and support with that process as things come up. Yeah, I agree. So I have now five different areas. Which is too many goals for one year. Can you explain that to me? Can I explain why it's too many goals for one year? We'll end up doing nothing. Yeah, I just don't want you, I mean, I would say that a board shouldn't have more than three goals for one calendar year. Now, if you want to say these are our goals for this year and these are our goals for the next three years. maybe. But I just think
130more than that is you're just going to get lost in the... And you're already two months. We've broken it up in the past where sometimes we might say this goal does not seem to be something... necessitate 12 months time. So we're going to set a six month goal. And then if that goal is accomplished, Hey, at that point, let's talk about setting another goal so that we don't have to sit on the sidelines for a full year with these goal conversations. It's a fluid document. We've had the mid year conversations where we've taken stock of, Hey, here's where we're at here. I think we can add something in. And remember your timeline. You typically want to try to finish the goal by December, especially when you have a transition year like you're going to have
131in January where you have potentially a new board member. So at any, what the board's also been cautious about is should that be the case, they've tried to wrap the goal up before the new board members come on so that they aren't walking into the middle of a goal. It doesn't always happen. But that's been really the following year you want. But, you know, it's already March, so we're a little behind. Normally we would have done this in January. So how do you want to approach the creation of goals, board president? Great question. I mean, I know I in the past drafted some goals when we did this board self-evaluation, sent it to you, and then you just did. your thing um and i'm sure you've drafted your own goals as well so the wordsmithing
132of it i think what would be trying to think of a way to do this without well i think you probably need to land on how many yeah maybe you could so if i'm looking through here right now i i think five with maybe revisiting a little I'd like to do, I think three is solid, especially for, I think three is solid, especially in a year where we still have quite a bit of transition happening. And then prioritizing what those three could be, knowing that we have two other areas that we might be able to onboard as if time allows. So may I ask a question here? You say you have five potential goals there. My first question is how many of them actually overlap that can be done in one. Well, and that's kind
133of what I mean. Yeah, I mean, I think I mean, I think I if I understand board member Walsh correctly, the school consolidation is really creating a framework and a process. It's not necessarily it wouldn't necessarily be take a full year. It might take six months to create that. And then you could go to that facility, you know, look at the facility policy. Yeah, I do want to ask clarification because what I wrote around the school consolidation, if this becomes the goal, it almost has to become mine because this one is one of those that's going to turn into administrative work, which is fine. I think that that's actually a good thing. But if they take six months to develop the framework for what we're going to regularly report out on, we'll already be well
134past, right? So maybe less time. Maybe this is less of a goal. per se, then, or it's part of the facility as Cedric said, combining it, but the very first step is just the board setting some expectations, less maybe about a goal, but expectations of what you'd like to see from administration going forward on regular updates for consolidation. And then I can build that into my goal to say, here's what that looks like. Because I do think it's our teams that are going to have to come regularly report on that. That's a good point. That makes sense. Yeah. So the goal then is, so I understand the difference. The goal is we want to achieve full consolidation or partial consolidation or whatever consolidation by such and such a day. There you go. Then you figure
135out how to do it. How to do that and provide regular, yeah, the goal can be as simple as. That's why I asked about why. Because a lot of the goals will involve just you operationalizing them. Well, no, they shouldn't. So board goals are really about you, the things you want to develop. So that really is more of a goal for her. in terms of the consolidation. Now, you need to let her know what you want to see in that, right? You need to let her know, this is the information we want, these are the things. So if a board goal is to define the parameters of advocacy, something like that, that's going to take us six months? It might. It might, depending on what you all think about what advocacy is. You still have
136to define advocacy before you can. Yeah, that can be done. You can take multiple meetings. Well, it can be done. So for advocacy for you might be state and national. Advocacy for someone else on your board might be, I want to go talk to the Kiwanis. Yeah, but advocacy has a definition. And the operation of it, I mean, it's not something that. Laura has to operationalize. No. That would be something you guys would operationalize. But you'd have to agree on what that looks like. Yeah, but I just don't see that taking six months. And this is something we can talk about. You know, those kinds of goals. What they're saying is you may have one thought process. I obviously have another. So we would still have to agree. And they're saying we may be doing
137that song and dance. For a few months. Will it take six months? Probably not. Could it possibly take six months? That is the case as well. Because you got to understand, we only meet, what, twice a month. So it could take that long, especially if all of us can't agree on what advocacy looks like. Yes, a definition, but that's broad, just like your hated word stakeholder. Advocacy looks different for everybody. Of course. I agree with you. If we disagree about advocacy after six months, we probably should abandon it as a goal. And we might. We might. You might build into your goal. It's not just about establishing what it is, but it's about setting a benchmark for what that means. Once you've established what it is, how much you're engaging in it. Yeah. So, I
138mean, we may disagree about the scope of it, but... I just personally don't see it taking that long. And if it does, we may want to change our definition. It's not developing the goal that's going to take six months. Developing the goal would be quickly. It's implementing the goal. It should take six months. I think maybe that might have been, I just caught the confusion there. Establishing the goal won't take long at all. You'll come back with your goals probably in the April. The goal is to bring these to you. The goal of the goal. The goal of the goal is to... bring these goals to you in the next board meeting, your March 24th board meeting for the board to have a discussion about the wording at that point will already be a draft
139will be presented to you. And then the board has a conversation. This is what we're committing to. So it's not developing the advocacy goal. It's whatever the goal becomes. It's implementing it should take six months to probably a year. So it's the things you're going to actually do. because of the goal you set in place. I think it's vague right now because we haven't defined what the goal is. So if the goal is to develop an advocacy framework, you can do that in April, right? Your next meeting. But what that advocacy framework looks like, that could take six months, three months, two months. That I agree with. Okay. Thank you. Okay. I want to... Jump in here. I've been jotting some things down because I do think it makes sense. There are some things that
140definitely overlap. And as we're talking, the things that really surface is around school consolidation, but communication, one in revisiting the handbook and then coming up with a process for how we determine items for future consideration around things that are just discussion and things that we create for presentation and what that looks like. I think that then lends into more of what is advocacy? What is X, Y, and Z? Because we don't really have a place or a process to discuss all of those pieces. And if we want to start having more of those conversations leading to some of those pieces around the strategic plan and things like that, I think we need to get that into place. Any thoughts? I feel like I sit with it, process it. I just hope that our goals can
141be framed in a way that when we look at them, when our community looks at them, they see how it supports students and staff. And it's not, I don't want it to be so board-centric that it's like, how is this impacting the kids in the classroom, right? And I know I don't want to wade into operationalizing. I was thinking when we frame these goals. We should always have our eyes on the prize as how is this helping students and staff? Because there's no reason to do it if it's not in many ways. This is helpful, Kevin, but I did pull up. I had sent Julie. She wanted to see some board goals from 22 on everything you have done. So I don't know if it's helpful to read a couple of those. Sure. I know
142a lot of the more policy focused, you know, develop a policy that does X, Y, or Z. And then that would do what Lenny was talking about, right? Set the direction. And then we come back and follow up with whatever the procedure. Anytime we wrote the word policy, we usually added the word procedure because typically there was some level of follow up there. But, you know, here's an example. By the final governing board meeting in December 2022, establish a system for gathering and regularly reporting on student data aligned to the profile of a Kyrene student. That aligned to the self-evaluation you just did, that one of the board's responsibilities is to regularly understand and report on school-level data or student-level data. And so there was that. The other was, that's kind of a, let me
143see if there's another. We have two on data. So we also had by the final governing board meeting in June of 2023, adopt a policy and establish procedures for gathering, reviewing and reporting on student outcome data, achievement, social, emotional and discipline. Yeah, we've had goals where it was adopt policy and procedure on diversity, equity, inclusion. We had a goal to adopt policy procedures on social, emotional wellness. So those are things that when I look at those goals, I go, I understand how this is helping our students and staff. So I just want to make sure that our goals here are framed that way. Almost every goal starts with adopt a policy and establish procedures because that's one of the board's number one responsibilities is the policy. Stay in our lane. There was the board, this
144last goal, if you recall, was the board will consider solicit community feedback and potentially take action regarding recommendations of the Long Range Planning Committee. Many of them were in collaboration with the superintendent. The governing board will establish procedures for gathering stakeholder feedback for decision-making that follows a defined process. And we had multiple retreats on that goal together. Complete a policy update with the transition. We did that. So I think the ones that President Nelson identified are thematically the ones that this board has surfaced. So I like the themes that you've identified. Now, as we frame them, I just want to have that lens in mind. And one of the things we tried to do, and Jordan will help us with this, is where it said establish a policy or adopt a policy, sometimes that became
145a standalone policy. And if it wasn't an existing policy, we had to create what that looks like because not all the... Policy manuals had those. And sometimes we were able to embed the policy language into an existing policy. So that just became part of the discussion as we got further along. The data report out is an example of the latter. Yeah, the data report out is a good example of that, which instead of creating a whole separate policy, we were able to embed it into the board's authorities. Because one of the goals was to try to reduce, to your point, right, making things accessible for our public, is our policy manual being as accessible as possible, that if you get so burdened in policy language, nobody reads your policy language. It's to be a little
146much. I appreciate the feedback. I think we can shoot for March 24th, which is our next meeting to at least have draft version for discussion. I'll take some time. Do you want me to draft or do you want to draft? I would like to take it. I'd like to. I'm happy to hear that. But what I would love for you. I am happy to hear that. But I would love, I don't know if you feel comfortable sending me some of the notes you jotted down just as a little help. But yeah, no, I'd love to take a stab at it and have that ready for us to discuss on the 24th. As always. Thank you. Thank you. Okay. I just want to say thank you for having me. There is a QR code with an
147evaluation if you would like to do that. I can. Absolutely. And do it later. It's a last. Yeah, it's the last page of that presentation. Yeah. Okay. Great. Well, thank you so much. Thank you. Really appreciate it. It's always great to be in Congress. Yes. Great. Item 3.1 is adjournment. The board retreat is adjourned at 728. Have a good night.