ASDB Work Session 02/04/21

001again we are live awesome good afternoon everyone i'm going to start the meeting this afternoon until david nigro can join us and take over as chair um i'm gonna go ahead and just call roll linda bove present lynn davison present mike gordon here shelly herbald present dean howard it looks like dean is still connecting to the audio dean are you with us i am now my apologies guys had a work-related call go a little bit over so no worries you you you joined just in time for me to call your name for roll so you'll work good perfect mike manley present sorry that's okay um has david joined us yet david nigro not yet what about um dr sims he will not be joining us okay and then this is another um myself sue k

002conifer and then i just want to reiterate um that as um aaron mentioned to please have your oh excellent here comes david woohoo please have your um microphone muted and your camera off if you are not speaking and david i'm handing over the reins to you we just um finished roll so we're good to go great excellent uh thanks everyone uh we have a quorum we do okay great um thank you so much apologies for being late my uh wife's schedule changed and i i had to pick up the kids from school so there we are in terms of the agenda i'll have that pulled up in just a moment um and let's see this is linda hi david oh hi linda do you have any extra lighting in the space that you're in by

003chance it's a little bit dark and hard to see sure how about um here let me get more yeah i do have another little camera that would be great too because i can see a little bit maybe torso yeah let me do thank you um how's that that better that's good yes okay great um so uh thank you everyone i guess we're on agenda item one call to order uh and and roll call uh so it looks like we've done that um the next point item two the review of the strategic playing to date um you know i just wanted to take the moment just to orient everyone into where we are uh you know we we took a look uh a few months ago at the you know kind of the we brainstormed some

004ideas early on uh as to what the strategic plan could be and then we had another work study session in the fall where we surveyed i think there are about 18 or so strategic plans from different school districts in arizona from different schools for the deaf and for the blind in western states uh california colorado texas utah uh some others we looked at school districts in maricopa county and pima county and other areas in arizona and we got an idea of you know what their strategic plans look like what they were you know what was important to them what their goals were and and from there we went into the other work study session after that where we we took a look at uh what are our you know what are our pillars what we

005call them what are our big tent poles uh and we had some consensus on that um we've we've created that now uh and then the next work study session the most recent one that we had was we we found some consensus on what is the uh the the priorities or the guiding principles and the priorities of the agency underneath these pillars uh so if i think as i've said before we've we've gotten the the the top part of the sheet done um so now we're moving down uh into the uh into the next part um and that's gonna be the uh the next item uh if we move to item three ex uh explanation of today's tasks and you know today's task is really to take a look at the you know the specific goals

006or the specific areas by which we're going to measure uh how the strategic plan is progressing over the the time that you know the time horizon here so yeah about six years or so here is going to be we're going to take a look at what the administration has provided and give her feedback on that um and and i think the way that i approach it is you know this part of the document that the bottom part of the strategic plan as i as i like to call it is going to tell us you know we we know that we're going to have succeeded when something so you know we'll know that we're successful when we see this and these are going to be the specific metrics or the specific goals or the specific areas

007where we're gonna you know continually monitor over time in which the the staff will report to the board over time with with some regularity maybe not necessarily every board meeting for every metric but uh certainly a number of them every board meeting um in their various reports and from there we'll be able to gauge our progress towards what we think success is under this under this plan um you know from my perspective and again we'll get into this when we get into the uh review the materials here we this isn't necessarily a discussion of saying we're going to take step x and y and z and then we have success when we've done that when we've taken those steps i think the the way that i view it anyway and i'm certainly open to input

008everyone's input on it is let's define what success is going to be for us and then later through the next year and two years in three years of the strategic plan let's take some of those actions and see if we get the success that we think so if we have an idea for plan x or y then we'll you know we could do it we could discuss it as a board and we could do it or not do it but we're going to measure its success by how well is it is it furthering our our goals on our strategic plan um are we getting closer to those goals uh or not um and if we are great and if we don't we'll have to you know re-route and do something else so that's um you

009know so for today we're really going to be looking at these specific goals that are kind of underneath our priorities and our guiding principles um and see do they do they support those guiding principles are they uh are they consistent with those do we have to change them do we have to go back to the staff uh to kind of rethink things um and we're gonna go through each one of them uh you know as as they've been presented so they were presented to us last friday uh hopefully the boys got a chance to review them i know i have i have some notes uh and and we'll share it that way so if we can move on i mean uh superintendent reichman did you have any anything to add to that is there any

010other additional part that you would have to that when looking at the four pillars we look at the priorities and then we try to come up with the possible measurements or metrics so when you're looking at the metrics we want you to be thinking about what david just said how are we measuring success i've proposed many different ways of measuring success in one kind of measurement is a performance measurement so when you have a specific outcome or an output so really looking at the numbers quantifying the measurements of success so that performance metric could have also efficiency measure for example the cost per student receiving an education a year so that's an efficiency metric we can do it in that approach we can also have a measurement that looks at the process so the process

011that is occurring sometimes is not a straightforward measurement but if the process does occur you can reasonably assume that maybe we have met the priorities we also have products which means that we'll be publishing an annual report every year and that is a product that is delivered and again it may not be a straight measurement of the priorities but if we have a product and we can infer that the priorities are to be met so i want you to be thinking about the different types of metrics and measurements and that is how well they are aligned or fitted with our priorities here so that is one thought i'd like to share with you all another thought is an internal process when defining the priorities and the measurement we can internally delineate each of the leaders

012and delegate that priority so they have a smart goal that each individual is working to align with the metrics in accordance to the strategic plan so as you can see the alignment is there but that takes time i just had a conversation with david nigro about the process and how to put together and to finalize it in my perspective is it will take time to really figure out appropriate measures to figure out the quantitative qualitative the goals targets all of that so combined again it will take some discussions thoughts interactions with each of you in working with the board so nancy would you like to add anything particularly on that right now i believe that covers everything and that it's a process that we will in a journey that we'll work together on and we

013want to have a product as a strategic plan as quickly as possible but want it to be meaningful measurable and very strategic in our planning process yes so we have the four pillars each pillar has one person taking responsibility for that specific pillar i would be responsible for the first which is communication and collaboration and i will give give a brief overview about that after i present then the second pillar will be followed by dr kristin rex the assistant superintendent and she will give you an overview of her metrics in her proposal third pillar is the superb organizational culture which anita pyatt is here to present she's our hr executive director and the last is resource management which will be given by shaina cooper so these will be the overview of the proposed measures so

014that is our plan for today okay any questions before we start sounds great shelley here linda's saying yes oh annette hi annette i do have a quick question this looks good i appreciate the organization of the information in looking at pillar number two i do have a question there are a lot of items to review well we have enough time for dr kristin rex to review all of that i'm sure she's come with the concise way to be able to approach that information does she also have a committee she's working with to make sure that each point is accounted for the you know policy measurements etc i'm hoping she's not working alone and not lost in all of the work so what is your picture when working on pillar number two and that's saying yes

015each pillar will have a committee assigned as well i did not come up with the pillars exclusively i spoke directly with the communication department christian rex had her own committee she deliberated with and brainstormed ideas anita also is working with human resources in that group and shayna cooper is working with human resources information technology and business services so there are a lot of collaborators involved a lot of brainstorming and input yes absolutely okay and this is shelley hello um this is shelly speaking so on those committees can you mention who they are um are they solely asdb employees or do you have external stakeholders a part of those groups who are they um this is annette uh for now it's internal only okay um until we hand it over to the board thank you yep

016okay all right great thank you so i guess we can as we're moving on now to the the agenda item number four we're um looking at uh all of these uh the pillars we can start with pillar one um and uh that was uh superintendent eichmann's responsibility so i think the way we should uh likely proceeded superintendent directly if you can give us just a few minutes overview of what you're thinking when putting this together and then we can open it up for uh board comment uh on on the document okay so pillar number one does have three priorities the first priority to ensure first-rate customer service that one i really had me thinking how would we measure that first-rate customer service so i did have several ideas one idea would be to do a

017parent satisfaction survey um and we've already done that the last three or four years we do an annual parent satisfaction survey that's sent out to the parents and we can continue to do that and we would include that information in our report to the board so that's one idea the second idea is that you the board member would do my evaluation as a superintendent on an annual basis that's what you've been doing and an example of an indirect measurement of customer satisfaction would be whether or not you're satisfied with my work as superintendents and that would be your evidence and that would address the first-rate customer satisfaction so that's the second possibility for measurements draft and estimates the profile the agency profile and we've been doing that for the last three or four years during

018the recent january board meeting that agency profile was presented to you all and if you took the time to read the profile and compare it to three years prior and last year you can see how much work we've accomplished and what we've done thus far so that is another indirect measurement of customer satisfaction we have not developed an annual report and that it would be different from the agency profile but that could be another way of communicating with you all so that's our first priority in possible metrics and priority number two is to build capacity with school districts now how do we measure that our communication and satisfaction with school districts one proposal is we could do a satisfaction survey and we have been doing that with special education directors we send surveys out every

019year to ask for their satisfaction regarding our services provided to their students so that is one system of metrics that we can report to you as the board the second measurement is the output metrics and that just simply says that we will commit to attending the arizona council on administrative special education or case case that we would be there and participate in their meetings and discussions okay priority number three engage the community one possible idea and we've been doing this internally all along but we don't report it to the board we do a facebook and web page analysis where we look at how many people look on our facebook page how many people look at our websites and we can out do an analysis of how much time they're spending there on our social media

020sites and there's different numbers that we can analyze that shows the community interest and engagement in the information we're providing through social media and our web page the second is to establish a parent advisement group now we had recently established that and we are committed to doing that every six months so twice a year we will be meeting with a parent advisory group and we can report that information back to the board as to what feedback we've received from that group and the third is to do an agency newsletter for both internal stakeholders for asdb and our external state stakeholders who have interest in asdb we recently published our first newsletter just last week and sent that out and we've started that process and that's something we'd like to do on a quarterly basis so

021again that's a product that we can show to the board as far as our efforts to engage the community okay so that's my parts as far as pillar one goes any questions about that from the board members any input this is shelley herbolt thank you yes shelley shelley's saying hello um i do have four questions so please bear with me the first question so those proposed metrics we don't have to choose one or the other we can have multiple put together correct and let's say yes correct you can have multiple metrics for each my suggestion would be to limit it um perhaps two maybe four to each priority because if you have too many sources of measurement it becomes tricky to get collect that data so yeah picking one priority with just a few metrics

022is fine my second question so let's say it's not measurable is that something that would be addressed later after you select the metrics and you um figure out the percentages and the data i'm not really sure what the process is with that some measurements some of the metrics can be measurable and you can collect data you can collect numbers whereas some metrics you may not be able to collect numbers per se instead we would have a product such as the annual report and that would be satisfactory in place of the metrics or measurements okay this is shelley under priority one customer service is that applicable to all people um parents students staff stakeholders everyone that is correct okay and the reason i'm asking is it i don't know it seems limited to only parent surveys

023um and the board's evaluation on how you're doing um we're not including additional stakeholders and that's just something that i would like to think about so that's just another thought and so now my last question under priority three which talks about the website and facebook i want to say that not everybody has facebook or access to the websites so that's something to consider what are alternative ways that we're reaching reaching out so that's just my thoughts and that's all i have thank you and annette singh thank you okay okay who's managing the turn-taking and the questions linda's saying who's next uh i'm i'm i'm trying to to let the uh conversation flow as natural as we can on zoom i know linda you are probably next you had your camera open the next and then

024uh and then lynn and then mike and then the suitcase open as well um so there's a that that's loosely how we're going but okay great yeah just trying to be considerate of the interpreter uh making sure that we're not overlapping each other um you know it gets harder to keep track of the conversation so especially on zoom we want to honor turn taking um so just be aware of that mindful of that now i do want to follow up um shelly had some good questions when she spoke to social media and accessing the websites um and she's right we have to think about it most of us who live in arizona you know are there's a lot of people who are retired and don't have access to technology my husband he really doesn't know

025how i have to sit with him and walk him through it but anyway how else are we engaging the community with the school so how can we show true collaboration with the community is that clear annette i understand what i'm asking so not just facebook and social media we feel like that's not enough and i understand we're in the pandemic right now so it's a different situation but down the road how else will we engage the community how can we be creative with that so just something to think about because right now the community feels so disengaged from the school and the community really wants to be involved with events storytelling etc so that's just something to consider and we want to think more about to be honest i'm not sure that's something i have

026to think about melinda yes that's just something to put out there thank you okay my turn uh i'd like to piggyback on shelly when she was talking about customer service and who was included in that um we talked about parents the parent satisfaction the superintendent and then you said that also shelley you know was brought up the community but also staff do are we going to have a way to find out how they're feeling about how things are going first question and this second question is who is included on the parent advisory committee okay to address the first question in regards to staff we do have staff internal surveys so if you would like that report given to the board in one measurement we can certainly do that we paused the surveys because of covid

027last year but we are returning to doing that so this will be my third year in delivering services so last year we did not offer that but this year we are you starting that and we're doing it this year to answer your second question who is on the parent advisory committee we have 10 parents some that represent the schools some that represent the regional cooperatives and a few early learning program families i don't have the exact list of names at the moment but i can send that to you that's i just wanted to make sure we have a cross-section across the agency and it's not just brick and mortar or um right absolutely i agree and with the staff surveys yeah i i personally would like to see those and the results um just you

028know some thoughts i've had recently when when we get the reports from all all the different groups from courtney and from kelly and from early learning and whatever and all the co-ops we always hear all the wonderful glowing things that they want us to hear and i so want to hear all those wonderful things but i also want to know what they're struggling with too because i i feel that we as a board that's what we're here for is to help fix those things or help support those things but um you know if we know what the needs are as as well as what is working well um i'd like to see a little bit of that if that makes sense to anybody yes it does make sense thank you i think mike i think

029you you were next thank you um uh these i have a couple comments they uh sort of uh flow along with what shelley was saying um just as a point of clarity i know that um i've had similar discussions and we fell on not calling not using customer service but saying constituent service and that we're not in sales um just doesn't being part of the education community we might want to take a look at considering our folks constituents rather than like uh customers it's just a semantics question um building capacity with districts do we want to include districts and charters um in that those folks are also our stakeholders just to make sure that we're not um excluding sorry about that excluding our charter um and that the district survey that goes out um i'd

030be very interested in seeing how that's how that's uh done and to maybe take a look at what the um what those pieces look like um and we had talked about uh the principle of being engaging the community and then i just was a little confused about the mark marketing how that um uh how those two things are coordinated and i know we talked about like um facebook and those sort of multimedia pieces uh with uh um with that opportunity to engage have we have we thought about um i know some other programs have like a vision team or something where they take the kind of the thought leaders from the big some of our biggest constituent groups and um uh have a uh like a review the agency's vision but really do that with

031our um you know parent the parent group is wonderful but then also have something sort of similar with um our constituent groups to give them some insight into how the agency is doing where it's heading something beyond just a survey that might give us the full scope just some some initial thoughts from that first that first chunk so mike what you're suggesting that we do is important better engagement of the community in terms of that right and i think our constituents are part of the community so not to completely parse those two out but yeah to get a better sense of how our districts and charters are engaging us if there are concerns that might be scoped in that survey i think that would be good to to know and really understand and if we

032had thought about considering um uh like a thought team of that group to if there's issues or concerns all around any number of interactions that uh where districts interface with asdb if there are challenging pieces to perhaps have some of our bigger constituent groups come in and kind of i don't want to say airing of grievances but uh get an idea of where the rubber meets the road if there are issues to kind of hash that out i've seen those kind of i'm not going to say informal but more of like a thought leader vision team type group with constituent stakeholder people helping mitigate issues before they become bigger issues with some of the some of our constituents that might not have the footprint to be able to participate and really uh get to the

033bottom of some of the nuts and bolts of how that business pieces how the business pieces are done that just might be a helpful way to get get the needs of the districts and charters matt just something other than just a survey and so are you being an advisory group could be a special ed directors we actually have done that it's a mixed results yeah so if we could do that better i'm i'm definitely open to figuring out how we can do that just a thought thank you i think it's my turn um this is uk i am sort of piggybacking on to what everybody has sort of said today i one thing i want us to be cautious of is that when we are sending out space um we are not wording question away

034that we get the answers that we want um we are asking questions that maybe really identify where our achilles heel is um so that we can actually address the problems that the agency has as opposed to um just identifying things we already know um i think that would be my my one concern and i'm wondering kind of like what mike said that if we couldn't do a follow-up to the survey and maybe identify some of those issues i i like the idea of our contracted providers our schools that we are providing itinerant services to but i'm wondering if once we identify some of those issues maybe bringing together a group in more like a town hall situation where we have an agenda of things that we would like to sort of flesh out with those

035groups and and identify target groups based on the different issues that arise from some of those surveys i also um i also think we need to keep the students looped in at some level um whether that is a representative on a student council that's involved in some of these meetings or whether we are surveying students as well again sort of a mixed bag but i do think um hearing some of what their voices have to say um could be instrumental in um some of where we're trying to go with the agency and those were my thoughts yes there are two climate and culture surveys for students and i think we did do the student survey i want to say three years ago when we were trying to get accredited with advanced ad and so i

036think that we do have to do a student survey every five years but if you're looking for us to do an annual student survey we can definitely take a look at doing that and to provide additional information for us so that we can report that to the board all right uh thank you um mike do you want to go and then and then i'll i'll speak yeah i'll be real quick though um i think the uh obviously customer service and um and community engagement are important facets of of any well-run organization uh i think the second priority though of building capacity with the districts is really quite pertinent and i just thought that the third point under the guiding principles of making decisions based on the best interests of the students to me i think

037there must be an underlying message there that maybe i'm not understanding because that seems to be such a uh a clear-cut type of principle that would be underlying everything that we do why that would be listed as a guiding principle or or what am i missing in that because i think somehow between the relationship between school district and asdb for that to be included there must be something that maybe is underlying there i don't think you missed anything michael uh i do think that our asdb relationships with the school districts again has been a mixed has been mixed um has have been really good relationships others not as well and for us to really focus on the school districts to develop the best relationships with them to be able to provide the best education and

038support for the students and so i think it's a very worthwhile priority so we are going to focus on that because every student that we do work with has a school district connected with that student so that relationship is critical for the student success okay so i guess maybe just as a follow-up so there are there's concerns that at times there have been decisions that are not necessarily in the best interest i mean that's that's what i think that's what i was getting at it seems like a an interesting point to present meaning that maybe for whatever reason the relationship between school and asdb the district that that maybe uh there was a uh that relationship was was not as collaborative as it as it should be i suppose for that to be included i

039just find that to be an instant interesting principle to to talk about the well-being of the student so i might be just thinking out loud here i think the other point here is that in the past with our regional co-ops we did not have consistency and we did not have equity in how we were providing services to our students okay and so we literally had a situation where a student in sierra vista had moved to page arizona and was receiving very different services even though they have the exact same need so i think part of that is a relationship with the school district that we are consistent in how we are providing our support to the students and that we are equitable so the common goal is that we have to provide the best relationship

040with the school districts okay and that's just a piece for us i think it's a very critical piece okay all right thank you mike did anyone else i'm gonna speak but did anyone else have anything else to say um i think we've all had a churn except for dean yep i'm good this is dean i'm fine okay great um so i think and thanks uh for all the comments uh here you know i think from from my perspective you know i as i as i mentioned earlier in the call i i see a lot of you know actions to take here uh in pillar one and i and i see it in the other uh the other pillars as well um some of the items are things that we you know we already do so

041we already um you know complete the superintendent evaluation every year uh some of them are things that we have to do by law like uh develop in the 789 evil report we have to send a governor's report to the governor's office every year that's you know just something that we're required to do um you know but the the way that i like to think of this is you know some some measurements of what we think success would look like um and and what do i mean by that if when we looked at the variety of strategic plans uh you know several months ago we drew inspiration from you know that that wide swath of school districts uh and schools both in arizona and outside um and we kind of you know carve together what we've

042did the work we've accomplished so far from from that uh but the one school that i think does the the the metrics really well and and better than anyone else that at least that we've looked at is the texas school for the blind um and if you if you guys will recall that strategic plan you can go look at the september 24th board meeting and uh their plan is is up there uh in the agenda along with the others and what what they do just perfectly i think is define what these metrics are going to be there's a there's the metric there's a short definition of it there's uh it's the description of its purpose and importance why are we why do we care about this thing uh there's a description of the source and

043the collection of data how are we collecting this data where is it coming from there's a method of calculation what's our methodology for uh synthesizing this data for for aggregating it for creating this metric and producing it and tracking it over time and then what are the data limitations you know what what what are the limitations on this data this this metric isn't going to tell us everything right we can't use it to infer anything and everything but what's the limitation about this and using that rubric for some of these questions i think would be helpful for us in this pillar and the others because it defines it it kind of defines our success or defines our our path uh in in that type of way without it's agnostic to whether whether we take certain

044steps or not so we're always going to take the steps that are required by law and we're going to do a lot of the things that we kind of have always done like the superintendent evaluation um and we might take any one of the steps that are on this this pillar one now in some form or another but the question is how do we know if it's working i mean it's if we we do the step i think i don't think that's enough to really say that we're furthering the agency you know forward i think we need more than that i think we need uh a way to measure uh some of these um you know the the progress on the guiding principles um and we need to do it in that way to define

045what what are we looking at why how we're getting that data how we're calculating it and what's the limitation on that data so as just as an example in the tsb one of the tsb uh metrics is percent of families was agreeing that there was a positive change for the student staff or family as a result of the school consultation so you know there they talk about you know this is the measure the measure addresses the question as to whether the service of the outreach actually make a positive difference um they talk about how they're collecting it with a satisfaction survey on a two-point scale yes or no and then they then they calculate it there's some other survey calculations on percent of families professionals and power professionals rating is very satisfactory above the effectiveness

046of school consultation workshops there they're collecting a survey of a on a one to five scale and and they're going to have a they want to collect that and then later the board can set a goal i want you know 95 rating us a four or five uh you know if five is the best um but the idea is that we're going to be we're going to be capturing that and tracking that gathering some baseline data in the early part of the plan and then tracking growth in the later part of the plan now how we make if if we were to adopt something like this how we get there is really up to the staff and and the leadership if we if it's a uh you know if we look over to pillar one

047uh how do we um it's not just do an agency report but if we conduct a satisfaction survey amongst constituents as the board has discussed what are the specific things that we'll be looking for there we might have 10 or 20 questions on this but what are the two or three big ones that we can put together in a metric to say this is what we really want we want overall satisfaction we want to you know for parents we want to make sure they're a few we want a feeling that their kid their child is progressing um and we want to you know later we'll have other metrics under other pillars where we'll we'll actually measure that you know from an educational standpoint but we want to make sure the parents feel that and again

048as an example uh and the idea is that we're we're taking steps that we decide later but we we're measuring in a way that we can all agree to now and measured that way consistently over you know this this time horizon to see if there if there's progress and again then we can change what we're doing you know we can change those those actions over time if it's not working if we're not making progress or we can keep doing if it is um but the idea is that we're we're measuring the same thing in the same way uh on a regular basis so we can have a i'm not saying that we need to build a dashboard but it's something similar to that the board can see uh on a regular basis uh that we're

049doing well so that's you know from my perspective i think i think a lot of these need to be kind of phrased in that way and i i want to get the board's opinion on that as to whether or not that's a a better way to rephrase it i do have some comments on these specific items because i think we may be taking these actions anyway i mean again this pillar and a lot of the other pillars have a lot of good ideas in them uh but i want to get the board's input on that if they uh if they think if we adopt that other methodology and approach it a little bit differently if that would be helpful okay uh if uh so that's uh you know in terms of these specifics of this

050um the if we look at the uh the under priority three and the proposed metrics about the the facebook and and other social media analytics uh you know we we used to have um a public relations officer that wasn't his title i forget his exact title but we used to hear about this you know in every board meeting uh and i know that we still do this as superintendent right but had mentioned we still measure those things but if there's a way that we can kind of go a little bit deeper on that uh i mean there are there are ways to see who's clicking on emails right through constant contact and other providers or similar providers uh there's ways to determine how many impressions that we're getting from all all across social media from

051i mean it's not just facebook now there's a million other things other ways to engage uh electronically um and that that is how you know primarily these days schools are are communicating with parents and and with students uh that if we can get a better uh i guess more sophisticated uh way to measure how we're doing in uh you know in those areas and how we can do that with analytics would be helpful uh to see how the uh how the agency is engaging with the community do you agree or do you have any any comment on that yes we definitely can do that absolutely we can use facebook analytics and other social media platforms as well um i do know that linda beau she recently stated that you know not anyone's using facebook or

052the website to look for information so we'll have to look at other types of metrics to look at getting this student engagement with us if you have a more specific metrics for data collection on the quantifiable information i'm happy to do that hand it back to you okay uh great uh yeah no i think i think i do we can talk uh later about that um lynn i see your camera's on i'm not in my head in agreement yes i think we need you know more specifics and really make sure that we are accountable in all areas right be able to measure that um other we have other board input on on rewriting this to really look at um you know specific measures that we have metrics that we can repeat uh you know over

053and over and over again over time so we're measuring outcomes the same way and consistently um as opposed to you know having the you know this list of items that we either they you know are doing we're gonna continue to do or items that are gonna be new um new initiatives [Music] uh okay um is there any other comment on on pillar one i know that we've all spoken on it is there any other comment for superintendent reichman about about this this is a net i think we're ready to move on to pillar number two okay can we have dr rex present on pillar number two good afternoon i have the pleasure of leading pillar number two outstanding student development and in that category there are three priorities early learning acquisition high academic achievement and

054social emotional learning what we did was we met with directors principals and members from the odd team to share different samples of what makes a good priority and we developed from that a brainstorming session and we gave a lot of information and i and i know some of it means absolutely nothing to you and that's okay because what this is is a first blush of what is currently happening somewhere in our agency to help create metrics so we can give you information as a board as evidenced by to the best of our ability to let you know how our students are doing so we've had one meeting and we discussed each priority and we went through the principles and we found that we had many resources we have many assessments we use many guides protocols

055to try to fit in one of the principles i understand this is a lot of information but i want you to know that we wanted to take everything that's already happening and we want to put it into some type of manageable chunk um i think i'll start with a priority and go through it and you can give any feedback nancy's taking notes so i don't need to respond or you know if you want a clarification nancy will take that note but i will start with the first pillar which is the early learning acquisition and within that section there are guiding principles of documented growth of student ensuring continuous improvement and we put what the itinerants are currently doing what the elp is currently doing and the schools kind of took a step back because elp

056is growing and becoming a birth to five program although preschools are on our campuses it is actually under the elp house so we have the the last guiding principle is resources to parents for priority one and we put in what we are currently doing what we feel is something that we can give you a measurable metric as evidenced by and we look forward to taking these and breaking these down into a manageable chunk to see where we're consistent to see where we're not consistent and to figure out a way to bridge so we can be giving the service in a statewide format that's consistent so if there's any comments for priority one i think nancy's got her pencil ready and we can give some feedback hi there this is shelley you know i think this

057is one of the most important priorities for our deaf and hard of hearing children absolutely developing language and i think you've already started documenting with the early learning program 0-3 0-5 programs so that's already started correct okay that's great i'm definitely looking forward to those numbers to those metrics later and so that way we can collect all the information the data consistently but thank you where's linda gonna go i don't want to you're letting my turn yeah look at the camera over there hi there yes thank you okay let me think early language acquisition like shelly mentioned is critical for deaf and hard of hearing students and children so for looking at zero to five uh you're right i haven't seen any actual documentation or numbers and so i'm trying to picture my concerns and

058maybe they might not be concerns pending the the numbers and i i'd like to see what the school districts are providing and how we are measuring the work that they are providing in partnership with us how are we keeping that accountability across the board in terms of providing services when we look at the cooperative model with itinerant teaching how are they documenting student progress and if as soon as the child turns preschool age they go into the kindergarten system at a public school system how are we tracking those students in their language development so in terms of special education that team does each school district provide a consistent tracking system or is there discrepancies depending on the school district it's it's a large worry of mine because we're starting with their itty bitties and we

059want to catch them as young as possible and as we all know the critical age for learning language that window closes as they get older so who is being held accountable and i'm sure they're putting the finger at us while we're putting the finger at them so i think having an important metric or measurement to start that dialogue as how we can improve documentation and tracking and making it a team effort and if they're needing support they can reach out just as much as we can reach out to them so i think if we look at the needs of deaf and hard of hearing students in a mainstream setting versus the students on a campus versus early learning program that's it's a large concern of mine and just putting that out there thank you okay

060i have a couple questions one's just looking at this that we have you talk about the metrics tab and early acquisition tab i have no clue what's in those tabs how can we access that information one i will get those tabs if they were not included i will make sure that you have access to the tabs to see what is currently happening yeah it just says see this tab see that cabin okay we don't know what that is um okay and i know we agreed on these priorities but just a comment that maybe shelley made um that this priority is early language acquisition we have high academic achievement and social and emotional learning what about our blind and visually impaired kids um what would that's not my bag but we have plenty of people here

061who who are experts and are way more familiar with those early learning skills that that are blind and visually impaired kids need and that that will fit in there i believe um [Music] i'm sorry you don't have those tabs [Music] but um for example in birth to three working with azip the teachers of the dhh and bvr work alongside service coordinators throughout the process so we do have ways of documenting we currently are documenting kendra has that documentation sorry my dogs are barking we are already collecting that data so that will be a good metric and be able to give you as evidenced by this was a brainstorming session we yeah we were given principles hey figure it out so we have some very very tight stuff and then we have some very loose stuff

062is what i'm saying and and i'm just wondering if and david you can help me with this or mike gordon or somebody um the priority when it's early language acquisition it does sound very dhh um is there any way we can can expand that to make sure that we're covering our our vi blind deafblind kids i i just think we need to be all-encompassing i know we often focus on on the dhh but i i don't know maybe it's no big deal but um it was just sure something i was thinking yeah there are certainly different goals you know lynn in terms of you know blind vision paired uh children in the in the zero three program uh you know a lot of it is you know tactile based and getting used to different tactical

063fields and um you know depending if they have a degree of vision or not or what their vision is uh maneuvering in high contrast environments or we're seeing high contrast shapes and things like that those are all uh things that work with the infants among among others so i'd expect to see that uh or something similar to that uh as well but other uh other other questions for for dr rex i'm going to pop on over to the next one which is high academic achievement and when i came on to the staff in 2016 we began that school improvement process which had just begun and being able to be in the school improvement process and being able to have those grants really gave us the opportunity to learn that schools should have a tracking system

064of interim and ultimate outcomes related to high academic achievement as well as social and emotional learning so when the board gave us these priorities two and three this was we're we are really in a good path there i feel very comfortable i feel pretty confident that that priority to high academic achievement working on closing educational achievement gaps is a focus uh i think you're still on on mute dr x i'm so sorry it was so good i apologize i my dogs keep barking and i feel like they they heard mike manley's dog and they they want to play with his dog or something so i keep giving him the hairy eyeball to stop priority two high academic achievement this is something that when i came to asdb we got we got the opportunity through the

065school improvement grants through focusing our two brick and mortar schools but also the co-ops and the early learning program we really learned a lot through those grants on how to track interim progress and and shoot for ultimate outcomes and have very specific and strategic priorities i feel we're in a good place as we start down this path we are focusing on high academic achievement as well as the social emotional learning piece we have three guiding principles of closing the educational achievement gap rigorous instruction as well as ensuring continuous improvement our schools have definitely years of data map data galileo testing we have information that we are not only gathering the data we are taking the time to disseminate it and help infuse research-based best practices to grow and our teachers are growing as well as

066our students are growing so our school metrics we have quite a few things um we don't we won't have the azmerit anymore but we have a lot of metrics that i hope that we have included that will help be as evidenced by to share with the board for this category and this priority uh are there any questions for dr x of this this part of the pillar dr rex this is mike family hi just a quick guide to a quick question invention uh formative assessments are we currently doing common formative assessments across grade levels is that something we can tap we do did you say ecap oh that we can tap into are they common formative assessments across our gallery tuna yeah okay yes our map testing our galileo is in at asdb tucson we

067do we have our bcg which is our bilingual um we do we and and we're growing and we're developing more but yes we have we have progress updates i think we're in a better spot now than we were two three years ago um we we are starting to have our school level smart goals and our teacher goals aligning to those kind of goals for it's all kind of coming together as as we're in year four i guess is what i'm trying to say i'm sorry maybe my question was poorly asked are the third graders in tucson taking the same common formative as they are in phoenix yes they are similar they are the same their thing sorry [Music] shelly here question again um remind me early learning program is birth to five yes recently became

068birth to five yes okay okay um so it says this report allows us to document any concerns from parents school districts charters or staff so my question is would they the staff who are working with within that age group birth to five um in observing their behaviors can documents i mean not really report from them because they're too young but based on observations they can see struggles in behavior how can they document that information report it they have um they have various ways of of doing that they have observations they they they document behaviors they have a plan that i can i'll write that down to get some more clarification for you and uh are you talking preschool predominantly are you talking okay preschool well um really preschool and birth to three or birth to

069five okay any in that group they do that through that gold testing um if you look at the metrics they have a testing called gold gold and that's teaching strategies gold and it's it's required by the state of arizona for all preschoolers and we we also participate in gold okay so i'm curious to know what the metrics looks like you know what does that assessment look like is that information you can bring to us next time or i can have kendra share um a piece of that it basically documents um a child's progress across a quite a few edu educational developmental domains so they have set domains and then they they do the assessment and plug that information in i can get you more information on gold though i'll have kendra put it in her

070report sure great thank you appreciate that dr x lynn sorry this is priority two correct yes okay just a question i'm looking at this and i see high academic achievement we have our itinerary regions metrics our elp metrics where are our schools on the second page the school metrics oh that on the bottom that little bit yeah that's the specific things that they use to measure thank you i didn't see it in the column so did i mention this was a rough draft and we did a big session and we were getting a lot of information [Applause] like i said asdb we collect a lot of data hi dr x um i think from you know further to my my comments on pillar one uh you know if we could kind of rephrase this as

071you're you know going through this to the next draft to have the you know describe the specific metric that you're proposing you know why it's important how we're calculating it uh how we're collecting it how we're calculating it and and what the limitation of that is i think that would be really helpful so if you you know we talk about these um again the assessments that uh that mike manley just mentioned um if we can talk about what the uh you know with more precision how we're collecting that where we're collecting that from and and how we're calculating that i think that would be helpful and again if you look at that tsp document you can see their outcome measures and they have you know again they have really good outcome measures i think um

072you know they're they're looking at measuring and an assessment uh for every item in the core and expanded core curriculum uh for blind and visually impaired students and what they're doing there is saying that there's going to be a you know they want a percentage of students achieving a score to 2.0 or higher uh on that particular assessment and then they describe how they're how they're achieving it same they do something similar you know several of them as you can see but it's if we can do it in that type of format i think that'll be helpful because then we'll be you know we'll be measuring that metric the same way every time and how we improve that is again up to up to up the staff of the agency that's what we'll adjust over

073time but we want to make sure that we're we're capturing with with some precision what we're collecting okay sounds good and go ahead i'm sorry i was just ready to jump into the third one that sounds that gives a lot of guidance to be honest with you when we first sat down we had so much we had to start teasing through what can we give you as evidenced by that will give you what you need to know that students are growing and learning and that's kind of where we started yeah i know that's that's certainly a good good starting place but that i think that way of looking at it um is going to be helpful as we you know as we as we move through the plan over the years uh and the other

074thing is again it was a comment from the first pillar is anything that we do that we have to do anyway by either law or that we were doing uh you know by custom that we're not going to change uh we probably want to leave leave from that so i think on one of one of these there's a review of ifsps and doing some audits in the early learning program which you know we we kind of do anyway right i mean we always have to be sure that we're in compliance with the ifsp we're always auditing to make sure that we're we're delivering the services that we're obligated to deliver so from that i don't necessarily think that's a helpful metric um other than whether or not we complied with it or not i mean

075we have i mean we do have to keep track of that for for compliance purposes um but for growth purposes and enhancing the the efficacy of the agency um i i just you know we should we should be doing that already i guess right and we might and we might find as we start going through this that the way we're collecting the data or the system we're using we're going to have to really look at do a deep dive into that too so it's a this has been a good process that's for sure my final priority is social and emotional learning and it has the guiding principles of online resources for stakeholders um developing proficiency and expanded common core and developing critical and creative thinking skills and that is an area that we are just

076starting to evolve into it's me again i got my sticker i'm finding the school metrics being really thin what are we doing for the social emotional learning um in the schools uh they they need it it's it's critical um but there's not a lot on here and and there's nothing on the bottom i looked through our um through our process we did start the you're mute again kristen kristen sorry about that we have love and logic as well as the leader in me we have that type of data that we can share which was started as part of the school improvement process but then we've also started to work on that mindfulness because we're living in a very strange time and working on that and making sure that we have the counseling support and that

077type of interaction we can probably keep data uh visits but not go too deep but that way you can know that students are receiving certain things and certain components to support their social and emotional well-being we definitely have that kind of information we can add and i think that completes our section we have some pretty good ideas on for next steps i i see some good note taking and i appreciate the feedback and we will look into that format that you had suggested president nigro and we'll keep meeting and pulling together information thank you all right uh thank you dr rex um all right so for pillar three the effective resource map i believe that's ms cooper that's i'm sorry that's four uh three uh this was uh miss piant miss anita pyatt yes yes

078okay um if you can give us a few minutes uh to introduce your your plan sure good afternoon everybody today i'm going to present on the pillar 3 which is superb organizational culture which each have three priorities in looking over the priorities that we had you'll see that as board president nigro pointed out and superintendent reichman there may there is not quantitative metrics right now um we will have some once we've developed and implemented the systems to capture information and so we were looking at this from a standpoint of creating a foundation or a starting point um as some systems may not be in place in order to capture it the data that you know we want to capture will be used to figure out what it is that's working what needs improvement what changes

079in the programs can be made to achieve the improved rating or a ranking based on the previous data sets and so i will briefly um describe each priority and give you time to provide feedback priority one which was advance a climate of continuous improvement and those guiding principles included the ongoing of professional development using that data to make decision to make driven decision making in that in that process continuously improving our job performance and so in looking at that we're proposing that we have to create a system to capture the professional development for all staff members is it effective are are we ensuring that we are evaluating that particular development or professional development activity by a survey and what is the outcome what is the cost and the implementation we also wanted to um capture

080how we are promoting continuous improvement our staff be having the opportunities uh to improve and to attend professional development um and make decisions and suggestions for improvement as we as we go through those we also want to develop a system to collect performance evaluations for staff members and analyze that data currently right now we do are collecting it but we aren't collecting the analytics inside the performance evaluation system so i will open it up to any questions or feedback regarding priority one hi shelly here sorry i'm looking through your priorities i'm not sure if we're going to cover all of them but my question is if this would be covered but staff do do they have required professional developments for those staff who are newly onboarded or as far as continued development do they have

081those requirements and or is it really just up to them as far as personal or professional development goes most of our staff members are required to have some type of certification for our professional staff members and so their certifications require them to have an annual professional development hour um log that they keep in order to re issue their certification for our staff members that um may not be required to have certification for their positions they would not have a requirement a professional development hours to complete okay i think that's interesting so for those who are not in a certification requirement position they don't have ongoing professional development such as providing good customer services or you know just really engaging more in professional work so that's that's interesting my second oh no i think that's all

082for now i'm gonna let lynn answer ask her question okay thank you thank you shelly um yes we as teachers have to have our hours to keep our certification but i don't know if this is specifically what shelly was talking about but do we as an agency provide specific development um professional development when i came to glendale union i had been teaching for close to 150 years not quite and i had to go through a two-week program in the summer i had to meet with mentors once a month the second year it was like a five-day boot camp and then the third year for three years we did this um just for support for those they are very kind to me and let me do my own thing but um just for support for some

083of those new teachers because i know how tough it is when you come in and you go okay here's your classroom go for it um to make sure that that they have that that support that they need specifically and on a scheduled basis so that we make sure that they're supported and and allowed to be successful and and providing i know when when they were going through um the uh school improvement plan there was a lot there seemed to be a lot more professional development because it was required and if we could keep that up i know as a teacher myself it's so important just to keep me up on what's going on not only in the deaf ed world but also in the general ed world so that we can keep our the focus

084on oh this is what kids are doing not only in our our deaf brick and mortar school but what what the gen ed kids are doing so we can get our kids to be performing with them which they are so capable of doing we do have a mentor protege program for our new teachers and so there are activities that they do or they meet with their mentor and so that data there are activities they are required to complete for the new teachers that are onboarded and so we can collect that data and look at it and see what it tells us um but i agree continuing that development in the uh for new things that are happening in deaf ed or blind education as well as the general education populations this is 2k um [Music]

085i i'm gonna sort of piggyback onto where shelly was going um i i also think we need to value continuing education across the board not just for teachers not only from a professional standpoint but also from a succession planning standpoint i really think that you know if we're identifying aids in the classroom that we see have a skill set we should be working with them as the agency encouraging them to continue with their professional education and and maybe become a teacher um i i also think that should go across the board for every department whether we are talking about front office staff or or transportation staff i know that from a state agency standpoint one of the expectations is we have 32 hours of continuing education and it can be anything that interests us that

086relates to our job so for example i could take a linkedin learning class on how to more effectively use excel spreadsheets um but that's something that i would utilize in my my day-to-day work environment and so it would be approved as continuing ed and part of those 32 hours of ongoing professional development it is something that would have to be approved by my my upline manager that they would say yes this is related to their job so therefore these would count but that's part of my evaluation every year and i think you know as an education agency we need to value education and we need to encourage all of our staff to continue at some level i appreciate that feedback thank you thank you that's exactly what i was trying to say you said it

087best uh soon ahead dean hey just real quick this is dean i was going to totally echo what was just said by the last two board members i think it exactly said right just want to add one more person to the list that says that that's very important and i see the dynamic of it so thank you thank you this is mike family first of all dean i i noticed some ink there that i haven't seen in previous board meetings so thank you for sharing that that was that was great um having been a uh when i started teaching in glendale i only had been teaching for like 25 years when i started but that's a joke too but um and since the certification has has they've expanded it to 12 years and used to

088be 180 hours every four years and it was really important to be on top of that pd but i know in some districts they would track track the full scope like we had suggested having that system ready and while certification is important there's such a gap now between when you get certified when you have to recertify that having some sort of continuity between pd is point is 12 years is ridiculous when you can't have a theme um but have we thought of like theming it out by content or but the tracking part is super important and then i saw the part of that was effectiveness that's the long term is that like to prevent drive by pd that are pointless and have like a themed yes but okay that was just really really my question

089that tracking part can be very helpful um particularly when folks do reach that certification threshold and then otp speech o m are itinerant related service folks i'm assuming they're they're going to be tracked differently and their certifications are usually national otpt and that's a whole different kind of focus but keeping them in the academic pieces when there's the theme to track as well i'm just thinking downstream on how that that could be tracked for the the itinerants are usually more complicated than teachers but it sounds like it's by that smile i can tell we have a we have a plan thank you have we thought about focusing on a like a uh one year multiple year theme for content have have we got to that point probably not yet where we're looking at we haven't

090gotten to that point but i do appreciate the feedback of the theming component because i think that would be beneficial across it yeah all of it thank you thank you hi there it's linda so i'm not an educator so my question comes from a different field including the school districts that do provide the services for deaf and hard of hearing students how are they tracking their certifications and their continuing education sorry i had to adjust my lighting okay the ring lights help so if let's say supposedly if we're we're talking about a outside school district and we have a deaf or hard of hearing individual in their classroom play with me here let me think it there hold on let me try to figure out as a teacher and i'm in the general ed classroom

091and i have a teacher of the deaf working with my student where's the connecting piece there so if how is that general ed teacher learning about deaf education and who's monitoring that and are they qualified to make decisions or recommendations for students in their classroom that are deaf or hard of hearing i think that's a challenge for general ed teachers that have students with disabilities we for example for the deaf and hard of hearing population they use interpreters so when a child is learning through an interpreter it's different so it's yeah is there anything that we can use to measure what school districts and general ed teachers are using is there anything out there for them to learn about the deaf and hard of hearing population i'm curious to know i think we could collect

092from the itinerant world what it is that we're providing to the general ed population um because those uh teachers that are in deaf ed as well as the blind education they are they are supporting those general education teachers with things and so um that would be something that we should capture because we don't i don't believe that we have that capture that i'm aware of and i think that's necessary absolutely i would like to know that i think it's time now to to it's an urgent need it i feel it's very urgent that really we can't be putting off any longer just my thoughts thank you i'm not gonna say anything um that's what itinerant teachers do and hopefully you know there's a way to track it i i know i do that i have

093information that's the connection you make with those teachers i teach the teachers more than i teach the student at times so um and i think that's something that we could share at some point how those services are delivered and that's all i'm gonna thank you then this is shelley and to piggyback with linda i know we don't have much control with outside school districts and what they're teaching can itinerant teachers obviously they are sharing resources and materials and information and it's based off of if they take it or not right the school districts have that choice i'm wondering if there's some way that we can offer some sort of external education as an agency for those that are interested that have deaf or hard of hearing students in their classrooms to participate in this professional

094development and we can collaborate together in some manner just a thought that's a good idea thank you thank you and i really sorry i didn't mean to jump in that that would also building capacity in districts and charters if that's also our goal that's that's the biggest way that's a great great suggestion because that would build capacity and and um it is a mixed bag about if a gender teacher you know it often it falls on that sped teachers case manager and the gen ed teacher to get that information but if we could be a thought leader in that area that would be a big help okay thank you i think those are all great comments um and you know i think the the only thing i would say is again similar to what i

095said about the others is you know if we can kind of rephrase it and take that other approach to how we're describing it um i think that would be beneficial and then to make it more consistent that we can do at the end to make all of these kind of consistent in one uh in one document the other note is you know we might want to see how which of the staff are you know maybe leading uh workshops for other teachers um or speaking at uh you know various events from here either here or in other states you know now that many things are being done virtually so that might be helpful as well but i think we're ready to go to priority too okay thank you okay so for pillar two is the model

096servitude leadership and the guiding principles are promoting leadership and staff and students that development as well as demonstrating high expectations for all and supporting our staff by removing obstacles and the proposed metrics are implementing and developing emerging leaders an emerging leaders program for staff and students um you heard dr rex talked earlier about the leader in me and those types of things that have have started because of the school improvement we want to also communicate more to our staff and to the community about the achievements that connect to our strategic plan and demonstrate those high expectations through some media platforms and we want to ensure that we're developing a system for our staff and for students to submit concerns so that they can communicate obstacles that need to be addressed and that could begin with

097the immediate supervisor and kind of have a hierarchy for addressing problems we do have you know the policies in place which is formal and so we think that would be a good thing to help staff and students to to model what that should look like i'll now open it up to any questions or feedback you have this is shelley again um can you tell me what that leadership program looks like can you kind of give us a better picture of that sure so the organizational development division which is our professional development team we discussed that you know kind of like with the succession planning we don't really have a formal program in place for staff to participate in development that would have helped someone develop as a leader and leadership isn't always just a title

098it's also within everybody in an organization and so we want to open up that opportunity for everyone to have that opportunity to develop as a leader and so we want to create a program that we can have each year for staff to participate in that now there's a lot of um details that are going to go into that which we haven't got to yet but that is the the ideal or the premise okay i can kind of get the idea sorry this is shelley speaking um another thing uh number three with the proposed measure metric number three communication obstacles that need to be addressed i was thinking similar you do you have student council or a junior nad junior national association of the deaf committee i mean you you already have that established right you

099have that at phoenix day school yes oh they don't have those programs throughout the cooperatives or in tucson i don't know how you would do that in the cooperatives but not in tucson not my understanding from talking to principal creasy it's the leader in me program that they do which is the um seven habits of highly effective people that they have oh okay but it's interesting i'll wait to hear more later as we come up with ideas but thank you david i'm asking for the floor yeah you can just go ahead okay um being open hi annette um these are this is a uh this is a good priority uh particularly i mean if we're kind of dealing i'm assuming we are dealing with kind of draft formats here right and that's what david keeps

100reiterating at the end and i mean if you can this is an interesting servitude leadership uh title because that obviously presents a pretty broad and important field uh in the in human service which is what we're really doing besides just education um as an hr uh director executive director i think it's very important that you're able to have uh well-vetted trainers who can actually present this type of material within a framework of service and servitude and and the importance of that uh i think is particularly pertinent in a place like asdb where there's has been this reoccurring theme over the years of retribution and that there's going to be some type of of uh of uh reaction from administration towards people that will come forward with their with their uh with their their issues i

101want to say obstacles uh so having the third key point there and an opportunity to to uh address those things systemically although there might need to be a uh a buffer in there because if there's still a culture of a feeling that people will be persecuted for their uh for coming forward for you know not even not we're not on whistleblowing we're talking just folks that come forward with with very very sincere issues but which i don't necessarily feel as is accurate from what i've just noticed over the time uh the last five years but nonetheless that's that's not my place um but i think as a rough draft and this isn't necessarily rough but as a draft i think these are good points to uh to really build upon for um not just leadership

102in in that people are taking um you know uh in services that talks about you too can be a leader but really building upon it because there's a lot of great great modules out there that talk about leadership and the importance of it and uh it's a it's an emerging field uh even still and uh and and pretty profound at times so with the proper training and trainers i think this is something that the agency would benefit greatly as as it's developed and i'd be really interested to see how this is fleshed out thank you thank you for your feedback uh are there are there any other board members that would like to speak on this point and and again feel free to jump in i i uh you know just uh as soon as

103one board member's finished you can turn on your camera and and go ahead i'm trying to you know just stay out of the way of uh of any conversations that happen to develop um but it doesn't seem there any other comments or priority to um can we go to priority three now yes all right great okay so for priority three it's diversity and staff serving our students the guiding principles are recruiting qualified staff that are representative of our student population demonstrating critical and creative problem solving involving and empowering others and so those proposed metrics how what better way than to start conversations or presentations with our own students about being teachers or professionals at asdb uh that could include job shadowing documenting those efforts that we've done in the successes for those staff members or

104i'm sorry for those students that do become staff members at asdb we do have current staff members that are products of asdb schools and so we would like to start that process we also want to develop and implement a problem-solving process for staff and students and provide the appropriate ongoing training of that solution based process problem solving again we have formal policies that can help with that but it may help staff members and students go through a process and how to bring that problem to the surface and how and work with people to solve that concern or issue and then last we want to identify and develop a process for involving and empowering others um and document the progress of what that program looks like for develop for involving and empowering others um and that

105could be through the programs of um as we talked about before the problem solving as well as the um communicating obstacles i'm open to any questions or feedback regarding uh number three hi this is shelly i i always get started huh all right my first question okay so it says problem solving so are you referring to the problem being not having a diversified enough staff is that what you're referring to no problem solving in the turn in the in the scheme of staff members or students having a problem and what steps or processes in order to solve it can you give an example an example would be maybe a staff member is having some issues of working with a supervisor and so there are things that human resources the ombudsperson the policies can advise and

106guide for that staff member to do but sometimes the problem solving may be bigger than that maybe it's um the supervisor needs training in a policy or um the staff members expectations are are great and maybe that supervisor you know can't meet those expectations and no supervisor can meet those expectations because they're so high and so it's really about problem solving those issues um and and relating to those roles um i don't know what that looks like yet i know in other organizations they have developed that and so that gives um staff and students a framework to say oh i have this issue or i have this concern how can i if i go through these steps this should help to get to resolution okay just one of the biggest concerns with staff is they

107may not feel safe enough to be able to express their frustrations or their concerns so first we need to develop a safe space and how how you do that or what that looks like i'm not sure i'll and with that i'll turn it over just okay okay thank you for the feedback anita i'm gonna sort of piggyback on that because i think part of this um is not just programmatic i think part of this needs to be making sure that we have developed a culture of diversity inclusion and that we are making every effort to continue to develop that culture um i know there this is sort of a double-edged edge sword in some ways because even in our recruitment process and things like that we should be looking to um expand what the face

108of asdb looks like you know we should um there should be representation of each student background that we you know that we are serving um so students have someone on campus they can identify with um and i know that that's difficult and we don't have a lot of control over that because we don't know who's graduating from you know teacher training programs and such but i think that part of that culture of inclusion and diversity is making sure we're looking at all of those things that we are doing to recruit staff to make sure that we are um reaching out to programs that maybe have a an underserved population and things like that so that we are recruiting from those schools as well i i'm even thinking of you know here in the state um

109we have a very large indigenous population and yet we don't really have a lot of indigenous teachers and so how are we you know how can we maybe expand that and encourage students that are from indigenous tribes to pursue deaf education or blind education and whether that's one of our students or alumni or whether we're reaching out and partnering with some of those feeder schools i don't know i just my thought okay thank you i think michael gordon was next and then linda um thank you linda um i think the more blind people you can hire the better simple as that and recruitment can be through uh through the advocacy organizations blind schools uh the commissions throughout the states i don't know if there are any blind people in positions of leadership or supervision or

110or how many are blind people are hired right now or working for asdb but the opportunity for blind students to have blind teachers and role models and to recognize their success and particularly in the field of blindness when there are such low expectations for people to be successful the the more people you can hire you hire in being asdb or any group that works with disabled and uh in this case uh blind students the better can't encourage that enough how important that is and i don't know if that has really been a priority or if it's just something that is timely now so i appreciate the feedback you're welcome hi again this is linda okay adjusting the camera oh well so the sun sets you know my face looks different apparently so as far as

111diversity in an inclusive culture i mean this is incredibly critical at this point and we have to look at ourselves even what is the makeup of our board white male privileged you know where where are the people with disabilities where is the individual that is blind what is reflective of the population that we're directing so i start with us i think also for professional development if we bring in someone who is an expert in indigenous studies or in the just indigenous cultures we can start there professional development needs to be varied so having workshops and different trainings on specific populations is important looking at this month for example black history month there's so much information out there on the interweb so there's opportunities for growth if we hire the right person if we recruit the

112right people and put them in the positions of leadership and power and decision making so there's room for us to learn and i think that's something that we definitely start have to start putting more work into how to diversify our teachers our staff and what does our recruitment process look like and how are we pulling them into the the developmental disability programs or you know blind schools for the blind schools for the deaf and the deaf-blind community the low incidence disability communities and i i can only imagine the staff that work with them work incredibly hard and are they recognized i mean i've seen him for myself and i think we need more people that are qualified to teach and not just given uh remedial work so it we definitely need a hand holding step

113we need a an opportunity for deafblind community members to come together and it's out there i see it on facebook and is it here is it here in arizona and how do we recruit someone via their interest and i think we have to definitely step outside of arizona sometimes yeah so luckily we do have the instagram and the facebook out there to start looking up to see what is the trend now that's my two cents thank you linda i do want to add some information for the board in the fall we actually implemented or set up a diversity and inclusion committee there are 12 professional staff that are included in this committee from diverse backgrounds from across the agency at the more brick and mortar schools and throughout the cooperatives and they have been in

114current dialogue on how to create a more welcoming culture a more welcoming inclusive environment and culture for all of us and for all of our staff and our students so the conversations are happening they've actually taken some training themselves already and i would watch the training personally and this was on cultural humility where they talk about specifically the native american population and most often we think cultural competence but we do not have cultural humility and we're not willing to learn another culture so this they just recently published their first newsletter for the entire agency on the topic of cultural humility and again we are starting our question now is how are we measuring the inclusive culture i've heard a few a few of ideas here and i do agree with everyone that it is important

115it's a priority for us and we do need to start looking at diversifying and include being inclusivity so going back to you thank you thank you superintendent reichman hi shelly shall we here again diversity not only encompasses race but we're talking about deaf culture deafblind culture blind culture the entire gamut that's included so i think that's another piece that we have to really focus on as well yes and sometimes well i know in the in the past i'm not sure about now but there have been several deaf staff that may have felt intimidated or unsafe because they were in a very hearing centric environment feeling unsupported and so i'm not sure how that's addressed is there an advocate is there how do we look at diversity yeah those are my thoughts thank you and this

116is annette that's a good question i'm not sure how to address that all i can say is that at the first meeting of the diversity and inclusion committee most of them were deaf we did not have anyone that was blind we did have a few hearing individuals a few white caucasian people but it was a quite very group and we all it's led by a black man his harold campbell who is a math teacher on the tucson campus and it was interesting to see the dialogue and how they talked about feeling the oppression by others or intimidation by others and they were not even comfortable with me the superintendent being there and so after the second meeting i decided to excuse myself from the subsequent meetings and had them figure out how they would like

117to work together as a committee and to develop goals and that i would provide support in resources moving forward and they really are doing that they've been receiving training they've just published their first newsletter so they are becoming more active more assertive already and we're talking about four or five months and so that process of the collective group supporting each other i believe is the approach and they've been talking about issues of intimidation by other people and i'm not sure if this is just from my perspective mrs shelley thank you annette for sharing that and i think this brings up a point of concern with not being comfortable with even the superintendent being there we want everyone to feel comfortable with anyone participating in a meeting open dialogue it's interesting i think there's some things

118that need to be changed and this is linda shelley you make a good point and i think that to feel comfortable in certain spaces and to have them be allowed to have their own space to be able to talk about things that are happening in the workplace so that when they become comfortable to address it or have you involved makes sense i know as a deaf individual if i have a hearing person come into my space that i'm trying to create based off of my experiences of intimidation and oppression and marginalization i we need certain spaces within our work environment to be able to work through and process certain situations and how to deal with the administration and through a collective group and so it makes sense to have affinity groups throughout the campuses or

119throughout the agency so i'm hoping that's something that maybe we would look into for the near future to to be able to provide safe spaces for individuals thank you for your feedback linda and i think that ends that conversation with the diversity and inclusion committee any more comments or questions for anita if there if there are none um i think we have gone uh over two hours so i'd like to give the interpreters a break so if we can do 10 minutes and then we can reconvene to talk about pillar four so it's 6 13 now we'll go to 6 23 and we'll go in a short break thank you i think it's a 6 24 now if we can come back thank you um hope to hope that we have everyone back after that

120break and now we're going to be going to pillar four uh miss cooper okay good evening everyone last but not least i am responsible for leading pillar for effective resource management this pillar is unique in that it covers and supports all of the key areas for the implementation of our agency strategic plan to be successful where we would align resources to address student needs and support all staff and the board in implementing all of the various priorities that we've already discussed today an effective strategy plan though cannot succeed without effectively managing the resources a lot of times we tend to just focus on the money or the financial resource resources of a strategic plan however we also need to ensure that our resource capacity also addresses the people time and other key resources and that

121each of these are distributed and utilized equitably so the needs of all are adequately and effectively addressed and so that our resources are managed to support our students and our educational programs we'll need to continue examining the allocation and use of our resources to ensure the sustainability increase student learning organizational effectiveness as well as appropriating levels of funding the development of the strategies or actions for effective resource management is a collaborative effort with the executive director of human resources anita payette the director of operations albert duff the ex executive director of information technology paul creasy and myself the executive director of business services for most of these the team has already started addressing some of the guiding principles and will be evidenced by either an improvement to a current process being worked on through various

122plans and reports and or detailed data analysis similar to the other three pillars the team will need to revisit more defined data metrics and identify any limitations so i won't go through each bullet individually for the priorities but i will try to summarize and if there are any specific comments or questions that you may have i'll do my best with answering them tonight however i may need to go back to the individual department director to get more details for you the first priority being optimized human resources addresses the people and the time the guiding principles were identified as focusing on efficiency lean management and equity attracting and retaining quality personnel and determining a balance of personnel and operational needs our human resources department will implement the proposed data metrics as evidenced by current improvement processes

123that have already began such as standardizing the work calendars for our 10-month members agency-wide where the hours per week days per year and annual hours are based on operational need and are consistent across the various programs organizational changes across the agency have and continue to occur where we want to make sure that our staffing is aligned with the work our contracted consulting firm lacroix milligan and associates has and is doing with their demographic and student enrollment analysis as well as the related services staff workforce study human resources has also began working on a plan to ensure we attract and retain quality personnel by looking at the flexibility and compensation to compete with the local schools and entities that recruit from the same labor market and has also been looking at maximizing the human resources systems

124that support and integrate both of our hr and payroll operations are there any questions or comments specific to this priority oh shelley here [Music] so key term being attract and retain yes i'm trying to recall um previously if we did a comparison to other schools to inquire as far as salary comparisons are we equitable to what teachers are receiving in local school districts i believe we have um i'm not necessarily sure if it was specific to the teachers but i know agency wide hr has been trying to look at when they're doing their labor workforce analysis during their compensation studies that they are looking at the local schools and other similar agencies to determine what the compensation should be okay also and not only local are we comparing other states schools for the deaf and

125schools for the blind because our teachers and staff are specialists so in other states are they paying more um do they ha are they looking at the cost of living and comparing with other states who have a lower or higher cost of living i think that's something else we need to keep in mind as well we it's very important to attract them in that sense and also re retain them and this question kind of relates to pillar three diversity creating that inclusive environment that place where people just really want to stay uh that morale that sense of morale so i'm just throwing that out there but thank you shayna thank you i will be sure to discuss that with our human resources department but i believe that they are also looking at other states and

126other similar schools to the agency this is in that yes we do any other questions regarding this first priority uh if there are none others i guess um you know i have my same comments i've said earlier today in terms of uh you know taking a look at the you know those kind of model metrics and looking through the idea of how we're how we're creating them what we're thinking about um how we're thinking about defining them the source of that data the methodology for compilation and then what the limitations of that might be in terms of the and again i think for you know for your area it might be i don't want to say the easiest part but it's it's the the part that that makes more sense to look at numbers because

127we're always looking at numbers on the financial report so we're always looking at your kind of dashboards but uh the idea that we're you know that we're looking at what we're spending on our uh you know on our on our staff and on our staff development if we can have units of measure that you can derive that we can look at at a regular basis i mean right now in our financial reports you know we have the total expenditures and that's helpful from a general organizational standpoint we need that um but if we look at uh maybe some metrics that are more more meaningful to us uh that would be uh you know that will be helpful as as well so uh you know again the not just the number of full-time ftes but uh

128how how that money is spent and and where it's spent on on the particular job classification uh would be helpful uh you know for us to see where we uh you know where are we expending our our our labor costs you know where is that going um you know there's another and i this probably goes along with priority too but i've seen metrics like uh average cost of a program you know per student per day you know for school day or cost of residential program per student per night um those those types of metrics that i mean almost it almost sounds like the the you know the money ball in baseball the the next generation um you know metrics but that that's what i'm really and i suppose it's a big ass to ask for

129you to make but it's a that's what we're really looking for because if we have so if excuse me we have something like uh you know the average um you know cost for a program per student per day uh we're able to monitor i don't know that we have any excuse me preconceived notion of what that should be right now but if we if we if we create that we synthesize it and we were monitored over time you know we could see if it goes up or down and if it goes up by a lot we have to maybe we have to ask questions about why if it goes down um you know by a lot we have to probably ask why as well uh but that's you know that's kind of what i'm looking

130for anyways is how can we make these measures that aren't you know that are kind of beyond uh what we have in our current reports but that you we can synthesize it in a way that gives us a metric that helps us understand uh how our resources and in this case it's human resources how the how the labor and the time is being spent i appreciate that feedback and most if not some of that has been provided in our finance committee meetings where i do go through by by program area looking at payroll as well as looking at the different departments there i have also shared in some of those meetings as well cost per day per student by area the different funding sources so i think what would be ideal too is to share

131more of that um i do appreciate the feedback in terms of the full board reports but also through the work study sessions that we've talked about doing you'll be able to see more of that at that level as well um it's unfortunate that not many people sit in on the finance committee meetings but that's where we do go into detail a little bit more um with those reports so yes i do have that yeah it's it's not that you don't do it already i mean i i i know that it's the the question is when we move it on to the strategic plan that means that that we're looking at it every you know it's part of our monitoring of our of the whole agency um so it's something that we're going to be looking

132at regularly so it's it's not again not that you don't already do it or we don't already have that information but we're creating a metric that we can all agree as a board that we're going to be monitoring uh every you know periodically probably every meeting in in in this case uh maybe not for every other metric but it's going to be important to us and we're going to make you know broader decisions based on you know based on that information so because right now there's a lot of those reports there's a lot in the finance the report that goes to the board um and the idea is not you know they're typically you know 12 pages or so um and again we still need to see all that we still still want to see

133it but how are we tracking the the strategic growth it's it's not it's not every metric on there has to be there it's it's what we're saying is going to be now is important that we need to focus on uh so it's it's that select group of them that we're gonna you know measure uh you know measure um measure growth oh yes i i definitely agree and we can begin to to look at that and make the modifications as necessary i definitely agree okay thank you okay so for the second and third priorities aligning human and capital resources and technology improvements and integration those two areas address the allocation of our physical and technological resources the second priority align human and capital resources proposed data metrics will be implemented by our operations department and the

134guiding principles consist of ensuring wise stewardship of the facilities encouraging effective facility use and management and promoting long-range planning the metrics include addressing the capital improvement and maintenance needs of our facilities developing a master facility plan and continuing the evaluation of our fleet management in partnership with adot the proposed data metrics for our physical and capital resources will be monitored by the department and will be evidenced by the space utilization study and through the development of a master facility plan which we're hoping both can be completed within the next one to two years as you all are also aware last year we entered into an agreement with adot to help our management of the agency fleet and as part of that agreement and with continued efforts we're looking to want to right-size the fleet based

135on data from the gps systems that have been installed and we want to continue to evaluate the improvement processes that have began with evaluating routes for labor and equipment allocation as well as the recruitment and training of our transportation staff any specific questions or comments on this second pillar or second priority um i guess the only comments i had that you know in terms of the master facility plan and the space utilization study you know these are all things that we we really need uh you know and i know we've been talking about doing them for a while um you know but in terms of how we how how do we judge where we are again not that not to repeat myself but um if we can figure out a way to describe how we're

136utilizing space now and how we want to utilize space i think that'll be helpful to see if our efforts in using space more efficiently and and and is gonna is gonna be productive so um i don't know if that's i mean not not every square foot is used for student instruction but um if we have uh you know a square footage to uh either an employee or two or two students that we're using for instruction or to administrative space um you know the amount of administrative space that we're leasing per square foot you know on an overall basis and how that may change as we you know get out of leases and get into new leases or we house administrative staff on uh on properties that we already own um but we're not using space

137and we can maybe renovate it and move those folks over to the uh to a campus that we you know we can pay significantly less rent or that we're already using um but if we can again get an idea of of a metric of how much how much space are we using per um you know its effective use that might be helpful in uh in judging or measuring how we improve that right so if we go from a an expensive lease and we move um people to uh from that expense at least to a less expensive space or a space that we already own we i want to be able to measure that somehow and say this is this is the this is the efficiency that we've gained these are you know yeah there's going

138to be a dollar amount that's associated with that um but this is the this is the efficiency gain that we did by by making this move and other moves and they might be balanced out or offset by other moves we might have to enter into more expensive leases as time goes on typically space gets more expensive but they may be offset but as an agency and again we're looking at the strategic plan as the overall agency not necessarily you know one area or the other right but that's what we're really really looking for is you know we have one or two or three metrics that that talk about how efficiently we use space now and by making these moves in the coming years here's how we're going to show that we've improved hopefully have improved

139uh the efficiency of the use of that space [Music] uh and you know same thing with the fleet i mean that you know and using the gps systems et cetera i think that's that sounds great i mean that we should get good results from that but i want to be able to to tell the story of the good results from that right i want to be able to to say that we have uh you know here's here's where we are now and and here's where we are in the future uh and we're going to get constant updates on that or regular updates on that um but we have a measurement of you know how how inefficient are we using the fleet today and and how do we show how that that's improved over time by

140by using some of these techniques okay i agree thank you so if we move on to number three which is our priority of the technology improvements and integration the proposed data metrics will be implemented by our information technology department information technology services support and the infrastructure play definitely a critical role in achieving all of our agencies goals i know paul has been working to ensure that we're staying current and relevant with the technology and infrastructure in order to promote that connected and agile workforce the guiding principles consist of providing equitable access to opportunities resources and support investing in intellectual professional and profession personal development of the staff and students as well as providing access to instruction and technology the it department has been working already with the various agency-wide departments to ensure all staff and

141students have equitable access to the technology resources and that we're staying current with the emerging technology they've already have efforts in place to continue and address the technology base and skills of the staff those are being evaluated they've been working on providing training and resource materials and working with the various staff paul has also started a short and long-term technology plan which would we expect to be completed in the next one to two years and that would consist of for example expanding on the current computer refresh and replacement plan guidelines are also being drafted where the technology plan excuse me the technology department in collaboration with business services are also looking at ensuring accountability for lost stolen or damaged devices additionally the technology department has been working with odd to maximize the use of our

142student information system powerschool to manage the student data and we've also worked with hr business services and i t to lead efforts where we're working on implementing a document management system that will help support the expanded use of automated forms for collecting data so again i know as we've talked tonight we'll need to beef up these and and make sure we have specific data metrics um for these areas and i know paul does have some information that he provides in his board reports as well to to attest some of this information that he's already been working on any specific questions or comments hi this is shelly i'm trying to remember i believe there was a presentation you gave regarding the budget the fund specifically that goes to i.t where does that come from what budget

143the it department is solely funded from the general fund appropriations okay i'm wondering if we can have someone maybe work on grants specifically for it i'm sure there's tons of different types of grant opportunities where we can look for additional funds in helping both the deaf and blind with assistive technology and i think as you mentioned technology is evolving that's definitely helping us in our field and be competitive with other you know other students and other school districts so just a thought is there a grant out there thank you and we do receive funding for the assistive technology for the devices as well but i do agree with you and in working as we try to to solidify additional funding sources specific to it needs definitely would be helpful thank you okay so if no

144other questions or comments regarding uh the third priority the fourth priority maximize financial resources is new and was identified as being needed since it would address the allocation of the money but also ensuring we maintain a sound fiscal position with transparency integrity and efficiency as i was working with the other directors on the effective resource management i realized that the pre three priorities did not specifically address the financial aspect of the resource management and if approved this fourth priority would be implemented by the business services department i had also provided my thoughts around this priority to the finance committee in our last meeting and received some of their feedback but what we were proposing was that the guiding principles would consist of maximizing the use of financial resources on supporting the strategic goals fostering a

145culture of strategy and data-driven planning and budgeting and promoting a long-range view of the priorities and resource needs some of the proposed data metrics would include developing more of a sustainable annual bullish budget as well as implementing a three to five year budget forecast reviewing the current funding for each of our five programs and making sure that it's all appropriate based on data not historical need but also looking at the spend as well as any associated revenue funding sources for each of those various programs our funding now consists of legislative appropriations contributions from gifts and funds acquired through the contracts and grants such as our federal and private grants but the priority would also include trying to identify and secure the additional funding that we just talked about a little bit with some of the

146other areas but looking at those additional funding from other resources since we know that our appropriations are limited and revenues are not significantly increasing annually as i've shared over the last couple of months in our finance committee as well as our board meetings in last month's meeting i shared that we have not been successful in finding federal state or private funding that would help the agency in focusing on school improvement and other accountability efforts due to our non-lea status so we want to continue to build our relationships with external stakeholders such as the various legislative bodies the joint legislative budget committee and the office of strategic planning and buddy budgeting to help with increasing any available resources specific to our appropriations and be able to assist us with addressing any legislative mandates that are currently

147impacting our operations another data metric that we were hoping that we would be able to propose would entail developing various cost benefit analysis and reviewing the feasibility of the shared service agreements so this would also help with developing that sustainable and data-driven revenue and expenditure model by using information looking at the staffing looking at student enrollment for example further analyzing our residential program looking at the current fee for service structure and looking at the tuition reimbursement agreements that we have with the home school districts as well as annualizing excuse me analyzing the average cost of the instructional program per student in more detail which we've just talked about earlier so most of the data metrics will either be evidenced by the continued finance committee meetings the development of the annual budget and through expansion of

148the current improvement efforts that we've already began and continuing to implement over the last few years so yes again this would be a fourth priority that we were hoping would address some of those specific data metrics that i know president niger you just talked about specifically and that's where i would feel that that would be more appropriate in this specific um priority this is shelley i agree i feel we do need this fourth priority absolutely i guess one of my concerns though is there a cost to having additional staff to do the work or are we already using the staff that we have are is there additional duties assigned for this particular priority no it would not um require any additional staffing i do have great staff now that would be able to assist with

149being able to prioritize this within the department we have the grants team we also have our budget analyst as well as the other areas in the department so no it would not require any additional staffing it's already improving some of the metrics that we already have that i had talked about earlier i would just want to make sure that that's included in the monthly reports that we have with our with our board excellent thank you um that's all that i had okay um i think that's uh all that we we had for that for item four thank you miss cooper um if we look at the agenda uh we can move on to the next uh part that's the the next steps for discussion um and uh you know so we we've gone through this

150you know these draft um review tonight and thank you everyone for your you know your comments and i know this is going to be the the real meat of our of our strategic plan was uh you know was this meeting um so if i can get the board's uh opinion on this i think that what we can do we have another uh work study schedule scheduled for april and i know our goal is to get our plan uh kind of locked down and approved uh before the you know the end of the school year the end of the fiscal year really um so that would be in in june uh if we can get this you know kind of complete in our work study session in april uh i'd be you know i'd be pretty

151happy to get it out there and and maybe get some public comment on it afterwards uh you know between the april and uh june time period uh before it you know we take action on it later uh if that makes if that makes sense to uh to you or if you think there's um you know in other words we'll spend the next work study session um going over the revised draft of these uh of of these points um and then getting them ready in position to to come back and and get some public comment and approve them is that does that make sense to the other board members shelly here what i'd like to see is the revised draft the clarification the additional notes give us an opportunity to revise um and review those and

152come back and meet in april uh yes the the idea would be that we have those revisions you know for april so the subject of the april meeting would be uh similar to this but with the revised revised versions um what i'd like to see too is when they do revise um [Music] like pillar two outstanding student development to me what was written in that was more what we're doing now we want to make sure that we put what this is a plan this is what we're looking for doing in the future to improve and to look at what what steps we're going to take what we're going to implement to improve what we're doing now not just reporting what we're doing at this time yeah i i i completely agree lynn i mean i

153think we need it and you know in all the pillars but you know killer two uh you know in particular we we need an idea of how we're going to measure if we how we're going to measure what success looks like how we're going to know when we get there and you know there are things that we do now that that are on these some of these documents and you know we have to keep doing them you know whether for you know legal reasons or just good practice reasons compliance reasons others uh but the idea is how do we how do we measure how we're performing uh based on what's important to us um going forward and how do we keep measuring that uh over the next you know few years over the time horizon

154to this uh strategic plan uh so it seems that's our that's our plan um unless there's any other comments we can move to item six rc lynn nope i'm waiting for number six oh number six the german i don't know that um i i don't know that we necessarily need as a work study session i don't necessarily need a motion to adjourn like we do at the regular meeting um but uh but that's that's on there thank you for everyone's time today uh to the interpreters to to the media staff and the production staff uh that was able to make this possible um i know it was a long meeting but i think again this is you know one of the more important ones to to to go through these issues and uh hear what

155the board has to say and here with the leadership david oh yes president niko yes oh no i apologize i'll see interpreter error i thought you linda was raising your hand go ahead oh no problem okay um just just saying uh thank you everyone who made this possible uh and to the board um for for spending the time on this today and we'll uh you know we'll come back in in march for a regular meeting all right thank you have a good evening everyone thank you good night good night good night