001Heat. Heat. [music] [music] >> [music] >> Heat. [music] Heat. [music] >> [music] >> Mhm. [music] Heat. [music] Heat. [music] Heat. [music] >> [music] >> Mhm. [music] >> [screaming] [music] >> Heat. Heat. [music] >> [music] [music] >> Heat. Heat. [music] Heat. Heat. [music] Heat. Heat. [music] I can't. [music] [music] living. [music] [music] Hey [music] >> [music] >> Guys, I called to order the special board meetings. It's not in pink this time. See that? >> So, I'm having a hard time reading it because it's not in pink. I called to order the special board retreat for Bullhead City School District on Saturday, November 2025 at 9:00 a.m. Roll call. President Melinda Sebasti, >> Charlene Dia is here, >> Fred Rush here, >> Jamie Reed here, Zerziki here. >> We also have um our superintendent, Dr. Carolyn Stewart,
002um our PR person. I don't know where you what's your actual title, >> okay, there you go. Uh Lance Ross, we have an ASBA person here. Julie um is here and >> Casp I guess that's all of us. Cassie. >> Oh, Cassie. Yeah. I always forget Cassie. She's such a behind behind the scenes person. Yeah. As long as she gets me the lunch, I'm okay. Thank [laughter] you, Jess. >> Um, Julie, thank you very much for being here. I I looked forward to this. I I really was looking forward to taking you to dinner last night. I was uh at 7 o'clock. interested. >> I was I was a little tired. >> Yeah, that four hour trip from Phoenix, but I'm glad that the Holiday in is a good place. >> Yes, the Holiday in
003Sweets. They have a delightful breakfast. >> Oh, good. >> Yeah. And delicious cinnamon rolls. I mean, really quite good. >> I like the holiday. >> Yeah. Um, >> so would you like me to just go? Let's do it. >> Two feet. Let's go with two feet. Let's go. >> Um, so hi everybody. Um, I think I know all of you, but I'm Julie Bacon from the Arizona School Boards Association. Um, and I am delighted to be here um to work with you uh on some issues and we're we have a full day ahead of us. you've got some things to do, but um I I hope and and pray that they're all going to be very helpful to you going forward. So um what I'd like to do is introduction. So your name, the your
004position, um your years of service and your experience in school as a student. >> Huh? Yeah. I don't remember. [laughter] And the reason I ask that um at almost every training I do, I think it informs your perspective. It it if you're someone who really struggled in school, you're kind of looking for ways to make it better for students, right? And if you So, so that's the reason I asked that. Um and I don't we don't need a long description. It could be I love school or I hated school, whatever, however you want to say it. But I will start. So, um, my name is Julie and, um, I was a school board member, uh, for three terms, um, on a urban school district in Phoenix. Um, and I loved school, but my mom saved
005my academic career when I was in second grade by recognizing that I had not was not reading at the same level as my older brother in second grade. and she thought if the girl isn't reading as good as the boy, there's a problem. [laughter] So, she got me with a reading specialist in second grade. I went I was pulled out. I went and worked with the reading specialist in second grade and that was it. From then on, my reading I love to read. I still read far too late into the night. And um so that was my experience. But I loved school in general. So, whoever would like to go next. Um, I'm Olinda. You guys all know me. I I'm pres currently president of the school board. Um, let me change when we do
006elections in January. Um, I've been here what, eight years? I think it's eight years. >> Off and on. Well, longer than that. Off and on. >> Seven. Seven years so far in this term because you got one more to go in this term. So yeah, it's been a long time, but I' I've worked in the district itself for almost 36 years. So I've been here for a long long time. I've lived in the Bullhead for 50 years. So I've been in Bullhead for a long long time. Um my experience as a student, um I'm rather shy. I'm a I'm really an introvert. So basically, I'm one of those kids that usually got put in the back of the room because there was really no response to me in some but then there were always those
007things that brought brought me to the forefront and science being one of them. I love to play that kind of stuff. So I had a good experience at just learning and I'm with you. Last night was bad. Do not read Dan Brown's Secrets. [laughter] because that's right and it just >> don't start it right. >> Yeah. 2:00 this morning was almost too late to get up for this morning. >> Um but I'm with you. I'm a perpetual. >> Should we just go around the table? >> Sure. >> Uh I'm Carolyn. I'm superintendent. This is year seven. uh uh before that you know three or four years of retirement but then before that for 26 years I was a principal in the district so I've been here since ' 89 um my experience in school I
008grew up in a community of 800 so in a K12 school originally it was a K12 school later it changed but um I love school and I look back And when [clears throat] they changed some things in our school, um my parents bought I remember the old desks that were in a row when they were all connected and seed was part of the Yeah. So my mom and dad bought a couple of those. So um I was teaching my younger brother, teaching animals and my my stuffed animal. Uh so I think it was in my book to be a teacher. So I love school and I read and yes his his book as well. Um, so, um, but I I learned by the time I got to college that I was a slow reader. Um,
009my comprehension was wonderful, but in college you can't be a slow reader. So, I had to learn to read faster, but didn't know that until I got to college. So, okay. Um, I'm Charlene and this is my second term as a board member. um previously worked for the district for about 28 years. Um teacher administrator um my experience with school um kind of like Melinda, I was painfully shy as a child and so that really kind of set the tone for my education. Um, I struggled in math, but the mindset, literally the mindset was, well, you're a girl, so you really don't need to know higher level math. >> And, you know, it it farming community raised with two brothers, so it was kind of like, oh, it's okay. She doesn't need to know. Um,
010so I struggled with math throughout my history and and um, so but I liked school. I I enjoyed school. I can't say that I loved it, but I did like school. So, >> thank you. >> Yeah. Well, good morning everybody. My name is Fred. Um, I'm a board member. This is my first term, third year of my first term. Um, and let's see. My my experience in school is I survived. [laughter] I got I got through it. I was I was never really a a great student. Um, kind of I I'm my my experience was kind of like opposite yours, Carolyn. I was a fast reader and my comprehension was zero. That's one of the reasons I struggled in school. Um, I think mostly it just I I lacked grade school was easy. I really
011never had to do any work. I never and I got good grades all the way through grade school. Then I got into high school and because I hadn't really learned any good habits in grade school. I had no good habits in high school. So that's when things started to slide down a um and I became uh unlike all of you uh I have no experience as an educator or in the field of education. Well, I can't say that for uh for employment when I was working I belonged to a trade union and so I uh for five or six years I was an instructor and taught classes in mathematics and drafting and and some other things too. So I have had that experience u but nothing like the you know what I know you guys
012went through. So anyway, that's my story. >> Thank you. Are you doing it? >> Yes. >> Okay. Um, as a product of schools in the late 50s and 60s and early 70s, my first recollection of an issue in school was what I thought in retrospect to his benefit. My mom was a teacher. She was a a sped teacher focusing on on speech therapy and so reading was essential at a very early age. Uh anybody remember the old child craft books? Well, for show and tell, my first month in kindergarten, I took a child craft book and I read Little Henny Penny >> and my parents were called to the principal's office because I was not supposed to learn how to read until first grade. >> Oh my god. >> So, that had stayed with me
013for a long time. Obviously, things have changed quite a bit uh since then, but it struck me as I grew older that wait a second, where was the encouragement to learn early on instead of this is when you are supposed to learn. Um, another interesting experience I had was that I was very interested in music. My grandparents gave me a clarinet when I was five or six. So it was in the school orchestra all the way through elementary school, middle school, and first day in high school, I signed I had already signed up for orchestra. And I had a teacher tell me, "I will not allow freshman in here. I don't care if you were a first year. No freshman come back as a sophomore." I had 30 minutes to find another lecture. And journalism
014was open. And I thought [laughter] I thought, well, this is history, easy way to get inity and take care of my elective and it's what I wound up doing ever since. So, it's I see all the hard work that everybody is doing. Like Fred, I did not have a professional experience as an educator, although I grew up with one. But um those two experiences, one in grade school and one as a kindergartener and one in high school really shaped a lot of my thinking and the latter one changed my career. Literally changed my career. >> This shows you the impact. >> Yeah. My name's Judy and I've just been on the board since last spring. I was a replacement and I'll have to think about it. Continuing on. Anyway, um I was an educator also
015and um u I was 20 years in the district and I was a principal in this district for five years ago and then other positions in the high school district. So, um uh I've been here for a while and enjoyed it and school was easy for me. I have to say I never they sent me out. I was the I was the noteaker. I was a sender out of the room because she's a pain >> and a screwdriver. Huh? >> Yeah. Yeah. They just they any any errand they'd send me out of the room because I was I would get rid of I'd get my stuff done and I go and and then I was a problem. So I was the one that was always running around the thing and I remember in junior high
016cy lady I was skinny little thing and the capture lady would bring me in every day and feed etc. [laughter] But it was just I I I loved school. I enjoyed school. I went all through college enjoying every minute of it. And um academically it was no problem. And um I'm a big big big reader. They know I read all the time. I read every day on Brown. There is read secrets. >> And I love him. And um u I'm a fast reader plus I'm comprehensive. I don't have that problem. and I don't know why it Thank you. And Barb, uh, this is my third year on the board. Um, I've always, like Carolyn, when I was younger, my cousin would come over. I teach class and stuff. We had a chalkboard and everything. I
017I always wanted to be a teacher. I knew that. And um, my education, I had 12 years of a Catholic education. And uh it was it was basically pretty good except my senior year my um home math teacher I was always going to be a math teacher. I always loved math. My my whole family is very orientated and so the math was was where I was heading. And then my senior year in high school I had the home math teacher from hell and >> all home teachers. >> No we are not. [laughter] I still remember categorizing. >> Yeah. No, this [laughter] this was a sewing teacher. I we had in high school we had the choice of either taking foods or taking homecck. Well, consequently, I had been cooking since I was four years old.
018My mother let us kids start cooking as soon as we could do anything we wanted in the kitchen. And uh but then my mom passed my junior year in high school. So my senior year, I decided to take clothing because my mother had always made all my clothes and but she'd never had the patience to teach me to sew. So I I took the class and it was it was a teacher from hell. She was type that when you made we had to make an outfit and she would come down with a little ruler and go down your seam and if it wasn't exactly 5/8 inches, you had to tear it all out and do it again. Oh. >> Yeah. Well, I was making a corduroy outfit. Do you know how many times you can
019tear out court anymore? It's not worth anything. And it was just miserable. And I said, "Uh, I think I'm going to change my choice and go into home economics." So, nobody has to have a teacher like I did. So, I I I switched and when I got into college, I did go into home economics and got my degree in home economics education. Then went back and picked up all my math classes later. uh but is you know that's the reason I became a home teacher. But uh as far as reading goes, I've always been a slow reader. I am still a slow reader. Comprehension is good, but I'm just very slow at reading and stuff. Uh I enjoy it now as I've gotten older. When I was younger, it was more of a task for
020me because of the fact that, you know, especially in college, taking literature classes and trying to get everything read. But I've always enjoyed education and so great. Thank you. >> And I was a teacher for 25 years in junior high. >> Very good. A lot of educators here, huh? Years. >> Yeah. >> I went into This is my 11th year with the district. >> I think I didn't know you were that old. >> My daughter is also a teacher. Um, she teaches sixth grade and like Carolyn and Barb, she would teach in her classroom um, which was her bedroom and um, my it was my son was four years younger. So when he when he could finally sit uh by himself, there was class in her room. The trouble started when he started crawling cuz
021then he was like not interested [laughter] anymore just watching her. So um, yeah. So, I knew the voice that every teacher my daughter ever had because that's how she taught when she came home from school and she's still there. Um, so I want to just go over the agenda of what we're going to be talking about today. Um, we're going to do just an overview of board member superintendent roles and responsibilities since we do it for every training practically because we have to set the stage and get us kind of on the right um framework for what we're going to be talking about. Then we're going to talk about your board self-evaluation results and we'll have discussion about that the last um evaluation that you did. We are going to talk a little bit about
022the B section of the policy manual, which is really the board's section of the manual. So, I pulled out a number of different policies that I think you should be very familiar with and um would love to kind of have discussion around them because what we do often with policy is we put it in front of you and then we never give you an opportunity to talk about it or how how it is um implemented and how it actualizes itself in your everyday role as a board member. Um we're going to talk about strategic planning and we'll review um all of your um mission and core beliefs. We'll talk about the a report card. Um like to do a SWAT analysis, talk about strategic goals for 2526 and then finally talk about goal monitoring because
023why make goals if you're not going to monitor them. So that's what we're going to be doing today. So, let's just start with those roles and responsibilities. I know this is a this is probably a graphic you've seen a hundred times um at ASBA events, but it really does um very accurately reflect the role of the board and the superintendent. So, the board's authority is the oversight of the management of the school district. um you set expectations, parameters and the superintendent's authority is to provide that leadership supervision and to deal with the operational issues that are happening in school district. [snorts] Um there is a dotted line in between those two for a reason. There should be frequent communication in both directions as indicated by those arrows. So as we talk about goals, we start
024at the top with the the first one which is an adopting of goals, adopting policies. Um then the superintendent step three develops plans, implements them, monitors the progress and then the board evaluates those results and you decide in that monitoring progress and evaluating results where do we have to go from here? What is what's working? What's not working? and how can we um improve? Um so defining those roles um the board you know your goal is to improve student outcomes. You want students to achieve as much as they can while they're in your school system. And there's three main levers that you can use policy budget and the supervision HR function of the superintendent. So those are the things that the board has um must do, cannot delegate um and that you're responsible for. Um
025you have goals to you have a lot of responsibility to set goals to help structure the mission and vision um values um and making sure that that oversight is what you're doing and you're not getting involved in day-to-day operational issues. Now, when I say you're not getting involved in the day-to-day operational issues, involved is the key word because you're going to hear problems, that's part of your job. It's what you do. It's why your community elect [laughter] you. Um, but getting involved in the solving of issues or the solving of problems is not your job. your job is to allow the superintendent or the person in the chain of command. And we'll talk a little bit more about chain of command as we go through this. Um and then you can't really focus on policy
026without monitoring the impact of policy. So as we you are going through policies, you should be thinking how is this impacting students? What can we do to make this better so that students can achieve more? Um the superintendent's job is to implement the direction provided by the board. Um the superintendent's job is operational and they have respons the ultimate responsibility for all the things that happen in the district. Now may not be direct responsibility because there are people who are doing different jobs to making sure that the district runs in the way it should. Um but the board's job is to direction And the superintendent's job is to imp implement that um direction that the board gives. Um the board governs, evaluates and supervises the superintendent. Um and that is an important component of the
027work that boards do that often that often gets overlooked. There's not a specific process for superintendent evaluation. And um I don't know about you, but I never liked having a job where I didn't know what my boss thought of me or what I needed to improve on or what I was doing really well. Um so that's a really important part of the work that the board does. set direction, adopts the policies and budgets, monitors progress um towards strategic goals, and the board's accountable to the community because the community, if they don't like what you're doing, what's going to happen, you're not going to get reelected. Um, and that's the one way that they can show you that they don't like that. The superintendent's job is to manage um oversee the day-to-day operations, implement the policies,
028and develop plans. uh to meet the goals set by the board and they're accountable to the board. The superintendent is accountable to the board. But the most important part of all of this is that the board and the superintendent are the components of the governance team and that is the most important team in the school district. Um the governance team can set the culture of the district. they can set um the way employees and students interact with one another. You know, often what you see happening in the boardroom is trickling down and happening in classrooms. So, um the way that you um interact with one another, your professionalism, your processes um are really important to the culture of the entire district. So, um I know you all have heard that there are some school boards
029that don't get along [laughter] >> and wrote >> and that causes distress in the system. You know, you don't have to like one another. You don't have to agree with one another, but can you work together in respectful ways that moves the district forward? I served on a board um with a with a board member who she and I saw almost opposite in terms of certain issues. And I would say she's a person who taught me the most about leadership because I needed to listen to her um so that we could all come together and make a decision. We always ended up at the same place but we took different roads to get there. >> Um but acknowledging the road that other people is on is important because it is what they believe and feel
030and their impressions. So um the way the governance team functions is a really critical part of the way that the district functions. Um and holding one another accountable is one of the things that you have to do. um you know making sure that the board is doing its job and the superintendent's doing their job. It has to happen. There has to be that accountability in there. So any questions, thoughts about that? I I just wanted to go over that really kind of quickly, but I want to make sure that I give you the opportunity to talk or ask questions or provide commentary. >> Um Julie, we we do have a really good relationship with Caroline. We do an evaluation. Um, we're very honest in our evaluations about how and she is over honest oftentimes >>
031oftentimes critical of herself. >> Very critical of herself. Um, we have to go back and slap her hands for that. [laughter] >> But, you know, we have a really good relationship with each other. >> That's >> we don't always get along. You know, we always we have different ideas. We work from different points >> of view just like you're talking about. But I think that we ultimately have the same goal in mind and that's kids >> kids and achievement. >> Yeah. And we have such a show of respect for each other, >> which is great, you know. >> So you're you're not talking about the we're not the high school. >> Yeah. [laughter] >> I I don't know them. I don't know them. I I've done it years ago interaction with >> years ago they
032were getting along. >> Yeah. >> Um Okay. And I think the other thing that I always talk about in this section is um the the importance of really dealing with issues as they arise. If something comes up between board members or between the superintendent and a board member, I think the best thing, my advice is to deal with it right away. Um because it will fester and it will grow and and all of those things. Like my kids always say, "Why do we have that top ran all the time, right?" Like I that's how I ran my family. Um, but the board member that I was talking about earlier, this is this is where we really started to understand each other. We were in a retreat just like this. We were talking about roles and
033responsibilities just like this. And we all acknowledge that sometimes we overstep, we don't, you know, and an hour and a half later, we're talking about something else. And this board member says, "Well, this is what you should do to the superintendent." And I in my what I think is funny say, "Well, now that's micromanaging." That was not good. She is not happy. She calls me the next morning I'm at home and she calls. She said, "Are you home?" And I said, I said, "Yeah." And she said, "Okay, I'm just pulling it up front of your house. I want to come in and talk to you. And I was like, "Oh boy." And I knew I knew in the back of my mind when I put my head on the pillow the night before that was
034not okay what you said. But it wasn't conscious yet. I knew there something was. She said, "You really hurt my feelings for me." Okay. And that really helped us have a better relationship. And it was one of the greatest lessons I ever learned because she came she came to me with it and I was able to so of course you know I I apologized and I'm sorry and I called one of my friends to you know isn't that ridiculous and she's like well and she had been there at study session and I said so did it sound she said it didn't sound joking okay I was a >> [laughter] >> Um but I am forever grateful that she pointed that out. Um and then we could work better together. So that would be the only
035thing that I would ask you all to do is to really be thoughtful about that. Anything else about roles and responsibilities? Okay. So we're going to talk about B section of your policy manual. Julie, before you go there. Yes. Um I just want to mention to you that um we're starting to work through all of those policy things that the ASBA has been updating. Yes. >> And the timing of this is perfect because the whole B section will be on our agenda for this month. So they've all had it's been in our agenda uh draft. So they may or may not have looked at it, but I think this is perfect timing. >> Okay, great. And so some of what you're going to see is going to change a little bit because some of these
036policies um what we've done with the policy manual I I feel so both sorry for and grateful for the work that the policy team is doing because they have taken our policy manual and um by the time they're done with it, we probably will have condensed and um lessened the policy manual by about 35 to 40%. And that's not because we've taken policies out, but we just put policies in places together where it made sense. So often what would happen, I mean, many years ago, you know, the the legislature would create a law and we create a new policy for it when it could have gone into a different into an existing policy. So that's what they've been doing for the past year, a little over a year. Um, and I think currently we are
037about to release the G section of the policy manual. Um, and it's it is a lot of work to go through it. Um, but it I think is worth it in the end. So, some of what we're going to talk about here, some of these policies may not exist in the new in the new realm, but you'll be able to know where it went um if it doesn't exist anymore. So, um, so I did take your current policies. I I I saw that you hadn't switched over yet. So, I wanted to just go with the current policies and, um, we can go through this and it so and in your packet you have a, um, the packet of policies that we're going to talk about um, and that has a a paper clip with it.
038So, this so um, the first one is um, BBA. So this is the powers and responsibilities of the board. This outlines um what it is that the board does and um it gives you the information that's in statute. Our policies are compliance based. So you're going to find the law in here. You're not going to find much much more than that. Um, and if you want more than that, you can have more than that. But our our the way that we do our policies is compliance based. So if there's a policy that you don't love the way it's written, you can rewrite it. That's that's your prerogative. You just need to make sure that you check with your attorney that everything that's compliance stays in it. So that so that you make sure. And the
039board that I served on, I think we were the most uh prolific policy changing um group uh because we wanted certain things to really reflect the culture of the school district and not be just statutory language or legal jargon. We wanted people to be able to read the manual. So, so this talks about the the board's basic functions um in that first part. So, ABC um and you are a you're a legislative body. You're a body that has been created by the legislature to run school districts. Um and you have the authority given to you by um statutes 15341. um 341 is what you must do. 342 is what you can't do. Um and then the rest of the um policy talks about the duties and ex and and obligations. to become familiar with the
040laws. You're all familiar with the laws. Most of you, we're educators. You know that. Um have a general knowledge of the objectives and educational aims of the system. Uh work harmoniously with other board members without neglecting a proper share of work or trying to dominate the board. Um vote and act in board views impartially for the good of the district. So you are voting um in ways that you think reflect the community's values um and the community's desires. Um accept the will of the majority in all cases and give support to anything that results in a vote. So this is sometimes tricky because if you are a minority person, if you are in the minority of a vote, how do you give full support? Well, you get full support by saying this is what we're
041doing now. My job going forward is to monitor the impact of this decision because I want to make sure I didn't agree with it. That doesn't mean it was wrong. It just means that I now I have a responsibility to make sure the decision that was made was the right one. And that's my responsibility no matter what. Whether I vote for something or I vote against something, right? As a board member, that is what you want to do. you have to continuously be monitoring things. Um the responsibility for confidentiality is really critical. Um those of you who are educators know how much information you are privy to that you um would not want anyone to know um if it was your family. So just making sure that you have that. Um, before I was a
042board member, I was a really involved parent in the district. And someone said to me when I got on the board, what's the difference? And I said, I know way more when I'm on the board about things that I don't want to know about, right? Issues that are related to employees, [cough] families, and student. It's it's a challenge. Um so on number H in this is on the back side to refer complaints to the proper school authorities and to re remain from individual counsel kind of action. So that's what we're talking about in the chain of command. Um you need you know your job is in fact to represent the community and to hear from community members. If you don't hear from them you're never going to know what they're what they're thinking. Um, but
043it is this was a problem for me because I'm a problem solver at the at the heart and the core of who I am. And so when I got on the board and and parents came to me with a problem or a staff member came to me with a problem, I wanted to solve the problem. And the superintendent was like, "Hang on a second, back it up." Um, because that wasn't my job then, right? My job was to give them counsel on how to get that problem solved. So, and I don't know if that's an issue in this district. It is in a lot of districts and it is in a lot of small communities. You are you have a target to do that no matter where you go. Grocery store, post office. Um, and
044the policies on chain of command really are your K through KD policies. So, K through K. Um, and that really gives you the method and the process that people can get concerns and complaints addressed. Um, there's a way to do it and it isn't going to the board first. It is starting at the lowest level and trying and then going up to any questions about BBA. Our board is really good about that. But you know, I don't know of any time [clears throat] that I mean at some point I would know probably if there had been an issue and I don't know of any issues. I mean, people bring things to our board members, they bring them to me. >> Um, and then if it needs to go like to a principal or something or
045to a teacher, >> that's where I send it >> because I insist on our employees doing that as well. Go through the chain. >> And unfortunately, Dr. Stewart and I talk about this all the time. One of the challenges um is that with social media, the proliferation of social media, my kid missed the school bus and there are 47 responses saying, "Take it to the school board." >> Just do the chance. My teach my kid's teacher looked at my child crosseyed. Take it to the school board. Have the teacher fired. That's clearly not, you know, the statuto or the policy would go, >> right? And um but it lives and dies on social media. >> Yeah. Um I always think about when when parents would come to me, I would say, "Okay, well, you know
046that you're going to talk to the teacher." No, I'm not going to talk to the teacher. Could you imagine if you're at work and you know, you work at IBM and the president of the board of directors of IBM calls you and says, "Hey, you did something wrong." >> The person would be like, "What is happening right now? That's not the way this works and it's not the way that works in a school either. So, um I always tell people, you know, I've had parents call me and say, "I'm going to I'm I'm going to come call the public and I'm going to do that." And I said, "That's going to be the least satisfying and most frustrating thing that you will ever experience because we can't talk about your issue." Um so, that really
047is best to start with that. it 99.9% of the time gets results. Um, okay. So, let's move on to [clears throat] VBA. So, a meeting is a gathering of people either in person or through technology um that a quorum of members are present. So, there is no legal authority of an individual board member. You individually have no power. You only have power when you come legal power when you come together as a forum in a meeting that's been noticed that has an agenda. Now that doesn't mean that you aren't seen as influential or powerful in your community because you are. You were elected. Um and people see you as someone who has power. Um we like to talk about power as legal authority. an influence as what board members have in terms of power as
048a board member. So just thinking about it from from that perspective. Um you only have the right or the ability to have any kind of to give direction of any kind by taking a vote um at a board meeting. Um, and so as you are, you know, out and about in the community, you really have no more power than anybody else, right? So when you walk into one of your schools, you should be signing in just like a visitor signs in. You should wear a visitor sticker just like a visitor would do. Um, now if you're there as a group or you're there on as a tour and the superintendent is with you, that's a little bit different. People are going to see it a little bit differently. So any questions about this one? Okay,
049let's go to BCA. So, this is board member ethics and this is definitely one of the policies that you'll see that has changed. Um the actual um statements have changed but they reflect the same ideas, same values. So, um, you know, this is kind of what what the a community should hold you to is these the ethics that you have in your policy manual are the things that that the community can say to you, well, you're not upholding this ethical standard that you've set for yourself. And one of the things that I often talk to boards about is following the policy manual. There are board members who don't follow the policy that they themselves have approved. So I always say if you're not following your policy as a board member, why would any student or
050staff member think they have to? Right? So you have to set that standard um for and one of the things that comes to mind is the board self-evaluation. Our policy says because it's not statutoily required. Our board policy says you may do an annual evaluation. It doesn't maybe doesn't say you shall do or you must do. Um and I always say to people I think it's really important that a board does an annual eval self-evaluation because you're evaluating your staff and students are being evaluated annually. um with their test scores. So, this is just a really good way to demonstrate to the community that you're holding yourself accountable for the job that you have. Um so, again, this is this is and and I know during co um this policy was brought up a lot
051at calls to the public at my school district um by people saying we weren't adhering to this. Um but it is an important part of the work that you do and it's also something that um in in the district that I served we took this document and and created norms that were kind of in line with this. So and which we reviewed every year and we signed and were on our website. So, um that's one way that you can utilize that as well. And you'll see the new um BCA is is very similar. Okay, let's go to BDA. So, this is the organizational meeting. This is another one of those places where um we have for years encouraged boards to have open conversations about who is going to be board president. Um if you know
052you you may know that there are some boards that do that quick draw first name out is the board president doesn't matter. So, we would really recommend that you have a conversation about who wants to be board president, who what's what's coming up in the year, what what are the big things you want to get done, who's best suited to do that. I when I became board president, the first time that I was board president, we had not yet transferred our policy manual to ASBA's policy manual. We thought we knew better. And what and what we realized was there were regulations and exhibits and policies that it it was a mess, right? Because there was this person was in charge of it for 5 years and then that person was in charge of it for
053the next 10 years and then that so that was something I wanted to get done and we had been wanting and talking about doing for two years. So when I took that board presidency, I said I want to be board president because we're going to get this policy with them. That is my goal. We got to get it all transferred and we did in one year revise the entire manual. Um but it took someone who cared about that and who was organized right and and thoughtful about it. So um and I had one board member say why are we doing this? This is the this is the job of the administration. Actually no by statute that's not true. >> Um so we went through the whole thing. So just we really encourage boards to be
054thoughtful about the board presidency. And if you don't want to be board president, it's not there's there's nothing that says you have to be board president. Um it's not for everybody. It's a hard it it looks easy, but it's not. Um that's again >> I picked up on one word you said and that was open discussion which is really important and not to pick on another district but you got to you know we were a feeder district for another one where those decisions the last few years have been pre-ordained by a troa in private and three at least three of the five have decided who's going they have which board's position before they ever set foot in the meeting room and um you know the open discussion is the important part not the >> right
055and because you have to adhere to open whether you like it or not it doesn't matter you have to adhere to it so um there's a number of different ways you can do this so in the district I served on every fall we would have a study session and this would be one of the topics who wants to be board president next and we'd have conversations going around and people I would like to because my child is a senior and I'd like to be able to sign the diploma, you know, stuff like that or stuff like I want to get the policy manual done. Um, so having that conversation before you even get to the organizational meeting we found to be very beneficial. Um but it even in lie of that even just at the
056organizational meeting before you even ask for a motion we're going to be discussing the board presidency we you know the next item is board president is there any discussion because you want to know who's interested if you're interested you can say it at that time someone else is interested they can say it at that time and you can have a conversation about it but this um do I have a motion and then someone saying you know, oh, it's Fred. I want Fred to be the board president. And everyone's like, oh, oh, okay. Um, you know, that that's not really the greatest way to do it. Anything about that? >> So, what you're saying is if there two people or three people who want to be board president, they actually do a a a meeting on
057that. No, you can just have discussion dis and say, you know, I'd like to do it. I've never done it. It's something I'm interested in. You you might say, well, I'd like to do it one more year because of XYZ. Um, you know, and then just have a conversation. Who who's best suited um and who wants to do it? >> But they can't reach an agreement without until there's vote. >> Until there's vote, right? This would all be done in public, right? based on the discussion then you can take a motion. >> All right. >> So in other words future presidents or president current president we have to come up with a reason to be president. >> Do you have one? >> Oh yeah. [laughter] >> She's organized. she's organized and that sometimes that's very
058important the most important part right >> um so this also used to this law this policy used to say that you have to have this meeting by January 15th that has changed and it's you have to have it by the end of January um which has you know not helped us in a lot of ways because we would know early who the board president was now we're kind of into February before we know who but some people don't, you know, >> I mean, they wouldn't have their meeting until, >> right? >> Yes. >> We're on the third Thursday. >> Yes. So, you probably have to change it in January, but that was the >> That's one reason that this set of [clears throat] policies is on the next agenda. [laughter] >> Um, >> keep organized.
059>> Yes. The other thing to know is your policy allows you to elect a board president anytime. So, um, if for some reason your board president says, "I I I can't do this anymore. I have circumstances change. I have family. I have personal issues, whatever." You can have an organizational meeting anytime. Um, so if you have resignation of a president, you you have you can have an organizational meeting um that next meeting and elect a new president. >> And it's done in the regular board session or not not executive session. So all votes for president have to be public votes and they have to be verbal vocal v votes. We there there was a school district that was until more recently than is believable used [laughter] paper ballots. Um and that's not okay. It has
060to be a a a vote in public and it has to be vote a verbal vote. Okay. Anything else about that? [clears throat] Okay. So, the next um policy that I pulled is BE DBA. So, this is about agenda preparation and dissemination. This is definitely a place where you could um tailor this, customize this to meet whatever it is that you do in practice. So, um, the board president, the superintendent will prepare the board meeting agendas in consultation with the board president. Um, and I'm assuming that's what happens and that's how it happens here. >> So, we've not sorted it kind of. >> Yeah. It's not quite >> I'm not I'm not always >> Yeah. No. And and I've thought about that recently and I thought because it used to be that we sent it
061to the board president before we post it and we've not been doing that. So, we need to fix that. >> Yeah. And what we would recommend at least you have a not just send it, but have a conversation with >> Right. That's what I and I know how I know partly how that came about and it's because we use board docs >> and all month we're putting things in the draft. [clears throat] >> So, you're assuming >> Yeah. Well, and for the board members, the board members have access to the draft. And so it became an assumption on my part that board members were looking, particularly the president, and that's not a good assumption. So, it's not a good assumption. And that's not critical of Melinda at all. It's just that it's not a good
062assumption. >> She needs to she needs to okay it before we post, >> okay? >> And make and have an opportunity to have us add, delete, change, whatever. So, we'll fix that. >> Good. Um, currently, no, no worries. >> Um, the other thing that's in here in your policy is any board member proposing an item for consideration of placement on the agenda will know the superintendent of the particular item of business at least five working days before the meeting. Is that something that happens? >> Yes, we do. What is that? >> It's a last sentence in the second paragraph. >> We can we can suggest things on the >> Oh, yeah. You can >> we do that a lot >> and they can do it even up till the time we post. I mean, so
063I think the five I think setting it at five days might be a little prohibitive. the prefer. >> Yeah, I think it I think it could be one day. I mean, that's my opinion. I think it could be one day >> within 24 hours of posting. >> Yeah. Yeah. So, one day before we post, so that's really two days before the meeting. I think that would be much more reasonable for the board members because things happen. >> Our board meetings are on Thursdays, we post on Wednesday. There could have been something happen over a weekend or on Monday or Tuesday that need to be on the agenda. Mhm. >> So I I think that's one that we could easily change to two. >> And it says that five days. So it doesn't really imply. >>
064Well, it does. It says if you all haven't told us 5 days before, we can't put it on the agenda. >> That's why I'm saying two, meaning a day before we have to post. >> Yeah. >> So when we bring these to in the new round of you might want to I made myself a note. >> You might want to look at that. >> Um, the agenda and supporting material shall be distributed to the board members not less than 24 hours prior to the meeting. Hopefully, you get it a little bit before that so that you have time to look at it. >> As as Caroline says, the agenda is in progress from the end of one board meeting to the next one. So, we can look at it at any time. It's just that
065>> I don't do that very well. So that's something I need to start spending a little time instead of reading at night in the morning. I should be on board docks at 3 o' >> Yeah, forget Dan Brown. >> Yeah, that's something I need to do. And I do try to give them a heads up. So like if it's something that's complex that they really need to spend a little time thinking about, um, I try to shoot them an email and say, you know, uh, you know, here's a here's a little more complex thing. um or like last board meeting when I knew that whole section B was going to be next month I told him I said tomorrow you know the next day B will be posted on the draft so you can start
066looking at it because it's a lot of it's a lot of stuff and um and I posted it as uh exactly as it came from the um policy uh advisory >> but then I put notes in red in certain places. And then I also made a couple of recommendations for uh for instance, I don't know if you've got the one here about the agenda. Um uh we have a we have a pretty set agenda and so you know I'm changed that one to match what we do as opposed to what ASBA had and I don't ASBA doesn't care. Um you know as long as we've got agenda it's our agenda but it still means they can change it if they want. It's just here's the way we're currently doing it. do you want to continue
067to do it this way? Do you want to do it some way differently? >> Um u but so there was an opportunity for um you know some and then there are I don't remember in section B or not but in some sections um there are some that we're probably going to keep the way we have because we've tailored them to our district. >> Right. >> And um we still make sure they're legal. We still run them by the attorney and we still do those things. So um you know we do pay attention. Yeah. And and that the pol the agenda one is definitely one that's customizable because there is nothing in statute that says what you have to talk about in the order in which you have to talk about it. There are things that
068are in statute like you have to call the meeting order you have to roll call. You know those kinds of things but there's very little like the pledge of allegiance is not required by law. >> It isn't. >> No. And I remember during COVID particularly and some since then the whole arguments about does there have to be a call to the public and when in the agenda must it be it has not been a big issue in our district but you know we've all read about how it's an issue in some districts and how it was particularly during uh co but um >> it would also not required by law called to the public that is a choice that most school districts make you know they allow it because they want to maintain that transparency
069and and the ability for people to present, but there's no way that there's nothing that says it has to be in the beginning, the end, the middle, wherever. So, um that also is up to the district. Okay. Special meetings also, you know, that has to be posted and and all of those things. So, um let's go to this next one, the ED. Um so the rules of order this is um a basic rules of order and we would recommend that you have much deeper conversations about how your meetings are run for example. So this talks about you have to have a regular meeting at least once a month during a regular school year. Okay. [snorts] So technically you only have to have nine meetings a year because you're in school for 9 months out of
070the year. Most school districts have meetings year round. Maybe they might skip July, might not. Okay. Um each a each action shall require a motion and all motions shall require a second. My the policy that I did lived by when I was on the board is we didn't require a second policy. they still don't require a second. It's not required by law. It's just your practice. So, as Caroline was saying earlier, making sure that your policy matches your practice is really important. Um, and we see at Wolves Water, we see at public comment, there are places where sometimes boards are not actually in hearing, they're doing what they've always done, but that's not what it says in policy. So, make sure that what what you're doing is reflected in the policy that you have. Um,
071the motion to adjurnn is an order at any time that must have a second and a majority vote. Um, you can table something any time. Um, they you may suspend your rules of order. Um, and sometimes boards will do that. They'll suspend their rules of order um based on public comment. So, if you know you have 100 people to comment, but your policy says you're only going to allow people to comment for half an hour. Well, you can't get 100 people in half an hour, right? So, you might have to spend new rules and say, "We're going to extend the public comment period." Um, you can Yes. >> Excuse me. If you if you need to do that, >> is is that a a vote item? Is that something that you have to take a
072vote on? >> Okay. >> Yep. So if you know something's coming up, you put a motion. >> That's what that says. [laughter] >> Now you know I didn't do very good in school. I did read. Sorry. >> Um yes, but it has to be a majority vote. Um and you can the board president can recess a meeting at any time. Doesn't require a second order vote. If the recess can happen, this is something that we changed during co because we were boards were having significant difficulty controlling crowds in some locations. The location I was in is one of them. [clears throat] Um, so this gave the the board president the ability to say, "Hey, we need to cool things down, so we're going to recess 10 minutes. The board's going to exit the room. we
073can get like let's just get the the the community calm down, the audience calm down and then we can continue. So, >> and the recess can be longer than a few minutes, too. They could recess until tomorrow. >> You can recess as long as you So, you can recess it. You have to start it within the 24-hour period, but you can recess a We could recess today. Come back tomorrow at 9:00 a.m. and pick up the same meeting. Do the same thing. Have the same agenda. ask a question about the um Robert's rules of order says that a routine adjournment doesn't need a vote. So if at the end of the meeting if it's a routine adjournment does there still have to be a motion a second and a vote or can the president declare
074at the end of the meeting if everything is done? Can the the president declare an adjournment without the vote? >> So we don't we don't recommend Robert's rules only because Robert rules is made for large legislative bodies which you are not. Um, but I think whatever it is that you do should be done consistently. So if you've always had a motion, a second, and a vote on adjournment, >> Do it the same way every time. And that is the thing um that we've also been talking a lot about, and I know some of you have been to some of our events the past year. We've been talking about consistency and clarity of what this looks like. So, one of the things that often is um questioned or not sure about is if I have an
075amendment, when do I offer an amendment? When is the amendment considered? Is the original motion considered first or is the amendment considered first? Okay. So, you have a motion to um >> Adopt a calendar. Okay. that you've had the materials. The motion is to adop adopt the calendar as presented. Someone at the meeting says I want to change the board meetings from Thursdays to the third Thursday to the third Wednesday. So I'd like to amend this to say that the meetings are the third Wednesday, not the Thursday. >> What do you vote on first? The >> amendment. The amendment. >> Right. Some Robert says the amendment goes first. But it doesn't have to because you don't you don't have to do Roberts, right? So whatever you do, you do consistently. So if you vote on
076the amendment first, that's fine. >> Or you vote on the original motion first, that's fine. Just do it consistently. No matter who the board president is, no matter what the amendments are. Um, and if you have two amendments, you would if you if your practice is to vote on the amendment first, you would take the amendment that was most recently made, vote on that, vote on the amendment before, and then vote on the original motion if those two amendments don't pass. But once you have voted on an amendment and it has passed, you don't have to vote on the original motion because that motion has been amended. So, we had a school I had a school district call me in January and they had their organizational meeting and they had a vote for president and
077someone nominated a person. There was a motion, a second, a vote. The vote was 32. Then after that someone says well I want to be board president so another person made a motion that that person's board president and someone who voted in the majority here also voted in the majority on the second vote. So it was a mess. Um, but what should have happened, right, it's been it's been voted on and it's gone. There's no there's nothing else. >> Only the people only the people if it was 32 >> only one of the three who voted in favor of that original motion >> change but that >> has to be a motion to reconsider or somebody who voted in the majority >> but one of the other two people can't make a new motion. No,
078once you vote on a motion, it's over. That's who the board president is. >> It doesn't matter. Roberts, it doesn't matter. >> Yeah. Roberts is not Yeah. Does Does statute allow a motion to reconsider the way Roberts does or not? >> It there's it's silent. >> Okay. >> So again, there's a lot of silence on the way you run your meetings in the law. That's why you all have to know how you run your meeting. >> Okay. So this is a key point because in all of those uh policies that I put you know in board docs for you to look at. So for this policy then the revised one it has something like this at the top and then it has board considered uh rules. So, in this case, it would be really important
079for y'all to look at that policy really closely and see if there are any of those suggested rules that you don't want to keep or you want to revise or if you have ones you want to add because this month when we present those is, you know, and you may want to say, you may want to tell Melinda to say, "Okay, let's put this policy in the workshop so we can have a real discussion. about what it might say. Okay? So, you know, not that we can't have the discussion in meeting because ultimately you're going to decide on the first reading and then but it might be nice to have some suggested changes in it before it's on the agenda for first reading. Okay? So, that's one of the ones that you're really going to
080want to pay attention to because you have some you have some real leeway to to make it match what you want to do. Okay. And you know what the the and the reason that we're we want to be the the courts are siding on siding on the on the public >> side. So, there's a court case in Florida um that Moms for Liberty brought against River County Public Schools because their meetings from meeting to meeting year to year were being run very differently. So, some things that were stopped during public comment one week were not stopped the next week or motions were made, the voting wasn't done the same way every single time. So, the consistency is really what it's about and you can decide what that looks like. So, if you say we have
081a motion, we have a second, we vote, it's over. We have a motion. We have an amendment. Do we have a second on the amendment? Yes, we vote on the amendment. So really thinking of that the order in which those things happen is something that is important. And it doesn't have to be in policy. It really can be in kind of your board practices, but you need to have it written down somewhere. >> It could be in it could be in a resolution. >> Yeah, that's usually resolution. I mean in a regulation I'm sorry in a regulation because that's usually the actual procedure >> you use >> regulations do that this is the >> philosophical and legal background >> so we we would have >> well we might >> yeah I don't regulation there may
082be one >> there might be I don't know >> I don't and I don't know off the top right >> but you could also create a regulation >> you just have to >> so if if we as a or are doing this and then we discovered that we have left something off. Can we redo a policy time? >> Anytime. >> Yep. >> Just has to have two readings at two meetings. >> Yeah. >> That's one reason that it's really nice that if you want that kind of detail, you put the detail in a regulation >> because remember the regulations can be done in one meeting. They can be approved or changed in one meeting. So if you've got the legal legal stuff on the policy and the procedures that you're using to carry out the
083policy in a regulation and then you go, "Oh, we forgot." >> So then the regulation can be changed with one more thing. >> Yeah. Yeah. Got it. >> Okay. All righty. Let's go on to E DH. And this doesn't sound like it's a big um issue for you right now. The public comment, public participation. >> I really wish it was more of an issue. >> Yeah. So when you do have calls to the public or public, if you call to the audience >> um you know you again the consistency of this is really important. So, the board president is handling it. No matter who the board president is, they're handling it the same every single time. Um, I had I had a board president say to me, she called me and she said, "You know,
084when we have a call to the public, I realize that I am thanking some people and not other people." She said, "And it's probably based on whether I agree with them or not." She said, "So, I need to stop that, right?" And I was like, well, I mean, legally you don't, but should you? Yes. Because you don't want to give the impression. So, her policy always was, I'm never going to say thank you because then I won't forget to say thank you. So, that was her thing. Um, other board presidents have said, "Thank you to every single person. Thank you for your contribution. Thank you for your comments. Thank you for your comments." Like, whatever. U, but again, the consistency is important. And I, you know, if possible, no matter who's president, we do it
085the same way. I think that is. >> Do we have a limit on our call to the public? >> Yeah. Three minutes. We've been doing three minutes. >> I mean, total. I mean, >> no, not a total. >> Okay. Just three minutes per person, >> right? And then and the board president then Cass sets a timer. So, she hears the she hears the timer to walk. It's the board president's prerogative to stop it at that moment or not. >> Okay. >> If they're mids sentence, >> you would stop. >> Yeah. >> If the board president doesn't reiterate what the person said, >> not at all. >> Okay. >> And you really should if if I understand what you're saying about in the middle of a sentence, but after the sentence is over, you should stop.
086>> Yeah. Yeah. >> Um because you don't want to be in a position where you're giving where it appears you're giving more time to some people than you are to others. >> So it is important that you adhere to that 3 minutes. Some other things that boards have done and these are boards are mostly have had issues with public comment the district I served on included um some districts have said if there's one to 10 people we're going to give everyone three minutes. If there's up to 30 people, you get a minute, >> right? Or whatever. So that so that the public comment doesn't last for three and a half hours. Um because then it's hard to get the business done because you're now you're >> Midnight, right? And you're trying to make decisions and
087that's something that >> is that something that should be specified in the regulation then? >> It could be speci specified in the regulation >> or procedures, >> right? where you can put it in your you can put it in your policy too. >> Um some boards have added it's 3 minutes or at the discretion of the board president dependent on the number of public comments submitted. >> That's a good way to put it. >> So the board president can say look we have 25 so I want to give each of you a minute and a half. I mean she states it before because she states it before it starts. It's in the policy that the board president has discretion. So, they can put that limit on there. So, there's a lot of different if you
088look at some other different policies like and I can send you some suggestions like Tempe Union um Paris Valley I think Kyrie has something about the discretion of the board president. So, there's some districts that have already made changes to this um in policy. So when they go look at so when the public looks at the policy they know what >> and then it's Lance reminded me of this not too long ago. Um uh you all cannot respond >> to what is said. >> Okay. So footnote to that question to you Julie. So I can think of times in the past where somebody has done the call to the public and the board president or a board member has said usually the board president and I don't think this is Melinda. I think this is
089before but um okay we'll look at putting that on the next agenda. Even saying that probably is not a >> but that's okay. That would be okay. So the two things you could really say are you could direct the superintendent to follow up >> on an issue. Yes. or you could say to the superintendent, please let's include this on the future agenda item. Those are the two things. So, board members can respond to criticism. If you look at item D on here, >> the personal attack >> personal attack, >> right? Now, personal attack isn't calling you an idiot, >> right? An idiot, right? Because that that's not really an attack. or manipulative, evil, right? Evil and manipulative were used words that were used to describe me. Um, not that I would not that's not a
090personal attack, right? Um, and so a personal attack would be something much more damaging, much more um a line. >> Yeah. just >> so that you have broken the law >> or accuse you of breaking >> accuse you of breaking the law that is something um >> but I'm not sure as a board member I would want to respond to that shooting from the hip so I mean as offended as I would be [laughter] >> well that is my so there is some wisdom in law because the attorney general has said that you have to wait until the end of public comment if you want to respond to a personal attack and in my mind that is giving you the space and time to cool down. >> True. >> Um and I'll give you an
091example. So during co um there was a video created called Julie Bacon's conflict of interest. Don't look it up. >> I'm not I'm making notes. >> Um but [laughter] in it was the fact that I worked for ASBA, which is in fact not a legal conflict of interest. when I was on the board at the table and the second thing was that my daughter teaches in the district. My daughter was 29, 30. So I am on fire. I am mad they have brought my child into this. This is wrong. Blah blah blah. I am ready to go. If one person says anything, I call the public. I'm going for it. So many conversations later with my superintendent, I get a text message from my daughter who I have been informing, right? I asked her to
092call me during prep. I wanted her to know that her picture was taken from the district website and put into this video. >> So when when when I called her, I said, you know, call me when you're on prep. I have to talk to you about something. I told her about the picture and she said, well, what picture is it? And I said, "Well, the one from the school, you know, that's up there in school." She goes, "That's an awful picture. [laughter] That's not what we're talking about." And she's like, "Well, it's what I'm talking about." [laughter] But anyway, we're going back and forth, back and forth. Finally, at the end of the school day, I get a text from her saying, "Mom, don't say one thing about this. don't give it any air and
093we're gonna focus on doing what's best for kids. If they want to focus on us, that's on them. And I was like, that was when parent became child, child became parent, right? And that was I mean the superintendent, I told him, he's like, "Oh, thank God she said that because [laughter] he didn't want me to do it." you know, but it but that time I would say there are very few times that you want to respond to publicly. That's just my personal opinion. >> May I give an example in our community who he's been here fortunately only twice. I don't want to jinx it, but regularly goes to city council meetings. Scott Mccclure and he engages in a lot of personal attacks with a lot of profanity and including wearing caps with four-letter words on
094them that you know are televised. Um, at one of our mayor's last meetings as mayor, he decided to respond and he had it scripted out. He had a plan and when Scotty was through, he blasted him as a response. Personal attack. The way it was handled, the way it was worded, uh, the mayor, I think, lost that battle because he stooped to the person's level. And I I think a lot of people understood exactly where he was coming from. He was boiling. He was frustrated over years and years and years of this, >> but the way he worded it and the way he did it and is angry as he was, all he did was um empower this person for the next meeting and the next mayor. >> Yeah. >> The other thing I was
095going to say is Lance has pointed out to me that I'm not an elected official, >> so I can respond now. I I don't know that I have. I mean, I can't remember a time that I have in the last six years. That doesn't mean it hasn't happened. But I >> But it even I have to be careful. >> I don't need to lower myself to whatever behavior it is or walk into a trap, you know, even if they are not behaving badly, but not walk into a not walk into a verbal trap. >> Yeah. Especially the newspapers here. >> Yeah. Well, >> because they misquote. Well, the the good thing is that we've not had a whole lot of misquoting, especially since we tele, you know, since we since now they can look at
096video. Um um and so I don't worry too much about that. Um but I worry more about having control of my own mouth. You know, even with the city, for example, when they go after Toby during call to the home, who's our city manager and whose ex-wife is one of our teachers, um, even he will normally refrain from, although he's not an elected official, right? He will normally refrain from inflaming or engaging any of the personal attacks during call. >> And I would I would also encourage you to not get I mean you might if you want to say I'm going to follow up with you to provide you with correct information. >> Yes, I might say that. >> But I other than that I would say that >> that just difies >> I mean
097I would say I mean I that's something I would be comfortable saying but >> responding to something like that just dignifies what they're saying. >> Yes. better off just ignoring it >> and it grows it, you know, makes it bigger than it has to be. >> Yeah. >> It's putting a it's shining a highlight on it, a spotlight on it. And >> you know, sometimes that's the last thing you want to do. >> Yeah. Um, your policy says presentations for unsolicited services will not be permitted. So, if you have a vendor come up and say, "I want to let you know about this great thing I have," you do have the ability to stop that person. Fortunately, that's not an issue. >> Okay. Any other questions, thoughts about public participation? >> Superintendent shall ensure that
098a copy of this policy is posted at the entrance to the board meeting room. >> It is. >> Is it >> right back there? >> Right there on the wall. >> Tada. >> Right above where the uh little forms are that they can fill out. >> Aha. >> So, if we make any adjustments to this, she has to >> Yeah. Actually, that is not a copy of the policy. That is a copy of what gets read in the meeting. Um, but there's no reason we can't post the policy there as well. >> I think the other thing is, you know, some districts and um are going to doing that at the station that you have to read, you know, the board members cannot respond something on the agenda. >> Yeah, that's that statement. >> So,
099they've been a lot of districts have been doing video for that. So, that >> we have it report. We have it recorded. >> Yeah. So that's great >> because nobody likes to read. >> No one likes to read that >> because you're just you've read it a hundred million times but you're tripping over words that >> like the >> That's why we had it recorded. >> Yeah. >> And we have some others that we want to get recorded and just done. So but it's nice to have that one because it's so long. >> It's so long. Yeah. Okay. Let's go to B HC or not. How about that? Okay, let's go to BHC. We're going to do BHC next. And I'm going to try to figure out what's wrong with this. It's not working. So
100BHC is board communication with staff members. And again, you know, this is you want to be as um open as possible, but you don't want to get into solving problems or commenting on, oh, you're right or you're wrong. Okay? So, this is um they they the only way that you're going to hear a complaint from a board member or from a staff member is if they've exhausted the entire community. Um and this is telling you that in fact that's what you should do is allow them to to go through the official um channels before it comes to. All right. And then EDH is um >> communications with the public >> PhD >> BHD >> I'm sorry PhD um and this again is just you know you you have procedures you have policies remembering of of
101course also the K through ke policies that you have which give the public direction on how to get concerns and complaints addressed. And I think there I I if I'm I could be wrong on this, Julie, but I think these may be two of the ones that kind of got combined. >> That could be. Yeah, that could be. >> I could be wrong on that, but I think it got changed to one of the board communications and then it has the the various >> various pieces under there. I could be wrong, but >> you want me to >> It makes some sense. Yeah, >> I was going to say do a control off where it goes. >> We can get James if you need him. >> He's next door. >> Yeah. Do you want to
102take just a couple minutes? >> President, you need a recess for and say hello. >> Potty break for me. I don't know about you guys. Okay, we're going we're going into recess for 10 minutes. >> Here we go. >> Very good. >> If you need 15, we'll take >> the answer because it is an official meeting [clears throat] >> and we're sorry. So, >> I need your help tonight. took her dinner the other night. >> I kept saying, but that's all she did. She didn't walk or anything. >> Not much. because Gary, you stop moving blood and he was walking around and back up and walk around. That's why you don't see me and you know, >> yeah, that was coming. he didn't handle. But yeah, my room heard, >> but it wasn't bad. I
103mean I didn't have >> although I have to tell you we had our poor neighbor >> our employee event committee >> had scheduled night before last Halloween a costume and karaoke >> a local >> again it's you know the last year >> the sound thing so about an hour and a half is about all I can do >> and then and then >> [music] [music] >> Heat. Heat. [music] Mhm. [music] Heat. Heat. [music] >> [music] [music] >> Heat. Heat. Heat. Heat. [music] Heat. Heat. [music] Heat. Heat. [music] Hallelujah. [music] >> [music] [music] >> Heat. Heat. N. [music] Number [music] one again. [music] Hey, hey, hey. [music] Number [music] n. [music] >> [music] >> Heat. Heat. [music] >> [music] [music] >> Heat. Hey. Hey. Hey. Heat. [music] [music] Heat. Heat. Heat. N. [music] Heat. Heat. [music]
104>> [music] [music] >> Okay. Ready to start again? >> Whenever you're ready. >> Okay. We're back in session. >> Okay. So the next thing that we are going to talk about is the board self evaluation that you did. When did you do this? >> This was last >> 2024 it said. >> Yeah. >> We we're due for one in fact we're due over due right now. >> Okay. So this is good. Okay. So last >> puts it on the agenda the same time every year. >> Yeah. >> Because she has it on her calendar. So whenever it is it's it's >> supposed to be October. >> Oh well there you go. But I was holding the >> So, we are holding off for this. >> Oh, gotcha. Sorry, Julie. No, you're fine. Um, so let's
105talk about a few things. Um, we're going to [clears throat] we'll talk about why we evaluate. Um, review and discuss the results of the evaluation. Um, identify strengths and opportunities and then plan for the future if there's anything you would like to accomplish based on the evaluation. So, let's talk about why to evaluate. So, it's in your policy um that you may evaluate annually and depending on what you do with your new policy revisions, you may want to put that you will do it. Some districts have put in there that it must be done every annually. So, that's something to think about. Um it provides that accountability to the community, to the district, to staff and families, and frankly to yourself because you you ran for a job and you should be evaluating how you
106get that job. evaluation, we always talk about it as um an opportunity. So, it's a flashlight versus a hammer. The flashlight illuminates the way forward. The hammer is not what we want to do with the foundation, right? This isn't to demean or punish or or, you know, make someone feel small. This is about getting the information you need to improve. Um create some strategies and set goals if that's something that you're interested in. And then at the end measure growth. Did you achieve what it is that you set out? So before we talk about all these things, let's say let's remember that these are people's perceptions and feelings. You you may not agree with them and that's okay. Recognize this is an opportunity to grow. Remember the flashlight. Um there's no blame or fingerpointing or
107anything like that. Ask clarifying questions respectfully with a desire to understand, not respond. Um, and use I statements. I don't understand. I don't understand. In fact, um, you know, one of the things, and this is a Stephen Cy thing, is we often seek um to respond before what is it? Before you hear it. Yeah. We seek to be understood before we seek to understand. Right? So we want we we are ready with with a statement before the person's even let's not do that. The evaluation is in your folder on the left side of your folder there. I printed that out. So you have those results in project view. So, I was just thinking that we would go through this, you know, each of these one by one and then see where you're at. Um, so
108this these first two look like they're very um consistent and satisfactory. And um the board imparts information on issues, needs and complaints in a manner that allows the superintendent the opportunity to solve problems in professional manner. And the B the board clearly interprets position on controversial matters to the district thereby enabling the superintendent to properly carry out. So that was 100% satisfactory on both of those. >> Yeah, we do that consistently. >> Great. Okay. So, let's go to the next page. And that starts with the board disregards personalities and considers the recommendations of the superintendent in an unbiased and a projective manner. 100% on that as well, which is great. Um, you the board communicates views of personal effectiveness, including views related to the superintendent in a confidential and professional manner. 100% on that. Great.
109um your relationship with the community. You recognize citizens that entrusted um you with the educational development of the children and youth. Um and that's 100%. [clears throat] >> Did was it just the board that did this or did you do it too? >> No, just the board. >> Just the board. Should she? Um well, the self evaluation that we use, the superintendent does um does do that one, but it it's written a little bit differently, which is so that's why. But um the reason um is because some of the things that ours asks and I I didn't read through this super carefully talks about um how you interpret data, how you do things like that and the superintendent is doing that. The board may not be doing that. So there's there's often a kind of
110disconnect there. So um okay. So this next one is the community expects their first and greatest concern to be the interest of each and every one of that's that's 100%. No matter who they are from the background two or three that we have for here >> what the two or three comments >> yes >> um you policy supporting the efforts of the administration and helping people in the community have the facts about their schools. Um and to that end we'll be ready to provide the finest possible school program. So that was 100% as well. Individual board members treat other board members and professional staff with respect during meetings. That was 100%. Um differences of opinion influencing board members are votes are based on issues at hand and not on a personality basis. That and that's
111really important. the issue is that is what you're voting on not the personality of the person. Um all members are conduct themselves in a manner um to in the size individual board members have authority only when convened in a locally conducted board meeting with so that um board relationships with staff. The board requires the superintendent to recommend personnel for their consideration and consistently adheres to this procedure. So you're not getting involved in who's getting hired, you're just getting involved in the position being hired. Okay. Um the next one is board members make every effort communicated with the personnel in the district. So this one is 80% needs improvement. >> Yeah. So, let's talk about that. >> We have made a a concerted effort um to get into schools at least once a month. We've tried
112that. We've kind of fallen slacker slack off this year >> or since I mean you and I have and I and I'm in there at least because I have foster kids in schools. Um I I think that if we don't show up periodically and show our faces, people don't know that we're interested. I mean, when I was going around selling the TV idea, um, there was definitely interest because a lot of it got back to Carolyn and I got I got my fingers burned a couple times because of things I said, but >> or interpretations of things. >> Well, whatever. It doesn't >> misinterpret. But the thing is, you know, I just getting in there and doing those TV things and I think Barb, >> did you, you know, it was really really Well, we
113see that we were there that I was there. I don't >> No, it was the same. >> You know, maybe we need to go in and get our name on uh one of their schoolboard things or not school, their their >> their staff meetings. >> Staff meetings. Thank you. Their staff meetings periodically just to get up and say, "This is what the board is doing. This is what we're this is where our emphasis is. This is what our concerns are. Would you please give your principal any of your concerns and get them to the superintendent and then you'll get them so we can work on those kind of concerns. But I I don't think that the teachers and the staff really understand what we do, >> you know, and it's there's a lot of dumb
114policies. We sp we have been spending so much time on these policies [clears throat] and we should because that's that's part of our government that we do other things than that. You know, we're concerned about other things. The flip side of that is true is also true that if you all went to facult some of their meetings whether it's a professional development a site for professional development um or a faculty meeting and just sat there and and listen to the culture of that school and the dynamic of you know the dynamic of what's going on in their meetings. Um they'd appreciate that too. Yeah. You know, that's not even me having to do anything other than be present. Yeah. >> And like um well, like the open house I show, you know, I always go
115I went to those up at 5 and stuff this year and like whenever I see something that, you know, a program that one of the schools are having if I can, I try to get the the programs to show support to the to the schools and stuff that way too. It's not necessarily just me that we can go to, right? you know, when they've got a music program going on going and you know, right? >> It would be it would be nice, you know, Lance does a wonderful wonderful >> calendar or things coming up in the next month. >> It would be nice if the schools and I don't think he has has access to that, but if the school like if Diamondback said we're doing a music program at 2:00 in the afternoon on
116such and such a date, >> it would be great. It would be really helpful for me. >> It's on. >> Yeah. And they are on the calendar in the on the website. Um there's one calendar. Are they not putting them on? Have they not been? And that's why we've been having the issue. >> Yes. >> We have we've appointed we've we we didn't appoint we had the principal select somebody to be the PIO for the site who's supposed to contact Lance and keep things up to date. and it's not been very um effective. So, we'll go back to that >> if that would be helpful. Even if we we showed up and we sat in the front row, >> you know, that would be >> that would be helpful. >> It would be nice to
117know if you want to go to teachers meetings, you know, when they are. >> Yes. >> I don't know about anybody else's schedule, but mine is, but I have to know conflict with some of the other stuff I do. So, >> because there there are times when I'm busy, I'm working. something else. Yeah, I didn't I didn't you know I I haven't done it and that's my >> pretty consistently PD Fridays you know the [clears throat] >> but I bet if you had that you know if you could if we reminded you so you could put it on your account like do schools have it where they're having it and call the principal and say would you mind if I come and how do I get there where do I go >> and we are
118we are all old enough that I don't know about Judy but I prefer a hard copy [laughter] >> like you're getting on somebody's website is just sometimes beyond >> hey >> maybe another thing too that I would like to see >> is on the school mares if they've got a performance coming up that they're put on the marquee that you know uh music performance on such and such a date or something because I know Fox Creek I mean >> they haven't had any performance So, >> yeah, >> we're having issues with >> long story, but I know what you're saying. >> I know they have them next door cuz I see those every day. But >> yeah, >> that doesn't mean every site does >> and diamond diamond backs are hard to find. >> Yeah,
119>> because you got to go to get off the main road. Yeah, >> we don't go up there. >> Same same thing with Sunrise. You know, if the if >> the schools could do give the information to Lance and then Lance puts it in that little cool thing that he does for all colored >> the yellows and the green. >> I I scoured each school's >> website each meeting and it's just in the blank. >> Yeah, I'm not it's been an ongoing >> It's an ongoing issue. Yeah, >> that's just it. >> But I could just go and sit in the front row because I was one of those 80% people said, >> "Yeah, >> I'm not doing my job. >> I'm not." >> And I feel the same. I know the breakfast and stuff.
120>> So I think in our next review, this is going to be looking just about the same. >> Well, and what we can do is create a goal. >> Yes. Okay, so let's keep on going. The next one is board members personal friendships with district personnel are maintained without allowing them to affect overall board decisions, handle policies. >> That was good and that's hard. So congratulations. Um the next one is board relationship to the instructional program. The board makes efforts to be informed about the instructional program by providing periodic reports as de necessary and by periodic visitation to schools. >> This goes back to that. >> Yep. It goes back to the visitation, but it also we'll talk about this um as we when we're talking about the strategic planning and how do you monitor
121the progress? >> The reports are there. I think they're dinking themselves here on the visitations to the school. I think that because they get monthly reports on instruction and curriculum and all of those kinds of things, but uh I think they're dinking themselves on the visits. I could be wrong, but I think that's what that's about. >> Well, and here's what we say to you. >> Oh, okay. >> On your evaluation. >> Oh, yes. >> Well, the other thing is getting a report is good, >> but >> actually seeing it. Well, and and listening to it and discussing it could be a different step too. Just one [clears throat] step further so the public hears >> what might be just attending one of those PDs. The PD go. >> Okay. So, let's all red. Okay.
122The board attempts to gather gain information from the community pertaining to the instructional program need how >> how do you do that? Because unless you unless your friends and I'm too old uh you know be my grandkids children I don't know how I would get it from the public because my friends are all old. >> I think you're dinking yourselves too hard on this one too. Um uh because think about think about u uh the fact that all of our sites have parents involved in um in working on the goals and that you know you were there. You hadn't even been in your chair for to make the chair warm two years ago to go to the session where they were working on um you know strengths and needs and goals and those kinds of
123things. and parents are there, you know, community people are involved in that. Plus the fact that we've reinstituted the strategic planning committee uh reinvigorated it and at least we've invited a lot of uh community people whether they actually will come and participate and that's part of their concern about like call to the public and stuff. I mean getting people to our board meetings is >> but maybe this is this is the place where we take our time to go to Columbus. Ah, >> or maybe we take our time to go to >> There you go. >> a city council meeting and stand up and say, "This is what's going on in our city." >> There you go. >> We'd like some public comment. Please direct all the comments to Caroline. [laughter] >> Here's her name
124and address. >> And do you do any surveying? Do you do >> Yes. Oh, yeah. Survey. >> Well, see, we don't see them. I don't see >> Oh, yeah. You do. You get the reports every year. >> You got them coming. Yes, you get them. you get the fall one and you get the spring one. So it maybe so maybe that's something and this is another thing but >> Jones report >> this is what always comes out during these sports evaluations right you say we don't see those and Caroline says what are you talking about we provide them to you >> so that just shows you that somewhere >> somewhere >> it's not just you is >> the importance of that maybe needs to be verbally right maybe there it does need to be some
125conversation and maybe that needs to be talked about at a meeting during um and put on the agenda, >> right? >> So, it's not that it's not there. It's just that you're not necessarily having conversations about it >> or you know when when we're reading the month of the report, you know, we're reading it, but it's not hitting >> and you're like, "Oh, huh, that's that's good." >> Well, we try to put some of those in the workshop. I mean, and we have to do them first of all. we have to do them because we have grants. We have federal grants. So, we have to have student employee uh and parent uh surveys. >> Um and we did those recently. The problem recently has been when the legislature changed the law that said um that
126we have to have parent permission for their children to do the survey. >> Oh, that's right. >> Okay. And uh and then in terms of parents uh getting them actually to do the surveys >> um themselves. And um and the last Jen was because she keeps track. She looks at it every day to see how many people have done those surveys. And um our student survey response dropped from like 95%. because we would do it, you know, we take a little time during the school day to do it and now we can only administer them to the kids whose parents have given permission and that's dropped to like 20%. Or less and um uh you know and it makes it almost worthless, you know, it makes the survey almost worthless, but you still have to
127do it. Is is there any way we could put out a letter that says if you do not want your children to take the school survey please? >> No. The law says that now it has to be permission. We used to do that. >> So we're going to opt in. >> We used to do Yeah. Before it was you needed to opt out. Now the legislature changed it. Now has to be opt in >> and that's not just the service that's for for photographs for it's so broad. It's It just tied our hands. >> Oh, it really did tie. >> Oh, it really ties our hands. >> That's because, you know, I used to ask my teachers to get things to the newspaper, but now they can't do it. Original newspaper is one thing. >>
128Well, but that doesn't change the fact that I can't make sure that we highlight better those uh those reports when they come out for y'all. >> Yeah. >> I remember Jen doesn't report. >> Yeah, Jen. She she only does it once a year, maybe twice a year. >> It's twice a year. We do the surveys in the fall and the spring. >> And it would be nice to know >> in between sometimes. >> Well, I mean, we're only obligated to do the two >> and it's a it's a pretty big especially when you're trying to get people to do it. >> Yeah. >> You know, staff does it. Staff's good at doing theirs. Um >> and that's because we give them time at a >> during a staff meeting >> or during a staff meeting.
129you know, here you've got 10 minutes to do your survey. >> Um, that kind of thing. So, uh, but it's way hard now to get student surveys or and parent surveys. >> But this might be a time to to visit with community groups. >> Absolutely. I think that's a good >> So, two things that you talked about. We're actually discussing the survey results >> and then create a plan to attend community functions and data forward. Yeah. >> And again, for things like Kowanas or Rotary or city council or anything like that, I'm happy to pull together uh contacts for you. Um meeting schedules, well, the public ones uh and then the the service organizations and get contacts for those. >> That would absolutely. And the other thing, you know, I would recommend is if you're
130going to give a presentation somewhere that you ask Lance to help take care. >> I think I would be the one who would say, "Lance, I need a presentation for >> I would need to. >> Please, please do this and I'll pick it up tomorrow." >> Yes. >> And he's really good at it. >> Very patient. >> Another another job. >> Job security. Well, the other >> the other thing is that if he prepares a presentation, >> then it doesn't matter which one of you goes to which organization, you have a real consistent message >> and that's what you should >> and that's real important. I think >> that would be often, >> you know, a consistent message. >> Um, >> but I wouldn't mind going to morning. >> Of course not. >> No, I
131was a member of morning forever. >> I wouldn't mind going back >> and even no colonas, I still know a few people. Well, we can we'll set a goal. >> Yeah. >> So, you know, develop a plan and strategy. >> So, you see there is a new >> um Okay. So, the board maintains policies necessary to enable the staff to meet the needs of the community and that was 100%. Um the board relationship to the financial management of schools. The board established policy to provide some resources properly manage the finances in the district. That was 100%. Um the board requires the proper account accountability for the expenditure of funds in the district. So this was 80% satisfactory and 20% the board gets the finance course. >> Did I do that for you? >> We we
132have accomplished >> just [clears throat] recently. I was going to say I think I did. >> I think I helped you read that. >> Okay. >> I was just trying to remember. >> Yeah. >> Um the other thing I just want to let you know that ASA is starting a school finance boot camp for school board members. It's all virtual. Um that won't be happening in the new year. It's starting in February. And it'll be six courses that will be taught by a retired uh CFO um the Phoenix area and she's putting together a really good course. So >> six sessions sessions I might want to attend. >> Yeah, maybe. I mean I think it's going to be be good. You know, one of the things this is obviously in response to some of the
133districts that are going into receiverhip or in danger of going into receiverhip, we want to make sure that board members have the education they need. >> Well, even though we're not going into receiverhip, we've seen the the jar with the marbles a couple times. [laughter] >> Yeah, that explains it to us >> and a little more and a little more detail besides that, but that's a good beginning, right? But >> the marbles work great because it's a good visual. Carol, you're telling about the marbles afterwards. >> I've had to use it with staff, too, because you know, they don't get it either. >> Yeah. >> Well, look, it's not First of all, it's not easy. And second of all, it's so regulated. It It's very Yeah, >> that's complicated. >> Yeah. And the the thing
134is like Carolyn's Marvel one saw that many years ago the first time she did it and it was a town hall type thing. And I really think we should try doing that again because I hear in the public so often is well you know you you've got this money why aren't you you know spending it or why are you guys spending money on this and that you know and I I think you know the the public needs to if we can do you know open up for another town hall. Well, I'd be happy to do that, >> you know, do that again because >> and there are still probably people who think that operations are coming within our district. >> Yeah. >> Yes. >> That's for sure. Yeah. >> Explain it better to know our
135>> maybe that's maybe >> one of the things we got to acquire with >> that Carolyn prepares for us and she gives us her jar with the marbles. >> She loans us several jars. >> Okay. >> Yeah. >> Um but you know she could that would be a good presentation if you need the visual. >> Yeah. Well, I I really believe that once once people understand how schools are funded, >> they there is a light bulb moment. >> Yes. >> And they realize the constraints that you're under. >> Yes. >> Well, that was like the other day on the news. I heard Pyrenees closing six of their schools. They're grow going after a bond issue right now. And the public are saying, "Well, if you're closing schools, why are you going after the bond issue?"
136They said, "Well, we need the money for the M O because the, you know, the buildings that are open. We have to, you know, and [clears throat] you know, the public doesn't understand that because I mean, you're closing the schools. So, you've got this money. Why are you asking us for more money? >> You're closing those schools because you don't have the money to keep them open, but you still need to repair the buildings and burning of ones you're keeping open. >> I think the only thing on this is currently gives us a a monthly budget." >> Yeah. you know, this money and I still have problems reading that, >> you know, like what's a 2,00 and what's a 1,00 and >> and how come there's a 1,0006 or something like that that goes over
137here and [laughter] only 10% and then there's another ninegative 9% here. [laughter] It's just like >> you know mathemat I even took an accounting class but it just didn't help but that's not math. kind of does not. >> So, um, >> and that that is that will be covered in the school. So that would be a budget. >> But maybe when when Carol gives us those things, she could say she it would be nice if she said thousands means this is this [laughter] kind of budget and >> well I can do that >> you know that 100s to 200 >> you know or whatever you know you know >> that would be helpful and it would be helpful for anybody who's listening happens to be listening to us. Well, and the other part is I
138mean is simply also saying we don't have a enough time right now to explain all of these things. Cass, would you go get the purple book? >> You know what? My purple uh budget >> a lot of purple books. >> No. Yeah, but the new one this year last year was orange. Year before was green. >> Uh but I mean sometimes it's just holding it up and and flipping through it and saying, "Okay, we don't have time for me to explain every one of these to you. U but they're represented on these lines in the budget and you know and then and then tie it into the big picture. Yeah, I wear these out each year. Okay. Um because this literally tells me what every one of those numbers in those things mean. >> Oh,
139so maybe we would look like that. And I literally so when when they there are certain things like supplies general supplies okay general supply money that's a code that I can tell you is let's say it's for facilities that's O1100 2600 6610 three numbers that represent the site and four zeros okay that I have memorized okay but we had a we had a reimbursement this week from the alliance Okay. >> So for the alliance that is our workers comp company you know our organization that we are member clients of we attended the requisite number of workshops last year to get a rebate. Okay. So we got rebate checks. Now I don't know why but we got one for 2023 and one for 2024 that are kind of old. And so my business person my business
140clerk said where do I deposit this? I go to this book because we don't get rebates very often, folks. [laughter] And I had to find the code, okay, to figure out how to code that to put it back in the in the budget and not have it be dead cash. >> Oh, >> okay. >> Yeah. >> Because we don't need to add to that dead cash at the county. >> I need it back in my budget to help pay this year's alliance bill. Okay. So, you see I have things highlighted. Look, you're not going to have time if you go talk to colonist or anybody about that. >> But I can certainly loan you my book and you can go and say, >> "Where does that book come from?" >> It's actually there. You can
141get it online. It's the It's the USFR, >> but each year some company does the this handy version of it. I will tell you having this size is so much handier than having the binder size which I which I can always have or even online because I can sit and look at it you know easily. I wear the thing out each year. So when I went to the uh the Arizona school uh Arizona Rural Schools Association conference, I was walking around the vendor uh reception the first night and uh and there was one lying on their table on the table for Whisper PG PC and whatever that is. Uh a couple of years ago, Heinfeld Beach did them. Okay. And uh and I said, "Oh, I said we depend on these." I said, "Can I
142have one?" And they said, "Yeah." And I said, "Can I have five?" [laughter] And and they looked at me kind of funny and they said, "Oh, yeah. We've got lots of them, but we only put one out on the table at a time." Um because my HR [clears throat] person uses it, my p my payroll person uses it, my purchasing person uses it, Jen uses it because she has to code things for the grants. Uh Cassie uses it because she has to write requisitions that I need because I cannot write them and then also approve them. Okay. So um uh you know it's I mean it's literally the what do all those numbers mean? >> Um kind of thing. So yeah, you could take it but you wouldn't have time to tell them that but
143you can say these are the kinds of things that finance people have to do. I mean these are the regulations and we have to code things correctly and >> and whatever. So, I don't know how helpful that is to y'all, but >> maybe that's something when they do when the board meets to redo our thing on January. >> Yeah, we can do a workshop on that. >> Well, it might be good to get is there a chance to get us some? >> I can I can make some. I don't think I can get any work from these people, but I can get them reproduced for us. >> Can you legally? >> Oh, yeah. Oh, yeah. Because USFR is >> it's public record. It's public record. It's Yeah. It's just that they make it this handy
144size >> and and you know, and there's a part of me that goes, "Why is this so much easier to use than the binder?" I don't know. >> It just is. You know, >> it's the way it's >> I think because Yeah, because it's way easier to to access than a binder. And >> it's purple. >> Purple. >> This year's purple. that just happened to be purple. Um, but the other thing is these people and actually uh Pinefeld Me did before the little dividers between the sections, they've put these things like here are the procurement rules or here are the here here's how you do the building renewal grants and they even have the way >> PGPC. >> Yeah. And then they have I saw it a minute ago. Where is it? um uh the
145little guides for okay, how do you code and uh you know how do you decide if it's going to be from M or if it's going to be from capital how do you decide that and I'm going to find those because they're like oh here they are. So it's like, okay, so instructional software. >> We might not need the whole book, but we could kind of page >> some pages. Yeah. But this says if it's this, then you go here and then you go here and then you go here and then you go here. Or if it's if it's this here. If it's this here. I mean, they they add these little things. >> General enough for us to follow. They have the whole book on it. Sorry. >> No. Well, only because it would
146only because you could do this, [laughter] >> right? Only because you can go this way. You can go, okay, these are the codes. >> Oh, you mean for the presentation? >> Just for a presentation. It's just here are the codes. >> People don't believe tax credit, but come on. >> I know. I know. And then I have a tab here because of I have I have an additional tab here because I always have to look up and they changed it this year. Um, uh, what the codes are because when it's capital outlay, um, you have to decide is it furniture and equipment? Is it vehicles? Is it technology related? And then within that, is it less than $5,000 each? Is it between 5,000 and $99.99? Is it over 10,000? Because they each have their own
147poop. So, you know, can I remember all of those? No. >> The ones we use a lot, I remember. The others not. I'm sorry to steal the I I'm interested in that, too. Yeah. Yeah, that's right. >> Okay. Okay. Um the next one is the board provides justified funding to maintain high quality education program. So the board needs more understanding with the finance program. It sounds like you've gotten that. Um word keeps the community informed about the financial needs of the district. Oh, this is Yeah, this is >> this is all over the place. Um, and some of it is you don't know the language and I I think you could probably come up with some basic talking points about it, right? One of the things that I would always tell people is in Arizona,
148school funding is equalized. So every student no matter where they live is worth the same amount of money. However, communities can provide additional funding through overrides and bonds. So when you hear that a district is a rich district, that that may just mean that they have an override. >> It means they're property rich. It means they have property tax. But I'm talking about the community people who say, "Oh, that's a rich district." They don't know that they're property rich. >> No, but there's an opportunity to say that. >> Absolutely. >> Because property poor districts like ours >> Can't do that. So, it's not just We don't want them to think it's based on people's income because it isn't just >> It's not at all based on >> it's based on property. >> So, it's important
149to say it correctly. >> Yes. So, I think that there's a way that you all could come up with some talking points and some language that would allow you to explain it to people in a way. The other thing I I always talk about is buckets, right? >> This this bucket of money >> can't go into this bucket of money, right? Like that's just not that's not the way this works. So when a new marquee is purchased, we can't use that money to pay teachers. >> Right. So it's not that we don't think teachers are important. It's that that money was set aside for a specific purpose. Um, but if you tell them it's kind of like your own budgeting, you know, if you have a budget, a household budget where, you know, you have
150a pretty strict person in the household who doesn't allow money to be taken out of the vacation fund to pay for, you know, this other thing that's similar, right? There if there's a fund you can't touch because that's what your rule is. Same thing for schools. But it's legal. It's a legal rule. it's not like that. So there probably are ways that that we can and ASDA is going to be working on this as well is to really provide some talking points for board members around that. Okay. Um now let's talk about any comments. So list of prior listing order of priorities, four major problems really explored. Financing filling teaching positions, community perception, community parental involvement, retaining qualified teachers and staff, continuing the IE program, and making the time for school visitation. um hiring and
151retention of highly qualified teachers, improvement of academic performance, competitive salaries and teacher housing, um a community community awareness with little community involvement and school awareness. We have to start getting out of schools more. So those I think we that we captured all that in >> what we talked about before. List any weaknesses you observed in the operation of the school system, communication with the community about financial needs and finding teachers? I can't think of any. Uh academic performance and the housing project. >> It's done. I mean, it's as done as it's going to be right now. So, that one's >> that list any significant accomplishments made by the school system implementing IE. IE is what? >> Uh instructional empowerment. And that's a contract we have with an outside contractor to improve our instructional delivery system.
152>> Okay. Um teacher vacancies moving forward with the den project. >> That's the housing. >> The housing um the outside consultants and I Okay. What else do we need to talk about as it relates to board evaluation and board performance? >> Well, it sounds like we need to set some goals. >> Yes. >> And I think that that's what we have not had in the past. We kind of set some verbal goals like, well, I think we need to get out in the in the schools once a once a week or once a month, right? But we haven't really done any actual goal setting where we can say like Carolyn said we've done 50% of this or we've done 75% [clears throat] of this or so you you can have goals the the goals that
153there's kind of three goal areas that I came up with as we were talking one is attend getting into schools and doing visitation one is talking two community groups and the other one is learning how to discuss financial the school finance three perfect so what I will do is I'll I'll write a couple of goals for you and you that are smart goals and you can revise them any way you want so we'll be talking so one will be about visitation and so from January 2026 to the end of the school year, each board member will visit one school per month. >> You know, one thing that was not on here is u it goes back to the the last page. Um achievement and test is the last. It says IE, but it doesn't mean
154um that's that's not important. But but what's important to me is we have not seen in the six years that I've been on the board any kind of real achievement and an improvement in scores. And I think I've heard this a million times and they don't and they they care. But you know the thing is I think We as a board should be more in this a little bit. Not in the weeds. You know, Caroline's pretty big keeping me out of the weeds, but I think that we need to uh have a goal because this this goes back to our mission statement. Our mission statement is we're going to do the best we can for kids and their education. and we obviously haven't been either recording the right scores or getting the right results or
155teaching the right way. So, >> we do have goals and they're part of the strategic plan, but it's that part that gets added as opposed to the whole big committee doing it. Um, and so once again, it's maybe being involved at at the building or site level when they're working on those goals each year. Would that help address it? because the board just setting goals that are that might or might not match what's happening at the site level and at the district level. I mean, you could tell us your goals and then we have to figure out how to make that work based on the data we have. And that's kind of backwards. At least from my perspective, that's backwards. >> Well, the board's goal would be a very general goal. >> Yeah. >> Right.
156impre improve student achievement. >> Absolutely. >> Right. So that is the goal. But if you are not talking about what's happening every single year, if you're not looking at data regularly as a board, you're not going to know whether that's happening. >> And we do see data and we've had lots of data. >> Well, you get it. But maybe maybe what we need to do on our side is bring it to you in the sense of let's have a discussion about it. What do these data mean? That might that might be better. That might be part of it. >> You put a small goal in like improve 1%. I mean >> they have those percentages in the goals. >> They're not meeting them. >> Well, you have to set realistic ones number one. >> And
157then number two, I mean, there's so many factors. So, I actually had something ready for today if it came up. And if it doesn't today, that's fine because I will put it on the agenda for the 20th uh to talk about our letter grades and talk about because now that they've been released just this past week. Um uh and uh what they mean, what they look like for each of our sites, why we have the letter grades we have, and then all the factors that first of all, the factors that we've changed in the last four or five years. um the factors that impact I have a I have a PowerPoint thing ready to go um uh you know so but then it would give us a place to talk about some of those things
158it would give you all a place to ask questions it would um and and once again you're talking Jen provides data all the time so we have you know we have a new we have a new in-house benchmark system this year um and the reason you didn't get that reported the last meeting was it didn't close until the day after the meeting. So that's why we didn't have we didn't have all the data yet. Um but we have that. So maybe it is a maybe it is spending more time in those workshop times sharing those data and you talking about them and asking questions and and saying we would like this to be a little different or whatever. Is that reasonable? got to wait at least a closure. >> I I I need something, >>
159okay? >> Because I think that we're favoring our kids and I need something to say to me, you're thinking, >> okay, I just need something something positive that I can see. >> Okay. >> Um >> and if it's not positive, it is something we better be addressing. >> Yeah. >> Because that's what we do. and attainable goal. >> Well, that's why some of the goals that's why some of those percentages people look at them and they go, "Well, this one is okay." So, right now the state the state uh the state passing scores for uh ELA is 33% and the state passing score for math is 40%. Okay, that's the state. Okay, we look at where we are in relationship to that. Um uh okay, let's say we have exactly the same numbers just for
160sake of discussion. We have exactly the same numbers. Where would we want both of those to be? Well, we'd want both of those to be over 75%. Okay, but setting a goal that next year this 33% is going to be 75%. Is ridiculous. It's unrealistic. It's, you know, it's impossible. And so you set a goal of what do we think what do we think is doable plus a little bit of a challenge. Okay. And and looking at school districtwide, okay, let's say it's that 33% in ELA. Um uh when for things to change and grow, you're educators, you know this. It doesn't happen fast. Okay. Um uh so a reasonable might be say 38%. 5%. You know, and yet when people look at that they go, "What? Your goal is 38%." Well, yeah. When it's
16133% right now, that's a stretch goal. >> Well, and 38% what? Proficiency. >> Yeah, that's huge. >> Or or >> a 5% change in proficiency. >> You want every student to have a year's growth, >> right? Yes. >> Is that the >> I would much prefer having younger student heavy years. >> Right. Right. >> Percentage point. But >> but but when the state reports and when the public sees I hate those letter grades. I hate it because uh but it's the only thing going right now in terms of what the public sees. What the public sees. Okay. And and so yes, I agree with you. I want every student to have a year's growth. So that growth piece of the of the formula that's used to determine that letter grade and it's 50% to me
162that's the most significant piece of that um uh that growth you know is that's the most significant piece to me but it still isn't showing necessarily that every student's making years grow. We can show that more on our local data >> than on the state data. But who what does the public see? >> They see the state data. >> They see that state >> they see that better grade coming out and you're D minus. >> I can't remember I can't remember the grade. >> They're just D's. ABCD. >> ABCD. Yeah. >> But I'm saying that, you know, they look at those and then they judge everything. Yes. And the they don't judge the hardships of the district, the population you're serving. They don't do any of the the variables that are involved. >> That's exactly
163right. >> And so that's why an examination of data that's not just related to proficiency and done frequently >> um is important. >> We're going we're we are actually I'm sorry to interrupt you a little bit. We are actually getting more usable data from our new uh uh our new benchmark system because it's letting us see are we are we addressing proficiency of the standards number one and are we addressing them at the level of difficulty that's appropriate for that grade level and are and and can we identify what is missing that's keeping these things from happening. We couldn't do that with Galileo. We can do that with the new system. So, one of the things, especially with the screeners because they go together. Well, okay. One of the things we're learning is that we
164have, for example, a whole lot of fifth graders, relatively speaking, an unacceptable percentage of fifth graders who are reading at the first grade level. Okay. Now, I picked fifth grade because fifth grade has to take the science test. >> What is the science test? It's a reading test. >> Okay? So, expecting students to do well on the science test when they don't have the skills, the the foundational reading skills that they need is, you know, that's spitting in the wind. Okay. But what it's telling us now is what exactly which skills are missing so we can go back and fill in those gaps. Our choices for the new uh for the screeners and our choices for the new benchmark uh are giving us much more detailed data that our folks are going back and and
165and building into their planning and those things than we've had before. Now, when are we going to see the results from that? >> Next year, maybe. I mean, we can already start, you know, we will already see a little bit by the end of this year, but next year is when we might see more results from that because we will have had a year of intervening and doing those things to fill in the gaps. >> What what system? >> Uh, we're using uh DN I want to say DNA, that's not right. DNR and then we're using fast bridge. It's from it's all from Renaissance. >> Okay. And uh and they mesh together. We've never had a math screener. This is the first time ever that we've had a math screener K through eight ever. And
166it's showing us really good data for what to do with our math. Uh we've never had an ELA screener for fifth through 8th. We now have an ELA screener for fifth through eight. >> You know, this this is fine that we now have this, but we've been in school since August. >> Yeah. And we have agreed as a and then not seeing any of those results. >> No, because it didn't close the testing. >> Why did it take from August to >> because we didn't start as early. And here's why. Because remember, we asked you all, do we want to do the three times a year assessments or do we want to do four times a year? And you all said four. >> Okay. One of the downsides, Renaissance has three that but they're all
167they are all based on the go the standards for the whole year. So the other part you all wanted and that we frankly agree with is assessing based on what is actually being taught each quarter and then the next quarter it's those two quarters and then the next quarter it's those three. Okay, there was not a first test. Jen had to create it. So it took her a few weeks to create it. Um u because and they have the test bank which is wonderful because a whole lot of the test bank uh are items that have been in state testing but are retired. Okay. But they're also from the other tests. So it took a little bit to build those tests because she had to build them kindergarten through 8th grade. So we didn't start
168them as early as we will start them next year. You will have those results much earlier next year. because we can give them earlier. >> So, you have them now though? >> Yes. And it'll be on the November agenda. So, um those results. Yeah. >> Um I think it would be really great if you had a teacher team or a site team come and actually talk you through how they look at that data. >> Oh, that would be good. and teachers say, "Okay, I these are the things that I that jump out at me and here's what I'm going to do to do this so that you know these are the skills or the the standards are not meeting. What do what's what's the first step? What's the next step? How do we address these
169things?" Um, and it sounds like your teachers are probably still learning this. >> They are learning it and we they have PDs regularly. they are learning that they are using what we do PLC's every week um for them to then use those data plus the other things that they're doing uh that they're learning to um uh to create their new plans and then and then create the tasks that will let them know that they have taught it and students have learned it uh effectively. So, I'm gonna I just want to jump ahead here a minute because I there's something in here that I think will be helpful to you guys. So, a progress monitoring calendar. So, this is where you put in you create a calendar where you're going to look at data sets every
170month and those data sets might be different. >> Yeah, it's on the last page. Sorry. And this is I just made this up so don't >> I mean I just made it up. Um and there will be a breakout session at annual conference and the unions are going to be doing during pre-conference a session on how they do a progress monitoring calendar. So every every month every meeting so their meetings are more than once a month but this I just made once a month because most students once a month so in December you want to talk about academic achievement and as it's related to attendance how many kids are chronically absent and what are their achievement levels and how can teachers make academic progress with kids who are not here most weeks but a couple
171times a week. So that's something to me. But you would look at these chronic you'd look at attendance numbers, you look at chronic absentee numbers, you look at the academic progress of those students who are chronically absent and that might develop a goal, right? That might give you something to say, hey, we got to do something about because our test scores are not going to improve unless students are in the classroom and teachers are teaching them. So there's all sorts of things related to achievement that you can look at. The second one I have on there is just looking at your benchmark testing data for ELA, which it sounds like you're going to be doing some benchmark testing data in your November meeting. So you'll have a sense of where you're at. So number of
172students on track proficiency, number of students demonstrated growth, the inter intervention strategies being used to increase growth and proficiency. Julie, I I like these things that you've got here and especially for the board. The one that I would throw out, and I'll explain why, is the December one on chronic absenteeism. Um, and here's here's the reason. to have our folks spend time, whether it's the board members or the teachers, on developing a plan for a subgroup that's not there is a huge amount of effort for a group where we might get limited results when what we really want is for them to be in school. So the real target is not what plan we're going to do to teach them as they're chronically absent. >> The plan is how we're getting them to school, >>
173right? >> And um and so so it's not the whole thing here. It's but it's the >> academic progress because I will tell you the academic progress of those kids is poor, >> right? I mean we all know I mean that's that's logical, right? um um uh whereas the things that the the plans that are in place for what are we doing for our students are subpopuls. So especially when it breaks down like the thing that gets reported to the public e special ed those things >> um and and um uh and so we're putting our eggs in those baskets. What are we doing? What planning are we doing to differentiate and improve things for title one kids, for EL kids, for special ed kids? >> Well, some of this though, I think some of
174this is it's not just about what's happening in the classroom. >> Like what can the board do >> in terms of Carolyn is Carolyn is doing her job right now. This is Carolyn's job. It's not our job. Our job is to ask Caroline about this and and how it affects. So basically, I'm not going to be concerned about how she fixes the absenteeism if it exists. It does. Okay. I'm not I'm not I'm not concerned about how that's fixed. I'm concerned about the results of the fixing. >> I'm not concerned about how it hurts. So >> the followup needed right back column the the followup needed is they need a plan to address chronic absenteeism. >> Yeah. >> It's not even necessarily what's happening in classrooms. >> Oh no it's as a district we have
175>> and it would not be it would not be at the board board level. This would be at careless level. It would it could be at Caroline but it could be at the board level for Carolyn says you know I don't have anyone who can call these people like I don't have anyone who can do XYZ and the board says okay maybe we need to hire maybe we need to hire somebody. >> Yeah. Well in this case we do have people so and we're doing we do have a plan. So, and I get it. You're doing this in the dark without knowing the reality about it. Which is also why I thought the first one is probably not one that that the board even needs to address. But they need information about it. They need
176to know what we're doing. >> Yes. >> So, you do need the information and then to give me any ideas and then and then give me ideas for anything that we maybe have missed because we got a whole team of people working on those. >> So, but yeah, if it's information, we can do that easily. >> Yeah. And the other thing is sometimes you don't need to have a presentation so the board I mean you do need it so the board has the information but sometimes the value of presentation is letting the public know. >> Yes. >> Letting the people who are doing the work know that they're appreciated. >> Yes. >> Right. That there there is the opportunity for the board to have that impact. with staff to say thank you for what you're
177doing. Can we make this? Is there a way we if we did this? Would it make it easier? If we did, if we changed our policy on XYZ, would it make it easier? >> That's a >> right. So, it's not just about the information. It's about how you use the information and the feedback that you give the people who are working really hard to to make this happen. Well, and and part of what you're saying is the assumption now that I'm thinking about it is the assumption might be if we have high chronic absenteeism, which we do um at some schools more than others, every place does >> nationally >> since co [snorts] >> it's horrible. Um uh but the assumption, a reasonable assumption on your part as board members is that we're not doing
178anything about it. So that's the value of a report is so that I can say, "Oh yeah, we have this team of people and here's what they're doing." >> And by the way, two awesome school resource officers who are out there knocking on doors and saying to parents, >> but then you would know that. >> Well, not only do we need the team to know that there's a team, we need to know the results of that team. >> Yeah. >> And we need to know we need the data to back up. So, >> so that we can call in the team and say good job, >> right? Or you can say, okay, we had we we improved 2% in chronic absenteeism. >> What? 2% doesn't sound like a lot, but maybe that's maybe that's 15
17930 kids. That's a lot. >> It's huge. >> So, you have to really I think there's >> it's huge. >> Putting it in perspective is also important. So is >> and I'm sorry Melinda and in terms of our budget because that's average daily membership. That's attendance and and getting us as a district above 90%. I mean you know your target is 95. I don't know what it is right at the moment but a couple years ago it was at 87% as a district. Well that 3% kills us budget-wise. So uh uh so yes it's it's critical. Is it within my purview to say we as subcommittee of the board to put together the progress monitoring calendar in conjunction with Caroline of course could two of us two people on the board get together Caroline put
180together one of these things >> you could I mean frequently what happens is the the superintendent I know in union because I went through this summer with them their progress monitoring calendar for this year. The superintendent put put together a calendar and they talked about it in in an event like this kind of very similar study session and said, "Okay, well, I I don't I'm that I don't want to hear about, right? There were some things that the board was like, that's that's not our focus, so let's move that. Let's put something else in there." So, it could be done anyway. You could a couple of you could get together with Caroline and do it. Caroline could do it, present it to the board. We could give her feedback. >> Um, >> well, I was
181just thinking that if we just gave this to Caroline to do, >> then she wouldn't know what kind of data we really want to have. >> So that we really do need some input so that to help us on on her plate. She doesn't need one more thing that we could possibly help with and have input into. Yes. And make us feel like we're doing our job as well. just showing up and saying, "Yep, you did a good job on the budget, so here's my signature." >> Right. >> Yeah. Um >> and it's an organized way to present the a lot of the data that we present anyway that either Jen presents or Amanda presents or uh Kate presents. Those are my directors. U you know, instructional services, special ed, and EL um they present,
182they have reports every month. But if we did it in if we presented focused in them they're all written and if we do them if we pull those and focus on one set a month >> but it needs to be whichever data that you all want to see. >> We can do that. That's a great idea. >> I really like that idea. Well, because it's I it has to be overwhelming. I can't I can't imagine you all >> I cannot read all that stuff now my brain exactly on paper >> and digest it >> right I get that I get that >> okay this would be more >> maybe at the next next board meeting we'll put together a committee to work with to put this together >> there you go >> have something like
183you know >> I know we can't have three on we have two >> yeah one quarter have you know the benchmark scores one quarter had the special ed giving us the report and what they found. So they that the >> uh directors only every three months have to really give us a full report and come and present it to us verbally and rather than just reading it and stuff and then if we have questions we can ask them. It's a lot easier than you know any questions on stump the presenter either. >> Well no you you would because you're a good board you would submit your questions before the board meeting. >> Yeah. or you know when when they explain it if we're not sure that you know somebody may ask well could you expand
184on your explanation and you know >> um how do the rest of you guys feel about that actually putting together >> no I I actually like that because by breaking it down that way we're not you know looking at those litter grades is like a parent that looks at report card >> and all they see are A's A's A's but they're not seeing that that that standard your child is not doing well in or whatever. And I think that's kind of the same way with the school or yeah, school report cards. >> Um, but if you if we can break it down, so you can see third grade language arts, they were at 35% and they've moved up to 38%. Then you can say, okay, they've made some growth. And that's what I always look
185for is growth because to me that's far more important than to me anyway. But but if we could break it down to that piece then it >> you don't feel I mean you feel bad because you know you look at the grades but but at least you know okay we're we're getting there. It's baby steps but we're getting there you know and and so you can kind of say okay keep on going keep on going you know. So I I'm I'm good with that. So maybe we can put that on the agenda. Um the other thing is I like Julie's suggestion that a site committee come in. >> Yeah, I like that too. >> I like that suggestion. So that might be on this monitor >> and talk about what you're doing in your PLC's.
186>> They could just do a PLC. I mean the best way to do it is bring them in and have them sit around the table and you all watch and listen to them do it. Yes. Isn't that what you have in mind? >> I mean I think that'd be great. how you know what they do. >> I'm just needing some I'm just needing any and every piece of information I can get. >> Sure. >> So, Sure. No. >> So, it's and it's really a demonstration of what's happening every day. >> Yes. >> That that people don't know. >> And we need to see that just to make sure that we stay >> Yeah. Because I mean having you go visit or sit in on a faculty meeting would be informative. and useful for all of
187you. >> Um, uh, trying to plan it so you could go sit in on one of their PLC's becomes a lot more problematic because those are 45 minutes at very specific times and, you know, and that kind of thing. I mean, that would be ideal, you know, for you to for you to watch them with productive struggle because that's really what it is right now, you know, learning new thing, learning how to deal with things and it's it's struggle, but it's productive struggle because they end up with where they're going next. Um, and that's literally happening uh for every grade level weekly. >> Weekly >> for weekly. >> Is this on Friday? >> No, this is during the week during their planning time. >> Wow. >> And and some of some of the teams recognize
188that they have such a job to do that they do it two day two days a week and it is struggle and it's work. Um, but we're beginning to see the difference in classrooms. We're not seeing it yet in the in the in the state test, the state outcomes. We're seeing it more in our local outcomes. We're seeing that difference, but it's a struggle. It's a struggle for them. And um uh it's work. It's hard work. >> Um but it will pay off. Just takes some time. >> I mean, and doing it in public would be >> tough. It it would be hard for the teachers, right? It would be hard for that for that group that's in the DLC. But it would be really informative. >> Yes. >> For your public >> and since
189you stream then you have a video recording of it and you can ask anyone who doesn't understand education to watch it. It can be used as an educational tool. >> Yeah. >> Um not just for you guys but for for parents, for community members. >> Okay. and to recognize the work. It's work. >> It is hard work. >> It is work. And um and it's what we sign up for as teachers, you know, as educators. It's what we sign up for. Um but people don't see it. Nobody ever sees that piece. >> Yeah. You don't. And it's and it is difficult. >> Okay. So, um we have just what do we want to do first? Do you want to do a break? Do you want to get lunch? >> I smell food. >> I know.
190Yeah, >> I don't have much sense to smell and I can smell good. >> Let's have some lunch working. Let's bring our camera here to talk. >> Okay, >> strategic planning. We've got to explain to you what's going on right now in the district planning because there is some going on. >> Yes. >> It's not at the board level. It's it's at the superintendent community level. There's a couple board members that are involved, but um we'll explain it to you and you'll see how it's >> and I don't I don't want to go over something that you already do. >> Yeah. >> So, we we just kind of through that. >> Okay. Would that be okay with everybody have lunch? We're recess for lunch and then we bring it in here when we go on
191because we're going to do it as a working lunch. >> Sure. >> Okay. So, you might want to stay recess for 10 minutes while people get their food >> and then do I have to say 10 minutes? >> I think we should do 12 [laughter] minutes for 12 minutes for sure. Fred has to get an extra >> four. I'll tell you >> 13. >> Who brought the donuts in? Cassie. Okay. She needs to be >> given a pat on the back. Does that help my sugar? >> There's water and there's there are other drinks. >> Okay. No, water is fine. I just need some ice, too. >> Oh, well, you can come down and get some ice. If you need ice, we have ice in the kitchen. >> So, there's tacos or nachos, guys. >>
192Or both. >> There's so much. >> Yes, I am. You deserve a donut. [laughter] Heat. Heat. [music] >> [music] [music] >> Heat. Heat. [music] >> [music] [music] >> Heat. Heat. [music] Mhm. [music] [music] Heat. [music] Heat. >> [music] >> Heat. Heat. [music] Heat. Heat. [music] Heat. Heat. [music] Heat. Heat. [music] >> [music] >> Hallelujah. Hallelujah. [music] >> [music] [music] >> Heat. Heat. [music] Number [music] one. [music] >> [music] [music] >> Heat. Heat. [music] >> [music] >> Monster [music] heat. >> [music] [music] >> Hey. Hey. Hey. [music] Heat. Heat. [music] >> [music] >> Heat. [music] Heat. [music] Heat. Heat. N. [music] [music] Heat. Heat. [music] >> [music] >> Hey, [music] [music] hey, hey. Heat. Heat. [music] >> [music] [music] >> Hey. Heat. Heat. [music] [music] Heat. [music] Mhm. [music] Mhm. Heat. [music] [music] [music] Heat. [music]
193Heat. Heat. [music] >> [music] >> Heat. Heat. [music] >> [music] [music] >> Sorry. >> Oh, no. No. I'm I think we're good. >> Okay. Okay. So, I just want to talk a little bit about strategic plan. That's something that um and I spoke about and it sounds like you're doing it but um I think it's good to lay kind of the framework of why we are concerned with strategic planning. So the purpose of a plan is to provide some of these things. Clarity what's important what's important to the board the community and the district what is going to bring us together to work towards that. What are the things that it it provides that unity? It gives direction where you're headed, focus, are we on track, and accountability, are we progressing? Okay, so um it
194sounds like you started and you have a commit. So I don't want to do all of these things. Um >> let's explain a little bit what we have. >> Yes, you want to go through some of this. >> Yeah, Caroline's going to help me here. um see put together it's part of your performance. >> Um and she's put together a group of community a million people and only >> and there are several things. I know that I'm on the brand new committee which is uh enrollment. You know why your enrollment is dropping? That's the committee I'm on. Fred is on. >> You're on the building, right? >> And then we have one on [clears throat] progress in progress, right? Well, that's the one that isn't doesn't meet with this group, but that's all of the
195it's the academic academic goals and those things. And that's all done at the sites and district level. We have one on community uh engagement uh community and then we have one on community resources, right? What's the fifth? Um recruitment and retention and recruitment. So there are five committees >> of employees. Yeah. >> Okay. Right. >> But there each committee has a community member on it. >> Um sometimes two or three. >> The chamber was here. >> Um Quanis was here last time. >> Uh they were here. >> I'm trying to remember which service clubs were here the last time. I know Sheila was here. Sheila >> um representing women's council. >> So anyway, the the community is involved >> police not the level that I would like to see. >> No, we'd love to have
196>> I don't think that Carolyn did this at the level that Carolyn invited. I'm sure she invited many more people. >> Um, >> but the people who were here from some of those other organizations took it very seriously. >> I think everybody did. >> Yeah. And they might actually represent multiple groups. So, for instance, Boys and Girls Club because that's a serious partner of ours. >> Um, Emily was here. Emily represents a couple of different organizations in the community. So I mean you know sometimes one individual could represent two or three different they're carrying different >> jets. Yeah. >> For example the police chief the former police chief was at our first meeting. He had just retired his interim um started but our SRO came and our SRO took it very seriously probably more so
197than the the chief. No, I I was very very impressed with the people who were here. This was the first one was sort of a an organizational meeting at least for the the group that I was with because we were so brand new. I mean, I sat I came in here and I there was a table right there. So, I just sat there. I was there for myself and then all of a sudden Carolyn got up and started talking about enrollment and whether it's birth that's down or whether it's Mal the state commit she didn't use that but you know those kind of things I was and so that committee just instantaneously formed and um so I think that we have a meeting coming up in December right >> November >> it might not be
198until December because one committee has uh concluded their work. >> Okay. >> I received it. >> Oh, you did? >> Mhm. >> Oh, okay. >> So, each of the each of these five committees has was given a has assigned themselves a job >> and they're going to come back then in November or December to uh [clears throat] do a report. >> Great. >> And then it gets presented to the board to become the board's >> strategic plan. >> So, we're we're starting. So, >> that's great. >> Does that help you with this? Um, so you you're you're past some of these things. So I'm going to keep going through. Um, so one of the things that I I think is important is to identify what the board's role [snorts] in in each of these is
199and the administration's role. Um, so you you have your area of focus because you have your committees. Those are your areas of focus. Those are the things that you're focusing on. You're in the process. it sounds like of creating goals for each one of those >> smart goals. >> Um and so with the areas of focus, right, this is a place that the board can help identify what those are. Um the administration, right, would would provide the information you need to decide what those are, which is already done, which is great. Um, you know, once those goals are made, it sounds like you'll be bringing them up to the board for approval and um, the administration is part of that development of the goals as as are the committees, which are very important, but you're
200going to get buy in from the from your old community. You've got to have a lot of people involved. Um then once you start talking about goals, you'll have some objectives and some tasks. That's really where the board is going to back out and stay at that 30,000 ft level and provide oversight. It doesn't mean that you don't get feedback or you don't um provide context to things but you're not necessarily in the actual work. So for the en for the academic achievement for example, those that's going to be your teachers doing that work, right? They're the ones who are going to have the tasks to do um and the superintendent's not really involved in the dayto-day that either right the superintendent is giving is delegating these tasks for completion. um you know these are
201the things that have to happen for us to reach this goal and then you look at the outcomes once after you know a full year have have a review of it or you can review it by annually depending on how you want to do it. Um, but your job is to say, "Okay, this is what you've been doing. Is it working? If not, why not? And is there anything the board can do to impact that?" So, do you need funding? Do you need um for for staff positions? Is there a policy change? Is there something that's happening that we can have an impact on? So just understanding that you're you're the board isn't involved in, you know, the day-to-day stuff. It's the same thing, but since it's a district strategic plan, it it feels a
202little muddier than than the actual um job of the board. So um it's really that providing oversight, providing feedback and guidance, but not being directly involved necessarily. >> [clears throat] >> But as individual people, they could be involved in the activ excuse me the activities of one of those subcommittees. >> Yes. you know, [clears throat] so um uh one of the things I'm on I'm [clears throat] on the facilities one with Fred and so one of the things that we are wanting to try to explore I'm going to have some involvement in that and Fred's going to have some involvement in that as individuals. >> Yeah. As community members. >> As community members. So um >> Uhhuh. >> So what's going to happen is Carolyn and these five committees are going to present to us
203and then do we prioritize? Do we say like committee one we're going to set you first and we're going to work on you first or do we just go for the five committees and say each committee is going to do their own thing? I mean, you've got to have in a strategic plan, you're going to have multiple parts moving at all times. >> So, I think you you you've created committees that really are your areas of focus and things that you want to improve around and I think those have to be going simultaneously. Um because you want to move all forward in all areas. Now, you don't want to have each committee have 14 goals, >> right? you they have to they have to goals that that are you know you can actually get done
204um and sometimes the goals have to change because you don't have the resources there's some you thought XYZ was going to be the thing to do well XYZ didn't work so let's go figure out what is going to work and here's what we know from the the experiences we've had the school really should be ABC um So yeah. So you I think you just let them work um simultaneously and independently um as as much as they can. They they may not be able to work completely independently, but >> well and [clears throat] the f and the the goals for the recruitment and retent recruiting and retention committee because when we started this a year and a half ago, that committee moved forward and so they accomplished some things. So this time when they met, they
205created some new goals. So I think but the board knowing what each of the committee's goals are, what the tactics are, the tasks that they're going to be doing to get there, the steps they're taking, um, and then the outcomes and and the most important part is the outcomes. We I think a lot of a lot of us when we do strategic planning, we think, okay, we did it, it's over, but it's not. That's the beginning. And so and and it's never over, you know, your things that you achieve around enrollment. There's another whack, you know, it's like whack-a-ole, right? Something else is going to pop up. Something's always popping up that you got to deal with. So, um, you know, we also talk about strategic plans being three to five years. I mean, a
206good strategic plan maybe is just in continuity, right? It's just like whatever it you're always looking at it and you're always updating and you're always creating new roles and new tactics. So, um, the outcomes is what we mostly don't look at and I think that's what this that that progress monitoring calendar will really help you focus on is what what work did we do and was it successful? If it was, yay. What's the next thing? If it wasn't, why not? And what can we do to make it better? Um, I'm not going to teach you to do that. Um, you know, your vision, right? Mission, your values. You have a mission statement. I couldn't find a vision. [clears throat] >> We did a vision. I mean, we did a mission and statements instead. >> Oh,
207thank you. >> Um, so this is your mission statement. Student centered environment that cultivates character, promotes academic excellence, embraces diversity, students will achieve their maximum potential and become productive citizens, provide a lasting contribution to our society. Um, and then your belief statements. We believe that all students should expect success in the academic achievement goals. We believe that lifelong learning is nurtured through family, school, and community. We believe that all students should understand the core values and governing principles of foundation of the country was founded. We believe that academic instruction should translate into student success. We believe that all students through hard work and accountability should reach their academic potential every day. And we believe that all students should be supported in a safe and caring environment. So um I think one of the things that
208we also do with vision and mission is we don't talk about it enough. Um we don't say what the mission is. We don't remember what the mission is. And having real focus on a well- constructed mission will help guide the work that you're doing in terms of your strategic goals. So, one superintendent that I worked with would read um when [clears throat] he did when he pointed out different things during his superintendent address, he would say the mission of Paradise Valley Schools is to blah blah blah blah blah. And one way that we've done that is XYZ. And so I think the more that [clears throat] you can kind of talk about the mission, talk about your strategic belief, your or your um your belief statements, the better that you understanding your community is going
209to have what it [clears throat] is that you're doing. >> At least one of our sites um uh they state their mission every day, every morning. and the students stay >> at least in one of our sites. >> Maybe that's something we should consider doing at least >> all the schools >> right after the pledge. >> Yeah, I was thinking [clears throat] we should probably stay before the meeting. >> Um yeah, I really wanted so I I wanted board members to recite the mission and my other core board members like >> [laughter] >> I lost on that. But I don't think it's a bad idea for the superintendent or the board of presidents when you when you start the meeting. >> Just want to remind you what the mission of our school district is and
210the reason that we meet and here it is. Um because it it does tell you what you want to achieve for your students [clears throat] and keeping focus on that. >> It kind of sets the focus. >> Yeah. set the stage. >> Why are we here? [clears throat] >> Yeah. >> Why do we ask teachers to state the objective of the lesson, >> right, >> before they start, >> you know, sets that same >> and sometimes adults forget why we're actually here, >> right? We we're more focused on adult problems and we're we kind of lose sight of the fact that we're here for students to achieve and to be successful. I told somebody the other day who's in my office and and they I don't even remember what it was, but they came to
211me and said, "Can we do X, Y, and Z?" And [clears throat] I said, "Is that within our core values?" And the answer was yes. I said, "Then we can do it. We'll figure out how to make it happen." Um, if [clears throat] they had said no, you know, if they'd been honest. If it wasn't and they were honest, then I would have said no, then we need to rethink. >> Yeah. >> What would staying focused on this, right? The reason you exist, the purpose, and the essence of your values, what you've done in both the mission statement and this reflects your community. And that would not be hard to do >> right after the pledge to remind everybody. And I could do that. >> You mean I'd have to listen to two different things
212from the schools every morning. >> No, no, no. She's talking about you as >> I'm talking at a school board meeting. >> I mean, I have to listen to the pledge [clears throat] every morning while I'm doing my water. >> Stand up. >> Yeah. At the pool stand. [laughter] Yeah, I'm standing up. >> She lives close to Fox Creek. I live right across the street from Fox Street and they had the outside speakers on >> and I hear hear the bell ring and then we I hear and I kid them. I said when if I hear the pledge being said I know I've overslept and I got to get my butt out of bed. [laughter] >> Cassie, could we put that on the agenda >> for me to read that read the mission statement >>
213for a statement of beliefs? I wonder which one >> [clears throat] >> You could vary it either one >> one one one month the other the other month. >> Or another suggestion if you want is you could take the two alternate them with some graphics have them pre-recorded ready to go up there as a live stream. So, just the same way that that [cough and clears throat] call to the public is pre-recorded, you could pre-record either of those, have graphics to go with it, and you've got a video presentation. >> Sounds like a PO thing. >> POI should do something like that. >> PO, >> you think so? Or PIO? >> Pio sounds like just [clears throat] [laughter] >> It's kind of like the army, right? If you don't step back with everybody else, you're
214Ed. [laughter] >> I didn't see anybody doing this. >> You know, Lance, I wouldn't mind reading it. >> If there were graphics behind me, that would be perfect. >> Or we could do that except normally you want your audio to sync with the graphic. >> But if you want to read it, that's that's fine. You got it. You got it. >> Well, maybe you could be reading it on the recording. every board president. >> Yeah, >> that would be good. That would be good. >> Yeah, I can do that. >> All right, one more idea. Um, okay. So, I'm going to skip through this a little bit. We've talked about smart smart goals. I'm assuming everyone understand. Um the one thing I thought maybe we could talk about is some of the strengths, weaknesses, opportunities,
215and threats that are facing the district. And after that, we we do have goals, right? So you have you're creating those strategic goals for this year um or in this year. And then we talked about that progress monitoring calendar already. So what do you think about just verbally kind of talking through some of the strengths, some of the weaknesses? So your strengths are things internally um that you have initiatives, practices, programs are going well um that are that are positive for the district. The weaknesses would be things that um you need to work on uh shortcomings, negative things within the district that are not being addressed or should be addressed. The opportunities are external. So what is happening outside of the district's control that if honest could support the district's mission and I think one
216of the things you've already talked about with this is the strategic planning committees. That's a huge opportunity uh to get people involved. And then threats. What things are happening externally that [clears throat] you have no control over but that are impeding your progress? So I am going to I am going to be a scribe for all of us. But let's talk about some of the strengths of the district. I think the administration is administrators that want better for their teachers, you know, better. [clears throat] >> Thank you, Judy, for saying that. And I would add to that um just some data because I've gathered it for um something else. In [clears throat] the last five years, we've had and I'm just talking principles and assistant principles. I'm not talking directors or anything. Um, we have
217six sites. We've had 21 turnovers >> in the last in five years prior to this year. 21. [clears throat] This year we had two. >> So that stability >> is going to help. But when you have that much turnover, [clears throat] that is a significant factor in not moving forward. So that's both a strength. >> So that would be a weakness too. >> And weakness, right? [clears throat] >> Turnover, right? >> Yeah. It's a weakness. >> Yeah. >> Historic, you know, in the last five years, way far this year >> and [clears throat] then it's a new strength this year because we only turned over two and one of them was a current employee, but who moved into, you know, moved up from assistant to principal, right? >> Um, but the rest of our principles
218and assistants were stable, >> which is great. >> It's awesome. >> It's it's it it really matters. Um, [clears throat] I think that another strength is the the ability that the district has had, mostly Carolyn, I guess, maybe Jen, of getting of filling positions that we need to have filled. Jen gets a lot of most of the credit for that. And that was one of the goals from that committee from a year and a half ago because that year we had 38 openings of uh 38 teacher openings. uh this year because and their goal was to bring it down 10%. This year we only had 25. So they brought it down way more than 10%. >> That's right. >> But I think part of the weakness comes with with the idea that we are having
219[clears throat] four teachers come in and we're putting them at the at the primary primary the littles >> the highest percentages at school. Well, anyway, the people I I really think that if we could keep those keep our foreign teachers with with language, >> it's um we could keep them out of the first, second, and third or kindergarten through third where they're they're fighting language as well as as learning how the how the number line works. Um, I think that that's one of the weakness. It's not the teacher themselves. The teacher is really usually strong. It's it's the fact that I think that there's a language problem. >> Yeah. >> How do you feel when people aren't applying? >> Yeah. [clears throat] I mean, you put them where you've got openings and who you have
220applying. the the e external threat that goes [clears throat] with that though is is you know the nationwide shortage of >> of people who are s certified who actually want to teach and will teach. >> Exactly. >> Um and uh and then related to that to me a big and and you all may have come up with this too. to me an external threat in Arizona is always budget. >> It's budget >> and legislation >> and you know the legisl the legislaturator's lack of support of public education. So you know those are things that we just have to deal with. >> Um but that's also part of why you know if there are teachers out there who are interested that affects our ability to pay or not pay and those kinds of things. So >>
221you know >> nothing is ever nothing is ever independent. It's all interaction. >> Yeah. >> We do have the opportunity of Harvard College. [clears throat] >> We have the we have a a program with NAL [cough and clears throat] to teach into the teaching profession. So I think that's an opportunity. So that's a like a um >> we have an agreement within a year. >> How's that going to affect Mojave College's program? >> Any still in it? >> Yeah, I know you still it's u well because at Mojave College I mean it's just another opportunity for our local people but they still have to pay. The advantage of the program right now with uh NAU is that you can get your bachelor's degree in for free. It's free. >> So that's the teacher >> that's
222the teacher agreement with uh yeah whatever it is with with NAU. So um >> and we'll take any of our opportunities like that. We'll take the more the better. >> That's an opportunity and probably a strength that we're actually offering. >> Another strength is that we have started what we call the D project >> three houses. Yeah. And uh we're actually offering housing at least to our core student teachers at this time. >> That's great. >> Um we have another strength that we have um that I've heard [clears throat] about frequently um as a district and this is uh this is internal. Uh we have a child care center for our kids from birth to birth to four. >> That's fantastic. And I learned uh last week um that uh we are our our child
223care center uh because other school districts have some other school districts have childcare centers. Um we're the only one in the state that has uh that that um the child care center is part of our free and reduced lunch program or meal service program. And it's free because we're CSP or whatever that is. um and only one of five in the US. >> Fantastic. >> That's not for sure, >> isn't it? I mean, I think that's a strength. >> One of the one of the strongest feeling or [clears throat] not feelings but memories that I have that really impacted me was when I first started after the first year I was here. They they were doing a program called Fishbones where all the teachers got together on a day off. They all went and got
224together on a day off over I think it was desert. >> It was a pinky day. So it was paid. It's not. >> Oh yeah. >> At any rate. [laughter] >> So they were there and and um working on problems and breaking things down and trying to get at the root causes of everything. And it got uh got to the point at the end of of the session where um you know whoever was in charge says, "Well, good work today. Thanks a lot." and you know have a good weekend and we'll see you at school and most of them just looked at each other and went back to work. >> So you have our committed staff >> absolutely committed staff. >> We do. I think one of our weaknesses is going to be um reporting
225the state reporting to our community whether it's the the report card grades that we get the ABCD for schools that's a a weakness and perhaps a threat I think that's a threat >> as well. I think we have a threat of the charter schools. I'm sorry, but they they're threatening to make public schools, especially schools. >> Yes. >> It's not just the charters, though. It's mostly the ESA [clears throat] that threatens us with that. >> Yeah. >> The charter schools have been here long enough that >> I mean, unless it's a new charter school that draws our kids, >> it's about the same percentage. >> Well, Yes and no. But I mean at this point the kids are in we don't lose that many to the >> we lost some milk has reached it cap.
226>> Yeah. Malcus milk is not not particularly a threat now in that sense. the new ones are the church groups because those are the ESAs and and the ESAs the issue with those that's a threat is that there's no accountability academic accountability >> and uh you know everybody focuses on and it's true they don't have there's not a particularly strong financial accountability for the ESAs. I'm more concerned about the lack of academic accountability. No testing is required. No no assessments are required. No They're [clears throat] going to come back for us to reenter. >> That's the trouble is they have to go back to the next. [clears throat] >> We got a student, and this is just one student out of 2100, but we got a student two weeks ago who had been homeschooled since
227kindergarten, was in public school in kindergarten, has been homeschooled since as a fourth grader. We did our screener. >> He reads eight words. >> A [clears throat] minute. Eight words. fourth grade. >> Yeah. Um and I feel so bad for him. >> Yeah. >> You know, this is sad. >> So, >> we deal with it. >> I think another threat to us is ice. >> Yes. It scares the people, especially considering how much of our community is Hispanic and stuff, too. It's it's a big threat to them and we know they are here in our community. So, um the the the questionability, this might be the right word, the instability right now of federal grant funding. >> Yeah. Um uh 11.75% of our total budget of our total. So if you add all of our
228budgets together, you add all the marbles together, our grants [clears throat] account for 11.75%. >> Wow. Arizona for Arizona is 25% for the state or you know all the schools in the state is 25%. So I'm really glad that we're less than that. >> Yeah, >> but still it's significant and that's a threat >> and we don't know what's going to happen to these marbles. >> Are we going to have them? Right. >> Okay. What about opportunities? We have any partnership. I think your strategic planning committees are an opportunity. >> Yes, I wrote that down >> in the elementary but in the high school the kids can go they can get college courses in high school not in our area. >> That is true. >> Yeah. >> Is that already? >> Yeah. >> Um I
229think an external trend in activity. I agree with Melinda that I sure would like to see more parents here and whatever. Um, but an opportunity is that we have a lot of support. >> We have a lot of community support and and you know it more by what isn't said >> than what is. Um Lance and I were talking about uh six years ago uh when I came into the position uh social media was chewing this district up. Chewing it up. >> Yeah. >> And um how much would you say that has changed? >> I would say a couple of times a month instead of a couple times a day. [clears throat] >> Lot of change. which says community support to me. That's what it says. [clears throat] Thank you. >> What other what other
230opportunities? >> You know, there have to be other opportunities, >> external [laughter] things. There have to be. >> Yeah. Um, uh, >> well, one of the things you talked about were some of the community groups, educating the community groups, getting them more involved >> and understanding what's going on. >> The community relationships that is >> um, >> we have some really good. >> We do. And there was a real [clears throat] problem um back you know timewise pre-COVID not because of CO >> but when superintendent changed um the relationship with a lot of community and other governmental entities in the area was horrible. There was not a lot of trust. Um there was outright bad mouthing and I think and Dr. Stewart worked really really hard for first year to turn that around and that
231has just continued to improve. [clears throat] >> That's one of the reasons why I dropped the board at that time was quit. So it it sounds like just listening to all of you that there one of the threats may be just the fact that you're part of a larger system that isn't always cooperative with you. >> It's not always >> Yeah. We're not part of that system. We're >> parallel to that system. >> I [laughter] mean it was a partnership, right? that really isn't that much of a partnership anymore. But tied to that, um, and it dubtales a little bit into what or out of what Judy was saying when she mentioned charters, when you have another nonASBA district to which we feed, that upsets members of the community. When parents pull their kids out
232of that 912 district, they're pulling their K8 kids out as well to keep them together at another charter. So if they are frustrated [clears throat] with another district, we feel the pain. >> Yeah. Because we're such a small district. >> Small group. >> Yeah. especially now that one of the charters that started only as an elementary charter now has a high school. >> So we've got so we've got two two charters in our backyard with high schools and those parents have an opportunity to put their kids into those high schools but they take their littles along with them. We only have three >> high school charters. Abi >> Oh yeah, but AOVI doesn't have >> impacted. [clears throat] Okay. Any other anything else you'd like to add? >> Under strengths. did we put um that
233we we really have a a high majority of our teachers who are certified teachers. We have a few that are alternatively certified but not very many. Um and and these days that's pretty important because there are districts that have teachers who you know who have not gone through regular sorts of certification. All of our international teachers are regularly certified. an opportunity perhaps is I know that one of the things that we see every week is donations or every month rather is donations >> and and I know that we're we're grateful when we announce u you know publicly our thanks and stuff I don't know if there's an an additional way that we might acknowledge the generosity of these people >> I think letters are super >> I send out letters we send out letters >>
234but I I'm parking lights >> public >> uh public where it's hey um I don't know even even a small thing in that that what town and country or our town our town thing saying we want to recognize these people who go above and beyond to support us normally when it's a large well large is where it hits a particular threshold we will ask them if they want and we'll send out a news release and we did for example with the uh you saw the the bags um that are in the conference room for the new teachers facility. I mean we had uh we had a really aggressive campaign bridge to bridge getting things donated and what it was was thousands of dollars and so we did a couple of news releases including one of
235the banks that had the largest amount. So we'll try to do that. It's tough to do a donation to do a news release, you know, for $5, $10, $100 one, but we have done some collective ones and certainly the big ones. Um, we'll we'll give them some publicity, but there's no reason we we can't remember. We could do we could do an ad that lists everybody who donated say during the calendar year or during the >> I mean that would be that would be fill half day half page for sure more >> wouldn't necessarily need to disclose the amount >> no not the amounts just >> you know just these people we really appreciate you thank you so much >> yes we could do that and that would be easy >> and we do have
236we've got a little in our marketing budget a half page You acknowledge them on your Facebook page. >> So what do you what do you read the donations? >> Okay, good. A lot of a lot of districts just do that in consent >> and I I don't think that's a great idea. >> Um >> is longevity [clears throat] a strength? I mean, we are about to hit 80 years and grant is not the oldest school district in the state. Um, but we've been around for a while and there's things that I can think of another strength. You have a board that cares, works together, and is focused on students. >> Yes. I'm gonna write that down. >> Please do. >> I'm sorry I didn't. >> Anything else we need to add to this? And obviously
237this is this is just a way to kind of you know put it in writing thinking about it but also we've come up with a couple of brainstorms just in the short time that we talked of things that you could do that might create more opportunities. Um so and the donations you know I always wonder do school districts do enough with tax credit donations? You know we >> try to get them. Um and and you may already be doing a lot. Um but that's just another >> Lance and and one of our gals out here work on that. And um because we because we don't have a lot of after school clubs uh especially now with only one junior high. So we have to be creative. I my first five or six years I was
238working for I was split between two districts between here and the high school district and [clears throat] I have to tell you it was much easier to get tax credit donations for the high school district >> than it was for the elementary just because of the difference in >> now uh Jenny our our safe coordinator um is the one who goes out and meets with the CPAs and the accounting firms and folks like that to let them know. But when I started with my involvement with it, we actually had better luck from one of the CPAs in Laughlin on the Nevada side than we did for any of the CPAs in Bullhead. They weren't pushing it. He was. So, a lot of it was education on their part. In fact, a lot of the tax
239services are not CPAs. There's no regulatory required in Arizona that I can say I'm an accountant with my poor math skills and still be a you know an accountant in take money. >> Do my taxes work? >> Oh yeah. >> Yeah. >> No, I mean not an accountant say a tax. >> Yeah. To be an accountant, you really should be a CPA tax, >> but you can tax prepare. Take a couple of online classes and >> hang up a shingle and that's it. want me doing that. >> I became a social worker for a reason. [laughter] >> You have to do math. >> Let me tell you, counting is not math. >> Um, [clears throat] >> you have a whole bunch of bunch of things on your face. >> Yeah. So, I got some stuff
240this I'll write all this up so you can, you know, take a look at it. I would also wonder if they're going out and doing community presentations if the tax credit donation should be We we did and um the service organization because there are so many in the area >> that are pushing for tax credits, >> not just the schools, but a lot of the other nonprofits as well. And of course, the charters >> can um have a higher threshold. You can write off more. Some of the other nonprofits you can write off a higher amount. And uh I don't remember if it was Kuanas or Rotary. We did one a few years ago and where I wanted to try to set something up again for Jenny. What I I got was you're about the
24115th request. We can't we can't do it. >> So it's a matter of looking for other ways to get the messaging. >> Um I want to add a strength. >> Okay, [clears throat] let's do When I look at this definition of practices that are going well, 17% of our students are special ed. We have phenomenal special ed teachers in the program. >> We regularly have requests for open enrollment from other districts and new hours for our expendit. We usually have to say no because we're over capacity in all of our programs, but it's because they're doing such a great job. >> And that includes four sections of well really eight eight sections of preschool special [clears throat] >> because weakness though as well. Well, but see, weakness says shortcomings, things that the district that is
242not addressing. >> Oh, >> We are addressing it. Yeah. >> Yeah. >> The [clears throat] fact that there are so many is kind of a threat. >> That's a threat, right? >> I mean, you know, we don't we don't choose that. We welcome those kids. We do. But we have we have phenomenal people in those positions. you know the reputation and the quality. We even have one kid from two school districts 30 miles away. >> Not anymore. >> No, but we did. >> We did. >> But I'm saying but the request [clears throat] >> um yeah another one another thing went through my head and it was gone. But you do really well. There's another It was another ST. >> I'm sure there's many. >> There's many. >> There are many. There are many, but
243um >> um >> Oh, I know what it is. >> We have uh we have an alternative program. >> Oh, >> so we do diversionary uh things for uh students who are uh who might otherwise be expelled or long-term suspended. So we have we have an alternative diversion and uh and it's successful. Um last year all of the eighth graders in that program and I think there were seven promoted which means they >> that's huge. >> Can we count transportation as a strength in [clears throat] a time that other districts are pulling back? >> Right now we're doing okay. Yeah, we're it right now it's a strength. We don't have any extra drivers, but we're not get you and I are not getting 5 am calls every day either about cancing a bus ride. >>
244So many other districts are cutting routes or dropping completely and we still have a >> partly because we have the IG. >> Um in Paris, one of our superintendent got his commercial driver's license so he could Well, you know, there is a legislator who thinks that all educators should have a CEO. >> Oh. >> Wants to know why. >> Well, and there's somebody may come to call speaker and call to the public at the next meeting who is an advocate of that as well. You social media that >> should have CD. Who's going to pay for that? >> Yeah. >> They don't just give it to you, right? Well, no, but I mean I mean they if they know anything, they're going to say, "Well, you have internal trainers, so why are your people not
245all Why are your teachers and your administrators not all have CDs?" >> You know, and when you're >> Yes, they do. >> Don't agree with either one of those things. >> Imagine being a teacher, driving the bus, getting off the bus, and going to teach a classroom. >> You would want to use your mind. >> I would. [clears throat] >> I would. Oh yeah. >> You could not pay me enough to be a kindergarten teacher or a bus driver. >> Me either. [clears throat] [laughter] >> Enough to be a third grade teacher. [clears throat] >> So with head start going downhill, are we going to be picking up more of those kids? >> No, because we only have special ed well in title one right now. Um now we have some slots in title one.
246So some of those kids would qualify for title one. Yes. But um we already serve the special needs kids from Head Start >> for a portion of the day. >> We already have that partnership. >> It looks like we're going to be closing. >> They don't get any funding. >> There are three in Arizona that are in imminent danger of closing next week. bullheads and the tribes were not on that list, >> but it's >> but when the money rents out, >> they run out. [clears throat] >> I mean, the federal shutdown is a threat for sure. Yes, there's there's it's there's so many ways that that everything could come crashing down. Um, you know, SNAP benefits another thing I think that we have to, you know, think about. So, >> and yeah, and hopefully
247some of those things are are short-term threats, >> you know, but we just don't know. >> You know, the judge rule a judge ruled yesterday that they can't stop those. But we'll see what happens. >> But they also with the contingency plan that came out last night and said that there's not enough to even cover the whole month in November. And after that, they don't know what they'll do because money. What do you think? >> 6 billion, >> huh? >> $6 billion. >> It's five. Well, they say it's 5.8 28 million a month is what they're paying out. >> It won't be November. >> Yeah. >> Maybe by that time >> Yeah. >> somebody will have done something >> that's morally correct. >> We can help. >> Thanks, Julie. >> Thank you. >> Any anything
248else we need to talk about? >> Not that I'm aware of, but I do want to thank you very much because I understand there's a 4hour drive back. >> Oh, it's And there was a 4hour drive here. No, I've done this several times. So, I really >> Oh, Julie doesn't mind that first mile like you do. [laughter] >> It's cuz she doesn't have to get up that freaking hill. Plus, that traffic down the bottom of that hill. >> I know. >> Oh, yeah. >> Yeah. I mean, the good news for me is I don't mind driving. I actually enjoy it because it gives me time to >> And it also I really appreciate you coming and monitoring or not monitoring, leading, mentoring us through this. and listening to us. >> Well, this is my favorite
249part of the job. >> Thank you. >> And I also want to thank all the other board members >> who didn't say no to me when I said we need a board retreat [laughter] >> because you guys could very easily have said, "Nope, I'm busy. I'm not doing it." >> So, I do have an there is an evaluation in there. So if you would mind doing that, we we do actually look at those. >> We're all about continuous improvement as well at ASBA, >> but thank you all. >> Here's two of them. >> Great. Thank you. >> I've got a quick ASBA question. >> Okay. Hopefully I'll give you a quick answer. There was there is an ongoing program that ASA and ASPRA put together uh currently involved ASBA because Heidi Vega was president of
250ASPAR >> called every day counts in Arizona. It's the >> monographs and people. Do you have any idea what the reception has been like across the state? How many districts are implementing the campaign? I don't know, but I know we did do we had a session at summer leadership >> that talked about it. So, that was one thing, but I'm not sure how many are doing it. >> I just received an ask for survey asking if our district has implemented it yet and bits and pieces, but not >> so I can ask when she's in town. >> Yeah. She may know, but um Rita, is it Rita? >> Yeah, she may. I think that >> Rita is something that >> Okay, I think I need a motion to >> I make a motion to work.
251I second that. >> I Fred Rushi. >> And we started >> [music] [music] >> Heat. Heat. [music] >> [music] [music]