001as a policy. If the board isn't willing to monitor the policy at least once per year, then the board shall should avoid creating a policy about it and instead delegate responsibility for that area to whomever will implement it and let them create a policy for it if they want. Having hundreds of pages of policy language often doesn't clarify what the board prioritizes. I'm going to read that again. Having hundreds of pages of policy language often does not clarify what the board prioritizes. It typically obscures it and does so usually while invading the areas of delegation from the school board to the superintendent. One solution to this is to comp contemplate a policy diet wherein the school board delegates all operational policy to the superintendent as admin policy or admin procedures, whatever makes the most sense.
002and the school board only retains as board policy the most succinct version. The traditional 1,000page board policy framework has benefits. Focus on a narrowly defined understanding of the vision and values of the community such that they can actually be monitored is not one of them. Mic drop. >> Mic drop. Right. Yeah. Absolutely. So, here's um I think a way that we're going to be able to work through this in two small tables. I want to now um I'm gonna mix this up a bit. You have five chapters in your policy. Have you noticed that? >> Yes. >> Chapters one, two, three, four, and five. Um I'll invite you to look at what the titles are underneath each chapter. Um Katie, I think I see you have it upright. >> Yeah. >> Would you share with
003us what those five chapters are? >> So, chap chapter one is district governance. So, they're not Oh, yeah. They're not written down here. Chapter one is district governance. Chapter two is administration. Chapter three is business operations. Chapter four is human resources. And chapter five is students. So I I I don't think we have to be here for a long long time because what you're going to notice in the Google folder that was shared with you um is and you're going to notice that chapter one and two have the most suggestions and recommendations because that ends up being mostly chapter one is definitely within your world and that's where we would say in this document that hopefully you read right and it's it's talking about the four sections the four categories is One, does it h
004what does it have to do with the goals, the student outcome goals? The second category is what does this have to do with the community's values or what we call guard rails. The third category is delegating. Where is the board delegating responsibility to the superintendent? And then the last one is governing. It's what's the board relationship with the community and itself. When it's outside of those four, you might catch yourself saying, "So, should it be in there?" Now, as I look through your legal through through what your law in Arizona says here, there are some of these that you are not going to be able to delegate because by law, it specifically says you, the board, have a responsibility. And you're going to notice that there's some misalignment here between these four categories and what
005your laws say. So, we call that right here. I'm going to jump to you on this deal. You're going to think about it in four areas. Is this a policy where it's delegating to the superintendent? Is this a policy that maybe we would consider deleting? But again, if it's legal, if it's law, you can't delete it. Is it a policy that we want to retain? Is it a policy that we add to the legacy list? Which legacy list means that it's in law and you can't touch it anyway, so it's going to have to stay. We would just label that legacy list. What what I've what we've tried to do is try to save you time by zero in on the policies that we believe could give you an opportunity to look at the wording.
006They're just recommendations. So, if you see wording or language or you see an area that you want to keep or that you don't, tonight is the night that we get to have that conversation. You have a spreadsheet in your material that looks like this. And I've got all your policies listed out for you, but you'll also see them on the Google folder and you'll also see them on your website. I'm just trying to give you example of how this works from my end. So you'll see that not all of these are going to have recommendations, but chapters one and chapter two are going to have the most. Chapter 2 has two areas for the superintendent, which Jay, do you remember what's on those two for for anyone that's wanted to follow along? You can click
007on there real quick. or it's on the spreadsheet. >> Chapter two has the first one two-101 >> duties of the superintendent >> and the second one is evaluation of the superintendent. >> You can see on the left what chapter it is because of the number that it's starting with. >> Yes. >> Yeah. >> And so here's what I want to do. I want to say >> chapter one. >> I want this table to look at chapter one policies, even though there's more. Um I I want you to take chapter one, look through the edits, look through the suggestions. Y'all have access to the Google folder, >> right? >> Yeah. So, take a look at those, go through them one by one. this table because the superintendent is here. I want to invite you to look
008at chapter 2. But I also want you when you get done with chapter 2, go ahead and start looking at chapter three as as see what you notice because you're going we didn't see much movement in chapter 3, four, and five. That doesn't mean it can't happen. It just means that uh talking about uh Ben and I were not as comfortable going in there because we wanted to see what your response was to those policies. Your main area is going to be chapter 2 and then also chapter 3. Yes. >> So, just before we get started, I think this question is kind of throwing me off. Is this policy legally required for the school board to have? I'm trying to make sure that that's the right question we're asking because technically under the law, we're
009not required to have we're not required to have any particular policy. We are allowed to prescribe and enforce policies. It says we shall. There's an argument on whether shall means you must. Um, that's a whole other rabbit hole. But it's not saying you must have a policy that says XYZ, right? It's saying here's all the things that are up to your that are under your powers and duties and you can prescribe policies as long as they're not inconsistent with the laws of the state, but it's not saying you need to have XYZ specific policies for the most part. Okay? And so when I'm seeing that there's all these ones that are blank, there's ones that say yes, but then there's all these ones that are blank. I guess I'm curious on where you guys got
010the yes or blank answers. >> Good question. Thank you for I I did not clarify that. The yeses are going to be on the policies. The the ones that don't have a yes are mainly on the procedures to the policy. >> Okay. >> Yeah. Good. Good catch. >> So yes just means it's tied to statute. No means that it's not. And it just lives on a policy of the district. >> That's right. And and as I look through each one of your policies, I was looking for where statute was attached and I was clicking on the cool thing about your policies, you have all your statute links >> underneath each one and you'll see when you go in there and you read it, it'll tell you >> if it is statute or not. >> Okay.
011Okay. >> Yeah, it I went through all of them, my friends. So, I'm inviting just do them in group so we can do them together. So, chapter one, because those are long longer and over here, chapter two and three. >> Okay. Uh, I want let me let me walk you through one briefly. Um, everyone, if you can jump over to the policy. Which one was it? Five. Uh, where'd it go? >> I had a policy picked out to kind of get it going. It I know it's on You got You got chapter 5. >> Yes. Yeah, this one >> it's No, go to the reg the one on your website. >> Oh, yeah. Well, I've got it right there. Let me see that. Sorry. If you just look at an example of five dash, where
012did it go? I'll come to your table and I'll show you one here in a bit because I've got it. >> I have it up. >> Which Which one was it? Was it 5-202? >> Students with disabilities. >> No, not that one. Sorry. I had one >> instruction curriculum. >> No, it was one. It's a policy that's clearly about the superintendent doing. It's a delegation policy. I just wanted you to be able to decipher. Not in chapter five. >> So chapter two, duties of the superintendent. >> No, because anything that doesn't have a yes is likely something that is delegated to the superintendent like on any chapter already. >> Got it. >> Okay. 5-207 curriculum adoption. >> Oh, okay. But that one says yes. >> Yes. By law, right? >> Yeah. >> Okay. What I'm
013asking though as you look through 5-207 it I'm I'm thinking that it'll become clear that that would be one that is a delegation that that is up to the superintendent. So in our we so take a quick scan of 5-207 and yeah you'll go through this sheet. Is this policy legally required for the board or can it be delegated to the superintendent? Does this policy represent governance or management? Does this policy directly impact student outcomes or protect community values? And what is your group's recommendation? Is it to keep, to delegate, delete, or a legacy list? >> I'm giving you the answer just for the sake of time, right? >> Yeah. >> But that's just an examp >> that would be a delegating one. And so because it lives in that fifth chapter and it's not
014necessarily in the first one. Um it's it's in a good place. But now you want to go through chapter one. You want to go through chapter two and three. You won't have to go through all the three because I think you're going to pick up the pattern. But go ahead and take some time to go through them. use your spreadsheet as an example >> because the statute >> it's just that they're different groups. >> So as you go through you see that >> there's a good question about why did I color code them? It's because they go into different sections of your policy. >> Okay. So we're on two, right? Sorry. Is there a link or where am I within the actual >> Oh, I was like it's also just on the school website. Like
015if you go to the the you go on the district website, you can find them from there. >> We only have six in one, right? >> We have chapter one. >> Mhm. >> All of chapter one. >> Yeah. Okay. show her. >> Yeah. And also I think we'd need to look at to like for example Yeah. Sorry. Um >> but I think there's an edit right here. >> The district website. >> No. >> So if you go into >> Just go to the district website. That's what I'm looking off of anyway. >> I don't even shared shared drive. >> No, it's not on board. It's on the control because I have to share >> but I think you're in here >> for chapter two. Why are we >> emails are chapter two? >> I literally
016don't know. Okay, let let me just let me I'm about to share it with you. >> Yeah, we're supposed to fill out that part. >> Okay, check your email should be in your email. >> How do I go back? I'm so bad. Like how do I >> go to my email from here? >> So maybe >> can you open your >> the one power we actually have >> another tab? >> Yeah, a tab. Okay, >> I have to go to Google. >> Yeah, go to your Oh, yeah. There >> probably sign in. >> There it is. This one the second one. >> Oh yeah. >> Like without order. No impact is >> so if it's low impact >> I'm just curious >> they have a bunch >> I'm curious what that looks like >> I
017do not like iPads I have I have tablet of a Samsung user. >> Yours is K. Gibson at kratonchools.org. Right. There's no dogs or anything. >> Correct. But there needs to be a P. Everybody puts a B in my last name. >> Oh, yeah. Yeah. >> Yeah. I don't have >> Yeah. >> Okay. So I'm curious. >> So that's yeah, that's where my question comes in. >> I don't know. Yeah, but they can >> they can make a copy just Oh, yeah. >> The original development procedures administrative procedures necessary to achieve the goals and comply with the law. These procedures are not so So what they're trying is they're saying >> then set up the rest of the policy. >> Yeah. So and they're also tying it back to the board's goals, right? Instead of
018it just being >> well I can implement the board's policy. It's not policy policy. after a million steps. >> Nice. Yeah, >> this is what I >> I want to change. >> Okay. So, go in. >> Yeah. So for OSU 1-1026 >> on the third where it says develop the district's mission vision and then it has four guards. I think we need to add guardrails in there too. >> Okay. I was wondering I go, you know, you'll notice [Music] >> isn't this so awesome that it's going to be >> literally those are the policies. >> Which one? with what? Ask Isaac, please. >> All right. So, >> what do you guys do? >> That's good. >> But, uh, >> we do need to change organiz >> because it's legally required. >> Yeah. The weird part
019is that like there is no statute on the powers and authorities of the superintendent of the district, you know, it's like all embedded in these other statutes board can delegate to superintendent. >> Well, that hand >> Yes. >> And then also some implicit or by omission, you know what I mean? >> But then recently >> Yeah. No, we can completely take that out. Like it should only be because below there I think somewhere below there it says that the board at any time they collectively feel like they then they have to go. Well, that's al that's what makes this one weird because it's like you'd have to know all the spots where this would be, you know, in the statutes where this would be, which I looked at, which is funny because I'm looking at
020the cross references and there's not >> all the places that I think it would be either >> because it doesn't even refer to >> Yeah. Is that the >> 341 or whatever it is? That's like the 54 whatever one it is. That's like the board's you know authority which includes a lot of stuff that would be delegated to you which isn't cross referenced in this policy. I'm confused. >> If you ask Kilta she'll ask oh because it's okay. So for some reason it's not letting her see it. She doesn't have access. >> Maybe because it's not explicitly being addressed in this specific policy under your duties. >> Can I get a laptop instead of this? I just sent it to you. I just >> like not an Apple like just um a regular Chromebook. >>
021I don't know what we have. It would be Russell. I'll run it by Russell or you could have a newer iPad. >> I don't I don't I don't want anything Apple. I don't know how to use them. I'm Apple deficient. >> Apple. >> I'll check with Russell and see what they have available. Heather, I understand you're feel >> Yeah, because you're a Samsung. We're Samsung. >> I can get you. >> Thank you. >> Can I refresh real quick? I think you're able to do it now. >> I didn't want to. This is a can of worms. I didn't >> I all of them just in case we want to add something like just because they didn't know their stuff doesn't mean that we can't, >> you know, update it. >> Okay. So, open this. Okay.
022So with our with the attorney that >> I guess the answer on the first one is like >> this is what opens. So yeah is this right? >> I think it's >> or no see. >> So like for example if you click on this one >> I don't know that it should be legacy list or left unchanged. I think it's a different answer. >> Yeah. I think it's somewhere in between. >> This is what I keep. >> It does specifically. >> Maybe I should just look at Joel. say the board delegates to >> literally look when she does the first policy like it's giving her this link instead of what we're looking >> it is providing additional delegation if we choose the edits >> oh we need a 102 sorry oh my god >> that's
023why >> so you're saying redundant or is it >> yeah so like this one here we go one policy 101 fine and then you click on that and now you can see see >> this is our policy tag the stuff that attorney has >> changed. The red is suggested because that's not all the SOG combo. >> Okay, I see it here. >> And we can add or change like for example for this one we need to add board guards. >> Okay, >> because that's something that we need to do too. >> The legacy that differentiates >> I think >> it's just such a high threshold or is it >> kind of like is that kind of like an archive? Yeah, I'll put it in yellow. >> We don't have edit access. I don't think >>
024we might want to make a change to the delegate >> or blue. I would do it in Oh, well, maybe not the curriculum adoption. >> Yeah, >> you know where we might want to. >> Okay. How do I do that? >> See, I'm learning something new. I'm supposed to sign up for >> Yeah. the most expertise goes because by state law the board has to adopt the correct >> but let me ask you this you know by law the board has to vote on um like issuing contracts right in the details of that correct so I'm wondering if there can be like a mirror of that >> there could be one of the other ones they flag >> thank you I didn't know Yeah. >> So, that's kind of making me think, well, there's other
025things we vote on. >> Oh my god, I love that. Thank you. >> Voting on this, but we have had no input or say in it. >> I think budget >> Oh, yeah. saying, "Well, I'm going to change the way this person's already >> perfect." >> Yeah. >> So, the board like supposedly has the ability to make a choice to accept or not accept. >> Yeah. Because at the end of the day, we're Yeah. At the end of the day, if if you did if you mirrored the curriculum adoption with like hiring and firing, it would be the same as like at the end of the day, we're just saying whether we agree with what's been proposed to us or not. The only thing I'm impressioning too is that when when we talk about things
026obviously is that language. >> So chances are >> probably >> oh the curriculum adoption language in statute you mean? No, in >> maybe. So should the >> Oh, yeah. I saw it on the >> right or >> I want to say it was like >> Okay. Because >> Oh, we just looked at it. That's what we were looking at. >> That was >> the example, right? I was like, why were we were just looking at something? >> So, I kind of disagree with you because in Arizona, we could delegate this to the super. >> Okay. 5-207. So, let's look at five. So >> we have to give the final stamp of approval because of the legislative >> correct >> but for example then how does the issuance of contracts read in our policy right >>
027we should compare those two >> yeah because this is number 15 341 >> thank you teacher I don't even reference that oh it's 157 >> and I'm just adding regular jargon so we know not >> 15720 157 Yeah. >> Okay. So, yeah, under 15721, >> that's what you guys are here for. >> Shall approve for comments. >> As we all know, English is my second >> if any if any course includes basic technical like it's basically saying what the policy says, but I'm also wondering does the policy regarding contracts sound the same way? problems. >> And so that's why I'm saying at the end of the day, >> yeah, >> I want to make sure we're using >> hiring and firing stuff or hold on, let's go back. That's going to be under chapter three,
028>> right? >> Business. >> Yeah. >> No, it's human resourc. Okay. >> I don't I don't know how to give you guys an editor. >> Staff assignments. Oh, board authority to employee. >> Okay. Board authority to employ >> only the governing board by federal action to give may hire terminate permanent salaries, wages, and benefits. >> That's true. >> So like that's even more >> maybe reloaded. I think the governing board. So, what I'm saying is is like, okay, >> and I'm doing it the way that he taught me to do it. >> We have this, >> but in practice, we're not. It's not the way it sounds. You know what I'm saying? >> I don't have it, but >> I don't really need it. I don't think right at the moment. So, I'm not worried
029about it. >> Joel, would you like >> or I can request it? How about I just request it out of here? >> Oh, it's sent to him. I mean, we have >> Okay, then I'll just make you an editor. It >> all gets prepared. >> Sorry, we've gone down a rabbit hole. >> Yeah, >> I'm sorry. I'm trying to say that. >> Oh, I I literally get eaten alive by mosquitoes all the time. Um, >> no. >> So, this is where this is where my brain just went. So, we were just talking about 15 or no, we're talking about 2101, right? So under 2101 duties of the super talk about the duties of the superintendent, >> what was one of the things under 21101 that got me down this? >> Yes. However, sounds pretty >>
030um Okay, so we were talking about how how basically implicitly under state law >> Yeah. >> without them saying it. Anything that we that we aren't explicitly saying we're doing as the board is going to be delegated to the superintendent. Right. >> Then I brought >> Did you say that the super >> you gave us that example of looking at that curriculum adoption? Right. I was looking at that and thinking, okay, >> well, if you look at >> we also approve contracts, right? But >> we're not involved in what the superintendent >> if we meddle in that kind of stuff or who's getting a contract, whatever. We're going to all that stuff. So, in in one way, it's saying that we have authority as a board. We're the only people that can hire and fire
031people and issue contracts. But in the substance of it, we're not involved in it all. we're just here voting on it at the end of the day. Same thing with the budget is what he brought up. So then I said, "Okay, this goes back to we have this law that says that we're required because he brought up the curriculum adoption that says the board to vote on any adopted curriculum." But at the end of the day, we're never actually involved in what selecting it, what it looks like, researching any of that unless we sit on a committee for some reason. Right. >> Which technically they >> really don't because you're making the decision on it. >> Yeah. or you don't have more than two of the board members sit on that committee or whatever it
032is, right? >> Yeah. And they usually don't bring the final the superintendent brings the final. >> So what I'm saying is is like for >> we just got a nice >> impract with the contracts. We have these things where the state law is trying to make it sound like we actually have some say in it, >> but in reality we don't. >> But I think what they're trying to things that happen Where at? I'm sorry. >> Uhhuh. >> Exactly. >> Totally. [Music] >> It's a check for >> Yeah, exactly. I don't think so because I mean I think it's assumed that he needs to be within the powers permitted by law but technically the superintendent. So I guess what I was getting at is under 211 do >> I think the reframing of it is
033shifting the board is setting the expectations. It has a bunch of general things at the beginning which all make sense >> that's crossed out >> no I'm looking at the actual policy under 2-101 >> like if you go through all these sentences until you get to pursuant to ARS whatever sentences that precede that >> at least that's how I would >> are pretty general and make sense in terms of delegation I guess >> and then it's like we're jumping think so if you read that first part preceding all that before the pursuit you'd be like well geez the superintendent probably has wide authority to do a lot of things but now we're jumping into like very specific stuff about like >> so just because it says mark legacy list policy should be deleted but it's
034legally required yeah >> but I don't know if it should be deleted I think the answer is in between >> I mean I think that's part of why they've given us the right Okay. >> Which went >> down there's more >> editing is not one of the choices. >> Collaborating well with other superintendent members, district employees, students. >> So we we don't want to keep it as is what we're saying. You know, keep it legacy, but we don't want to keep it as is. Oh, the second we got the red word. >> Yeah, we were just talking about the choice gave us right now. >> You're right. >> We're struggling with pure. >> No, I said I wish I would have known. >> But I wonder I'm make sure I get that feedback to my
035coach. I think I think it's fundamentally delegated because when you look at the evidence >> it's but it's just providing clarity on what the delegation >> so here where says supporting rationale align superintendent role to go progress monitor >> delegate communicating board members complaints are they talking about [Music] here we were to like make an amendment superintendent may develop an important policy and >> okay vision and values I don't know if we're guard what you were saying like all this work we're doing wanting to set it so that another board member person can't come and fill it all up but if it lives in policy that the superintendent is adhering to goals in guard rules set by the board. >> Yeah. >> Then that's you know what I'm saying? >> Yeah. >> And I think
036that's valid. I think the other piece of it is the reverse essentially which is that you don't want >> that's what I that's what it just doesn't sound right when I'm reading it. That's just >> they think >> communicating the board to me. >> I'm sorry. >> Have you read this? While >> the board members, staff or community >> to the super. No, it says on or after March 15th year, the governing board shall offer a teacher a contract for the next ensuing school year to each probationary teacher unless >> the governing board as a whole, >> a member of the governing board acting on behalf of the board or superintendent of the school district gives notice to the teacher. So that there's a way for one governing board member to give notice to a
037teacher of their intention to not offer a teaching. >> I catch them, right? I saw that too and I'm like >> the welcome to your legislation. >> Sorry. Sorry. >> No, this is and that's new from last year. >> uh, okay. >> He added that March 15th language and that stuff last year. >> That's your friend. >> Oh, yeah. Laws. >> Um, okay. Well, that's freaking weird >> because they also I mean I don't just >> Okay, because then if you skip all the way down, it says the governing board may delegate to employees of the governing board. The general authority issued one notices. Is that where it used to start? >> Correct. >> Okay. That's like how have I never seen this before? >> It's new. It's new as of >> so the right
038thing. It's just that they're >> the spirit of the initial part of this >> once again refer to >> because >> the exhibit for a reference to all statutes like >> I feel like we should cross all of that >> because it's basically saying the same thing, right? >> It's saying that an individual board member shall not offer operational advice to staff direct staff actions or >> Yeah, I totally get that. It just feels weird to me that we have this policy where you're talking about in these first five sentences, here's all the delegation that can happen with the superintendent, but within this policy, we're literally addressing like one issue of employment >> rather than the five million other things we're going to delegate. >> Like, why is that been chosen to be addressed? >>
039Sorry, I'm finding all the mistakes, but that's just me like as a grammar police person. So you can't just defer. You can't just defer to me while >> the policy. >> Yeah, that makes sense why a lot of people act like that here. Okay. >> So, how do we reframe that? I mean, I guess it does eventually get into the superintendent may close any or all schools, buildings, or other facilities that's permitted by law, but it still feels like a hodgepodge of things that they decided to pick from statute, but not everything that statute is in this policy. So, I guess I'm trying to find an answer to like where's the balance here. It feels strange that we're only talking about like four things when there's all these other things. >> Yeah, I don't disagree.
040>> And the last one's pretty broad. The superintendent may designate another individual or individuals to perform or assist in the performance of duties set forth in this policy or in any other policy >> unless applicable law requires >> unless you're >> for the next policy one. >> There are some superintendants and they're not going to deal with all that. Yeah. >> Yeah. other individuals to delegate that to which I think she wants to take it out, but there is no other talks about recognizing the super. >> Um, but maybe we leave that and then >> maybe I'm maybe stop and erase right now >> because I think that's redundant after that. >> I would say >> or sound. Yeah, I would say our better pathway is to sort of refine >> and further recognize that
041individuals have less authority, but I don't think that we need that again >> because that's what it says down below >> about the Arizona policy I read somewhere else education system. I mean, part of it is that this policy is written in the same style as the statute, which is just kind of like listing bullet points basically, and it's not got any sections. >> I think they're just they were just trying. >> So, it's hard to follow. Yeah. >> It's not. This is horribly written. >> Gotcha. Okay. >> All right. So, I mean, I guess our answer is editing this one. Obviously, we kind of came to that. So it would be delegate would be >> yes >> sorry guys >> I'm thinking 20 steps ahead in my head about what this should look like
042in reality >> this is what dimensional chess >> in my headership training on that. >> Great. >> Oh, no. I know. >> But you already know how my brain is going to work. >> Yeah, that sounds way freaking better. >> Yes. So, the the chapters >> the chapters. >> So, the second one >> is that a retain or is it >> chapters? because it's obviously we're gonna keep the uh evaluation to >> super certainly not >> I think you mean chapters >> and that means that we take off the bottom and the top >> is it retain or is it legacy or am I getting that accept the edit >> back to our student you're right the 1012 >> what 2011 >> 2011 customer I would say >> so we're absolutely right and we have
043>> things that the board actively >> and because we've already taken the actual instrument and fixed it. What we now need to do is edit this to make sure it's explicit that the instrument and not just the instrument. >> Guys, we're on a roll. We got two down. Come on. We got stage. >> Oh, I got in order. No, no, >> we got to sign. >> Anyone disagree with that or >> No, I'm I'm in agreement. >> We just have to align this with the fact that our instrument now aligns with the outcome. >> Shall >> you? Yeah. Giving up the one power we have probably >> future stakeholders. >> Imagine. Yeah, I was gonna say Gemini. >> You can do it. I'll move on to the governing board. >> I was about to do
044it. >> Well, you got to wonder about some school districts. >> Yeah. >> Well, what you were tell Murphy? Yeah. Yeah. That guy that's just never around. >> Murphy or whatever. In fact, we were Yeah. >> So, I just want to thank you. We received the data as part of this agreement. So, we can model student outcomes for you. >> 13. The only one that we haven't received or received any response from whatsoever is Riverside. Everyone >> just starts laughing. Oh gosh. >> And superintendent. >> Yeah. And one of >> And they have like two schools. >> They have two schools. is like one of the highest paid super nobody ever sees. >> Does he show up to the >> the virtual meetings? They have like these meetings with all the theater superintendent and Phoenix
045Union so they can kind of like get on the same page and he never comes to >> Katie. I go tell Katie to get the gold >> start sending I'll set up a I'll set up a special email account where I can send Goldwater tips about people I don't like. here. I swear >> especially this one >> I was telling Joe said just want to thank you >> one exception and they don't appear >> where which Like sir, you're basically the principal of two schools. >> Basically, >> I need you to calm down. You're too busy to respond to emails. >> What's up with their school board to like >> All right, here we go, guys. Chapter three. >> Well, your mic's off. >> Well, if you had the meeting, you might have in there.
046>> So you can say >> listen Goldwater if you're listening. >> I mean we get to track you know and it literally creates >> we know that you uh like to snitch on people so we'll feed you the information to get you away from us. So do I. I use BT and Gemini a lot. >> I'll have to use Gemini. You'll get different answers. >> And depending on what I'm doing, I prefer one. >> Okay. >> I'll have to try it. >> Does it save you time? >> Yeah. I agree >> from my perspective. The two you notice the numbers here that I kind of assigned >> that that supposed to be a threshold for you to consider to maybe visit. So the only ones that met that threshold was the first two from my
047perspective. >> Okay. >> I don't know everything to scan through the rest too though. No, I mean just looking at the rest of them, even just the titles >> on the next page starts with additionally. >> Did you do you clear >> additionally the district and its officials and staff? You take out and it officials and just put district, officials and staff. >> They're so good at and >> yeah, it's really annoying me. So, like for example, you just said all that. >> Yeah. Right. >> But clearly after these last two, there's others that have yeses. So, my question is is how are we dealing with that? Are we saying that these ones that have yeses after those last two are going to be legacy ones or >> does such a grammar? >> No, I
048love this. >> Revenue. Let's look at that one. That sounds wrong, but let me look. >> 102 says it's not one of his recommended, right? And it says yes. >> Yeah. >> Again, four or and >> Okay. So, for example, 3102 revenue says the board may cons may establish bank accounts. >> So, we're even going flimsier here. The board will annually consider an treasur to authorize investments >> for the following fiscal year. >> When it starts getting like that long, I thought start like zoning out. >> Yeah. >> We can't operate without it. So, it's it's kind of like >> what's the what's frustrating to me about it is they're they're supposing for things that if the board just declined all then the district would just stop operating like you can't operate without accounts can't
049operate without you can't operate without >> without >> so if it says whatever after it >> you said that we are the first district well I know Roosevelt started this right >> so we don't really have to like look at those because >> what about in the rest of the country has someone taken this on yet >> we have a number So I guess my question is is >> I know the statutes are probably a little bit different there. Although >> they are. >> Yeah, that's what that ARS is. >> I guess the frustrating part to me is like there's a lot of stuff that's required by statute for the governing board to do here that in reality the governing board has no real substantive say in. We're just voting because we're required to vote
050on it. >> Which one are you guys on? >> First example of that would be issuing contracts, hiring, firing, all that. we got involved in the specifics of that, we would be creating all kinds of legal issues, right? Same thing with curriculum adoption. We're not causing legal issues by getting involved with it. It says we're required to vote on it, but we're not going to be involved in vetting figuring out what's going to be the best thing. So, in those situations where the statute says that we have we're the ones that decide it through a vote, but in reality and in practice, we have no subst substantive say in this process or what it is. How do we navigate that in like trying to have that >> like when we're doing this policy diets? Because
051it's like if it wasn't in like if it wasn't part of this weird >> performative thing then we wouldn't really even need it here to begin with but we have to have it here for some reason because of the statute but at the end of the day when it comes to how this aligns with SFG it doesn't feel like it does. >> So how where does the contention how do we fix it? I I felt like the best opportunity to get more alignment because the statutes are definitely limiting ability to delegate >> completely to the chapter one is where I think you're going to see most the opportunities that are going to be very clear for you as a board because those are governance policies in that chapter. You can take them to edits. You'll
052see how we specifically said, you know, things that directly impact student things that the guard >> talk about the evaluation in there. So, it's it's adding and adding more to your policies, >> but you still get to these other ones, chapter 3, four, and five, where you picked up, there are some policies that actually >> kind of that line of operations. Um, and someone really savvy could say chapter 3 policy set >> that's the one that's >> through the weekly board update. >> It's like >> the board would never go out and open with banking. >> Jay, our board reports are bi-weekly. >> Um, they the current board the board updates. >> Yeah, >> they come out um, right? We've been doing them monthly because they come out prior to the >> Oh, monthly because
053I'm board meetings. So, save monthly >> before they were. Yeah. >> Sometimes in on exactly what we noticed when we went to the >> I mean, do we want to put like a >> So then I guess where my brain was going after that was like >> I don't think >> is there a way to upront where we can still cut the fat >> if it doesn't explicitly say that we have to. So, like I said before, there are certain places where we have to prescri specifically prescribe a policy. >> Aside from those specific instances where it says the board must prescribe a policy for this, >> can we just cut it out of our policies even if it's a stat even if it's tied to statute? Right? >> Because like there isn't a policy
054that says >> you must prescribe a policy that states the go the board may establish bank accounts, right? That's not something that's explicitly said. You have to prescribe a policy that says the board may do this. >> I I'd honestly have to look at statute. >> Can we just get rid of that? >> Yeah. So, here's what I will tell you and this is the reason that >> that is what the trust did when they built this policy. >> Okay. >> So, they they had a team of I think it was six or seven go through state statute and some of them >> like were very special like some of them were business. >> Yeah. Is there >> I would like what is the bare minimum that we can have and that's why it's so
055much more. Yeah, that's >> so if they went through and said, I think we need to have this. I would be really nervous for us people who don't practice >> or is it given to us >> state education law to decide that we don't have it at that's where you're >> No, I hear that. And I also think that there could be areas where they are limiting themselves maybe to like >> so I'm wondering if he'll >> risk but also like not thinking outside the box. I understand they're coming together and this is what they do >> but they're also not coming from it from like a practical point they're not involved in >> and so I'm wondering where they're are as well with that with regard to that. >> Yeah. I mean they're they're
056certainly sometimes. >> Yes. because I'm going to >> happen because it's the way we've always done it. >> Yeah. >> And so I guess and then in my mind I was also thinking well if we have to have some of this is there a way to be like refer to this dumping ground document >> that's like so we don't have that that's like at the end like some you know appendix that then is a clearing house for like all this nonsense. So it's not so that like when you're just looking through the basics, you're just seeing the basics and not like >> all the weeds. >> Can I pause for two seconds and ask maybe you a question and maybe Jay or Hilda, you might know this. If we created a board calendar just for
057the for example where we all have access to it and we're putting the dates where the questions need to be submitted and all that stuff. Is that considered open meeting law violation? Okay. Okay. So, it has to >> you just put it on a Google doc and make it public on our website though and we only have editing powers. >> Like so. Uh okay. She was showing us a calendar that they have and to me like if things aren't on my calendar, it doesn't exist. So, we were I was just thinking if we could get like a calendar >> um to like turn in questions. >> Yeah. If Hilda is sending the calendar invite and we're not responding with everybody else on there, that's fine. But if you're wanting to do something where it's like
058a calendar that we're all like sharing together and working on together, then you would need that public. >> No, it was so we can all view. So instead of me sending an email or having like one calendar for each board member somewhere where we can all look. >> Yeah. But yeah, I would just do that. Yeah. And have it to where nobody else can edit that or change it. >> Yeah. So, the progress monitoring calendar could be built as a separate Google calendar that each of you subscribe to and then and I'm waiting for Russell to correct me when I'm wrong. Um, and then by subscribing to it, all of those reminders, >> you're just visible, but we're not interacting with each other. >> That's what I >> And we couldn't have editing powers. That's
059the only thing. >> Yeah, that's fine. I don't want >> Okay, we'll get with you to try to help that. >> Yeah. or Jay, you can help us with it because you spoke a lot of it. >> Sorry. >> Born in it. You want to be called progress monitoring? >> Sure. >> We have it like this on everything. Do Russell. >> Yeah. >> But I also, just putting it out there, don't want a million things that aren't pertaining to me on a calendar because I will lose my mind and throw my phone. I already have five calendars on my phone to begin >> questions are due. >> Okay. Yeah, >> that's only one on there. And and if we had it in advance because I just I look at my calendar like >> Yeah. Yeah.
060Yeah. Me too. >> The whole year and it's just putting the dates that way we all know. >> Yeah. >> And it's just up there like the day the questions are due. >> And maybe the day that the questions come out, >> the question. >> Yeah. Well, that's when we get the board report, too. >> Okay. So, get set, >> but it might be good to have when we're sending them out, >> when the questions are due, and when the board meeting is that they'll be discussed. >> Yeah. Because it would just be like for me personally, it' be a good reminder like, oh, they came out and then I have the weekend. >> Yeah. >> Because I would be more likely to, >> right? And we tried to structure them like it was difficult,
061but we tried to make sure there was at least one weekend. >> I think that's what she was showing. >> Okay, cool. Right. Thank you. Sorry. Yeah. No. So, >> and we're probably going to have to wrap up like at 7:30 because we still have two other items to finish, but we can always continue the work. >> It's 7:30 almost. Yeah. >> Yeah. 7:28. >> So, if if can I guess that's my cue, right? So, I I'm I was excited for you to dive in um and realize that this was obviously not going to get done tonight. Um and so yes, this this will be homework for you to continue to dive in and obviously would definitely invite you to look at you all get a chance to look at chapter one policies which again
062that's probably where a lot of the edits are likely going to come come from and you all look at chapter 2 which even though it's two but it they're pretty significant and then uh as I think I've mentioned about tables three, four and five is a lot of operations and yet you might notice that there are some areas is where you as a board are being given powers and abilities to be in what we would call world confusion territory where uh your statute are giving you permission. U what was the example over here? >> Oh, open a bank account >> for the board members to open a bank account >> or to go and tell an employee that their contract is not being renewed. >> Yeah. Oh, >> yeah. >> As an individual board member.
063>> I feel like that's up for purpose. >> Well, it's part of statute. Yeah, that's >> so the purpose of a policy diet, right, for you to do that. The connections is going to I think hopefully become apparent here in a bit uh when we do the self eval. Uh again, let me pause questions, thoughts, wonderings, uh what's coming up for you as you're taking a deep dive into your policies who will share. >> I will. >> Yes. So there was something that kind of caught my attention. It was like in the section it says provided two sentence statement justifying governance alignment. Um >> what page are you? >> Wait, what was that? It's just a supporting rationale. >> But I thought sorry I was trying to think. So was talking about having it like
064basically how is it aligned with like goals and guard rails and stuff. And so when we were looking at chapter 2 and like the the main one about the role of the superintendent um let me pull that up real quick. But I don't know if that's something that we could do or would want to do. Okay. duties of the superintendent policy 2-101 but working something into it as far as superintendent will operate within alignment of goals and guard rails. I don't know if that's because I think like Katie had mentioned earlier I don't know if it was in the small group or we but some about like wanting when we leave here the question was like when we leave here what do we want to leave behind and knowing that you know that the work
065will continue >> with the next board so if we work it into that the superintendent is in alignment with that and I guess that would be cool but I don't know I guess then that doesn't hold the board to it anyways just just the wondering was like working something into policy to >> I think where the >> adhere to policy but it makes sense for sure like for example if we you know there's going to be edits that could be made that are going to be made I'm guessing to 102 11 103 whatever those are going to include what you're talking about from the board's standpoint >> correct and and in the suggested edits that have been provided that's exactly Part of what the modifications are is to change the language. It's less about eliminating
066a policy and more about aligning the language practices of student outcomes focused governance. So in the suggested edits it does align everything to you know goals and guard rails in particular um specifying the sup not only the superintendent's adherence to it but like the board's monitoring of it and that >> even like you'll notice these are all in chapter one even like board officer duties we we saw opportunities to enhance it a little bit more. So what are best practices? What are things that we're seeing around the country? You know, officers who are supporting each other to to stay focused on student achievement to to to really work to try to get to that 50% marker. Um, president's not able to run the board meeting that the vice president understand that their respons um if
067there was a third officer, right, then then that person could help coding in the board meetings. It's to create this idea that you're going to be sustainable and that it is in your policy manual. That way, anyone else comes on when they get elected or let's back it up, they're running for office and you do your schoolboard school, you explicitly tell them, hey, by the way, here are the policies encourage you to read chapter 1 and chapter 2 um in preparation for our time together. You're educating everyone that's contemplating running for the board. And then when they win or, you know, they come on, you have your policies to back you up as to what the expectations are of a board member from A to Z. So yeah, it's really important that um you continue
068to read them, that you read through all of them. Um may spread it out over days or a couple of weeks, right? Uh I I do not have a timeline. That is a timeline for you to decide as a team what that would look like. Uh, I would not rush through this considering what we have uncovered and meaning that you if it's a couple of weeks, if it's a month, if it's two months, want you to be able to have that conversation, figure out what >> and that's it. >> What do you mean that's it? >> Oh, I think it would take longer than that. >> Sure. >> Okay. I was like, >> yeah, because because we because and again, I've been honest with you, like in Texas, we don't have some of these limitations
069by statute the way you do here in Arizona. we're able to move within like a month, month and a half over there. But here we've got some questions that we probably need to get get some answers to uh from legal teams. >> Yeah. And I have I guess my follow-up questions for this is if we were to start spending some time at our board meetings since we can't all come to study sessions or do 8 10 hours and let's say we do 11 102 and 11 103 one board meeting and then the next board meeting we add two or three depending like that, right? Um, A, will that count towards our student outcome time or is it going to eat up our time? And B, what was my big question? Nothing. Just will it affect
070that? I mean, whether it does or not, I think that's another strategy that we can do is that we start adding a policy diet item and every board meeting we're reviewing at least one or two, having the open conversation, do a little bit homework before if we want edits, do that before. That way we can discuss it at the board meeting and then start doing that little by little. >> I love it. Absolutely. It's not an either or. It can be whatever you envision. It's a heck of an idea. So if if that's the route you want to take, you know, and then after a while, you probably get to this point where all of you have been read have read all of your policies and you you find this alignment uh as a board,
071you may end up where you may start off with action items and then maybe as you go through and you get deeper into the more operational ones, maybe those just go on consent for, you know, but that's completely up to you. >> But is it going to impact our board evaluation is really what she was in our time. >> That's why I'm suggesting that that's why I'm suggesting because initially if it's going to Here's here's what I was saying last time that we got together, right? If you don't hit that 50%. Be mindful of why you're not hitting the 50%. >> And and 50% is is a highly recommended and whirlwind happen. We won't this world wings. This is board work, right? But again, it's maybe in the beginning it's going to take you a
072little bit longer, but as you go into more operational policies, it probably doesn't need to be a big discussion. >> Okay? >> Probably just going to be on consent and if you're allowed, right? So I would just say be thorough. It's not about checking boxes for the 50%. Okay. It's you know that maybe we got 40% this quarter but we we tackle a lot of policy >> right. Okay. >> So so first reads really can't be on consent but second read and beyond can be. >> So we've posted this as our first read through the >> do we even have first read and second read now that we don't have certain policies in place. I thought the trust Oh the trust has first and second. >> I was thinking of the agenda item. laws. >>
073What I was thinking is maybe the agenda item be an action item >> and it's kind of a first >> second read and adoption. That way if you guys complete one >> Uhhuh. >> it's already posted for an action and you guys can just approve it. >> Okay, got it. That makes sense. Okay. >> And and the other thing we can do is we could start doing one or two a meeting instead of then we can tack on more. >> Correct. But if we find like, you know, some of the discussions we've had this evening that we spend an hour on a single, then maybe we bring on one at a time. >> Tristan's like, I'm not going to be in a group with Katie ever. >> I'm just imagine. >> Well, unfortunately, he stuck
074with you for a few more years. So, >> yeah. And so, this is what I This is what I >> do. You want to join our committee? >> And and this is the this is again right bringing you but to board governance and habits. You do your homework. You you you read them. You make your recommendations ahead of time. Send them in. You know, there there are ways there are behaviors that you've learned as a board that could save you time. Uh but that's completely up to you. If you want to spend more time talking about policies, um, you decide as a team. >> Okay, >> that makes sense. >> Yeah, you wouldn't have to have the discussion. The the point is that you read them, you understand them, and that you've had a say
075into what you want to edit and or what you legally can possibly remove if needed. >> And I know this is taking it a whole another step further, and I'm putting it would cause more work for our beloved over here, but um, The other option is like uh you know kind of something that we did with the with the committee which is that you have like a running Google doc on the policy that's viewable on our website that we are putting comments on so that in between meetings we are seeing what we're saying. So then not not everything is said at the meeting out loud. Do you get what I'm saying? >> Yes. So like you're highlighting and putting questions on there and it's viewable on the website. people can't edit it, but the public
076can go view whatever we're putting as comments on the thing. So that when we get to the meeting, we will have already seen, well, Heather seemed concerned about these two things and you had a comment about this so that we're not then saying all the things we could have just seen ahead of time in the meeting >> and like be a few steps ahead. So that does require some other work on the back end, but it's a possibility to also save time. >> Well, if people are committed to doing the work in between the meetings, too. >> Yeah, I know. Um, and I like that idea actually too because it's gives the public an opportunity to be watching everything anyways and then if they feel so inclined to give some public comment on anything then
077they can because they know we're going to be talking in the meeting about those certain things. So that may be something we can discuss with the permission of Miss Huarees. >> Yeah. So I what I I want to put this in a little bit of a bow tie in what's on the agenda of discussion and information on owner versus customer service >> after even just uh dipping your toes into a policy diet. What are you noticing about this conversation that we've had in the past about owner service versus customer service? And if you don't remember, let me give you a brief. >> Do you want to go into that because I know you covered it last time. No, you can go ahead and get started. And then I I have some >> We go with
078the example of if I go to my favorite restaurant and I ask for let's say I'm going to get my tacos and I want no onions on there, but they give me my tacos and they got onions in there. Who Who should I go and approach about getting my order fixed? >> Waitress, waiter. Right. That person. Why would I >> walking up in the kitchen? >> No, I'm not walking up in the kitchen. Yes. >> But why am I not calling the owner of the establishment? >> Because they weren't present. So, how would they know what happened? You would talk to the person who was closest to the situation. >> Yeah. The idea of owner versus customer service is that if I have a grievance with my service, it's probably best that I go to
079the person that's closest to the situation that happened. So owner versus customer service is just always reminder that as board members you are the owners representatives of the true owners which is your community. They've elected you to represent their vision and values. Uh this this education that you have been embarking on to educate your community that they're used to calling you the owners for anything that's happening closest to the classroom. And there are probably some egregious situations, right? And even at that, you want to be mindful that if listen to those egregious situations and it comes before you as a board in a form of a grievance, you may have to recuse yourself from that conversation. So, it's just a reminder. And I think that after looking at your policies, I'm hopeful. Actually, let me
080ask you, do you see a connection of owner service versus customer service and even the little bit that we've taken into your policies today? >> Yes. But it's very clear that the state legislature is confused on that as well. Yeah, I mean if anything, right, I am the genesis conversation could be maybe you as a board will be the ones that lead the way in a conversation, >> right? Just just presenting saying like you know if you're noticing gaps because your level of understanding of governance is a pretty high level. Um can't say that that's necessarily the case everywhere else. Uh you are obviously try to do the best that you can with what you're allowed to do by law. Um, and so here this idea of you've got some statutes that are actually encouraging
081you and giving you permission to be in operations, which is dangerous territory in in a number of situations. So, probably better reminder for us here tonight as you're looking at your policies and then clicking on those links of those statutes to try to keep that in mind as work through your policy. questions, thoughts, or wonderings on owner service versus customer service and why it's so connected to our policies. >> The only thing that I really can think of is um, you know, like we we're not in the ins and outs every day of a school system. And from my personal point of view, it is unequitable to give access to one certain parent or one certain teacher just because they know us. because we have a community of, you know, 10 mile radius. That's a
082lot of people. And if we're not offering the same accessibility to all those thousands of people in the district or the, you know, 500 plus employees that we have, I think that's what we really need. That's what I think about cuz I I get and I'll speak to what's true for me is I'll get emails about complaints X, Y, and Z. This happened. Cool. I love that. let me direct you to the person. And I always go back down to what the pipeline is. Um, just because it's unfair that just because they know me and they see me walking around in school or they see me at the local grocery store and they think that they have the direct access, it's not really for me to, you know, just hear a one-sided story when there's
08315, 20, or 30 different stories that I didn't hear. So I think this customer versus owner is very important because yes, we are the owners of the whole institution, but we're not necessarily responsible for everything. We're accountable for everything that happens. And I think that's a good distinction for us to have because it can be unfair to somebody else. Somebody else can have a valid concern and just because they don't hold that relationship with me, it's unfair for me to make judgments based off of that just because I have a relationship with X-Y person. >> Were you going to say something? >> Um, I was just going to follow up. um on what um Sophia said, we as a board are the ones that are on the top and I always think back to how
084do we want our children to see us? How do we want the students to see us? And we need to be those people that are following, you know, the rules, the policies that we have set forth and we need to be um the examples of those people. So if we want people to follow the chain of command, >> then we need to follow the chain of command as well. We expect our kids to follow chain of command. We expect our teachers to follow it, principles to follow it, district members to follow it. Um and so uh I just always think back to that. And then I also had to realize that a lot of um you know a lot of staff members don't really understand how a governing board works. that we are not the
085we are not the people that that do those those sort of things. Um and just remembering to direct them to the right people. Um and so I think that's just a part of this as well. >> Yeah. >> I'll encourage you to re again chapter one is where a lot of your roles and responsibilities are going to be housed. So when you see you're going to see some edits and recommendations. It'll I I think it'll jump out at you based on this conversation. So, that'll probably be a pretty fruitful conversation for you as a board to have. >> Fair enough. >> All right. We've done this before, just three months ago. So, let's take another shot at it. And uh I'll I'll I'll invite you to do it. Um at your >> three months ago,
086>> I know it's February, >> was it? Yeah. Oh, was it? >> Yeah. >> Was the end of August, but that's right. Because you hadn't done one in a while. We were supposed to do it. >> Yeah. And now we're sticking to >> We're sticking to the monitoring calendar, right? >> Kind of every three months. >> It's every three months. We're getting back on track on your monitoring calendar. That's what we're doing. Good catch. Yes. Thank you, Elder. Thank you for having our back. So, I want to invite you to do it at your tables and let's see if we get matchy scores. Remember, you if you can check off that that um it's covered, then you can move to the next column. But if there's one item that you cannot check off, then you
087cannot move on to the next column and you're going to keep the score of the column before that. >> And for I don't know. >> And third is my favorite quarter. >> And second quarter, you finished. >> Quarter two is my favorite quarter. >> Yeah, because you have tons of holidays and it's like super public. And it's fun. There's like fun things >> fall >> in Portland. They would we would do >> higher expectations because they know your procedures and expectations. >> Heather, in Portland we would do uh conferences the week of Thanksgiving. So like we wouldn't have classes that week. So we called it no school November because of like Veterans Day, Thanksgiving school conferences. I hate >> and I think I was like at the beginning any >> school year. Remember the questions
088are once you realize where you're at and what your score is, where do you think you can be at in three the next time in 3 months in January? I feel good. We just really did a federal cause analysis scores and everything has changed. >> So that's what I'm going to get. You want the second one? >> Mhm. Okay. >> That's important. >> Thank you. >> Yeah, I agree. >> I don't think they're doing it. Oh, >> I'm doing We're going through. >> He's like, I believe in your own critical analysis. >> You're like, I don't want to read this small. >> Swapping. >> It's so small. >> Uhhuh. >> Because the board does not track. Oh, yeah. We do. Never mind. from you. >> We haven't gone below 25. >> Oh, I haven't read
089there. No, we haven't. I know. >> We haven't >> wait in the last >> Oh, no. We haven't. We've We've been I think the lowest that we've been at is like 35 or 40 down. >> Um >> I went and looked it up the last time we did this. The number for our first one was on the board or is on the board docks like for the meeting. Yeah, we have we had a 45 last time >> and that was lower than that. So here obviously >> the first time we did a the five. >> Yeah, >> it was a five. I found the first first one that we did and we had a five. >> Okay. >> It's scored and then this is the one they did in August. So >> and they and
090they received a copy too. And so I'll need like a final copy of whoever scores it. So I can then, you know, do that and put it on here. >> Yeah, I would say green. I don't >> Well, they don't have a request from last year. >> I know. I was going to ask and we need a >> one from I was going to ask July. >> Yeah. >> I'll make a reminder and I'll watch a meeting and then like >> do it together. Yeah, I agree >> because I wouldn't mind doing it. Um, >> give you I don't think we get points. >> We are on the communication and collaboration because I don't think we've done the second yellow which is the board tracks its use of time. Yeah. Aub's public meetings. >> I
091agree. in the following matters. There's like five different >> six different things. >> So, we get zero points for this. These two go together. Oh, okay. I know. I got confused right now, too. And then the second one has like two in one just so you >> see. >> Oh yeah. And you're graduating, huh? When are you guys leaving? You're not nervous to fly. I canceled my a last trip because I was scared of flying. >> Yeah. That's so exciting. That's right. >> My next my next adventure is to do a coaching cohort. >> I'm want to become a certified coach. >> I'm going to take down Mr. Dr. Ramos's people. I'm gonna take all his people. It is. >> It is nice, sir. >> So, in Union Trust, I think we're still in red
092because we're barely at establishing board operating procedures. We haven't really fully come through that. under unity and trust. >> I mean technically we do have board operating speakers updated since we No, we're just going by what I said. >> It says Oh, >> I see what you're saying. >> That's what I was thinking. >> We still get zero because we haven't done 80% during Oh, never mind. >> Which section I never mind. Never mind. I don't think we've been less than four. >> Oh my god, we finally get a point because we are looking at our policies. >> Yeah, I was like I put us in yellow. >> Yeah, one point. I agree. >> I'm glad y'all saw that part. Look at all these healthy habits. You all >> I'm sure I overcored too, but
093oh well. >> Oh man, we need to work on the last one. >> The last section. Oh yeah. >> I wouldn't give us a one point then in the yellow. Yeah, we get a >> Oh, wait. For which one? >> Oh, I'm on continuous improvement. >> I have that. >> Oh, yeah. Yeah, I gave us Yeah, that's a zero. The previous section is the one I gave us. Those are two different sections. >> Yeah. Sorry. I got them. Okay, I'm done. >> You're done on yours. >> Yeah. So, I gave >> Are you done, Heather? >> Yeah, we kind of done. >> Let's go because I got a date with my bed. >> Yes. All right. What scores? Let's see if your scores are aligned. >> Yeah, that's a good idea. >> Yes, good idea.
094>> Let's go with for for the first section, the vision and goals. For vision and goals, what did what did you get at this table? >> 35. >> Wait, wait. I want to hear from everybody. >> Facilitate for us, please. Katie. Yeah. >> Yeah. >> 35. Okay. Sorry, I forgot though. That was in the highest section. I was like, >> I'll just do this. >> Okay. >> What'd you give, Heather? 35. >> What about you, Nicole? >> Well, I wasn't sure about the root cause analysis comprehensive thing because I think y'all probably did that before I arrived. >> No, we just recently did it in our most recent study session. Remember when we changed our cut scores? That's a deep rooted analysis. That's why we changed our customers. And >> there you go. >> Tristan,
095what did you put? >> Yeah. Knowing that then I mine's a 30 foot. >> Wow. >> I love this integrity. Yes. >> Next one is values and guard rules. >> Uh, of course. >> I'm just kidding. We already did that. Monitoring and accountability. MNA. >> Well, no. We haven't done it. Oh, yeah. Sorry. I I saw another >> VGA and G2. Okay. All right. Sophia, what did you say? >> 15. >> Oh, 15. >> I thought you could only do like the actual number at the bottom. >> It is a 15 at the bottom. >> Monitoring and accountability. Sorry. All right. You did 15. Okay. What about you? >> 15. >> Okay, Nicole. >> Um, I wasn't sure on a couple of them. >> Which ones? Yeah. Which was the first one that you weren't
096sure on? >> Okay. Oh, I wasn't sure. The board guard rules last from three to five years. Oh, interim guard rules last from one to two years. I don't remember what our interim guard rules lasted. >> Yeah. Our most of our interim girls are I think all of them are one year. >> They're typically one year. Although we retain some from last year. So >> they're 15. All right. >> E black licorice. What' you do? >> That's more I only I was only on the 10. >> All right. >> And why'd you get 10, Justin? >> Um, we don't evaluate ourselves quarterly. We do. We just evaluated ourselves in the last study session which was July. We were just a little bit late. >> August. Sorry. And then we evaluate ourselves for the first time
097in February of this year. So this is our third self evo. >> All right. And I guess it has to be 15. >> All right. Monitoring and accountability. I gave us >> I had 20 as well. >> Oh, look at us all. >> Zero. >> You did zero. >> Yes, ma'am. >> Okay. Go on, Heather. >> Oh, okay. And Nicole, >> I love her. Oh, okay. >> You did zero also. >> Yeah, because I didn't um on the yellow one. I don't think we do. I don't not to my knowledge. Are we categorizing every minute? >> Correct. I would agree with your I would agree with your assumption. >> And I think we let you down in the red because we have had a few times we've had to get you materials within the three
098days before the board meeting. That one I was like, I don't know. I can't tell you. >> In fact, I think >> Oh, thank you for being brutally honest because I didn't even think of that. I was like, yeah, >> we uploaded corrections today for the progress monitoring reports for tomorrow because the team found some data errors and >> Oh, okay. >> provided. So, >> one, but if we're being strict, >> I mean, >> we vaguely kind of do very interesting because if you go from that, it doesn't have some of the one of the things about this tool that frustrates me is that it doesn't incorporate this into the green. And so we technically meet everything in the green even though we're not meeting this one section in the yellow. So you can technically
099get to five points by just looking at what's in the green. >> Yes. But isn't it if you don't pass all those >> I get what you're saying, but I'm saying the tool is flawed in that way. But moving on next. >> It doesn't give you those instructions. >> If you're looking at how you would normally grade something. >> All right. [Music] >> But I digress. >> Um, unity and trust. >> Yes. All right. >> I gave us one point. >> One. one. >> All right. And then last name, >> even more depressing. >> Zero. >> Right. >> Yay. That's what I had. >> Where do you think you can be at in three months by January? Oh, we could definitely believe. Okay. I think we're just saying where >> did you do zero? Which
100one? >> And which one? In the last one. >> Yeah, >> the last one. We do not have >> the board cuts. It's time of in time reports monthly. The percentage of the board authorized the public meeting. Uh the second one. No. Yeah, the last two I said maybe we did them, but the first two in the yellow I didn't say you did. >> So, I've been tracking your time. >> Oh, I was looking at >> and this is this is where I have let you down. So, let me take care of that today. I would like to schedule a time with whomever would like to learn how to code your board meetings. Yay, Heather. We'll schedule some time. Yes. >> Love that. >> Well, we need a timer and a coder, >> right? There's
101two separate ones or can the same person do? >> No, it can be the same because all what I do is I just re I just watch your meetings and then I'm coding as as it's going along. >> But you can do you could both. >> Yeah, that's what I was going to say. >> Yes, that's what I was going to say. >> So I will I will make sure that I schedule time with both of you to show you how to code your meeting. Right now you're >> I think it's possible if there's a time that syncs for both of us due to one session. >> Let's do that for sure. >> Yeah. >> So your average right now is a bit under 40. Especially because I went back and Katie, what you'd said,
102you didn't want to inflate based on goals and guardrails. You wanted it to be how the framework was designed. So I went back and adjusted. So August meetings was 48%. >> So yeah, but then the other one um No, I'm sorry. June was 48, August was 15%. >> 15. And yeah, >> I wonder how we did in September. >> I again look at your coaching memo. You'll see the link on the bottom. It has the time tracker on there on how you're spending your time. >> But then y'all recuperate again here in September. So, it's good stuff. But that's that's how you keep it front of mind. That's how these tools help you. >> Well, great job board Katie. Thank you for leading because then in January, y'all can do this at the board meeting.
103>> Same way. U it took you roughly 15 minutes and the more you do it, um you'll notice that it'll probably take you five minutes or less because you're going to know where you're coming from, where your things are. Yep. >> So, um, two things. We need to make a motion to approve our board self eval. And then I'm going to fill this out. I've labeled it as October's selfie eval. And it's created in a folder and you guys have all access to it. So, I'm going to fill it out right now. That way, we have it for next meeting. We'll we'll have something to base it off of. >> And this is a note I just learned tonight. Hilda's been putting this on your landing page of your board agenda. So, she's been keeping
104track for you what your scores have been. They're >> nice. >> Thank you, Holder, for doing that. >> Thank you, Miss. >> Thank you. >> All right. I move the governing board approve October 13th. >> Sorry. October 13, 2025. Um, second quarter's board self evaluation. >> Second. >> All those in favor? >> I Yay. Motion passes. Do we have any last comments, wonderings, or any last reflections? >> I thought it >> Sorry, I thought you said it. >> Who g who made the >> Well, Tristan has to be louder next time. Okay, >> that's why I have >> All right. Well, thank you guys so much for coming out here tonight. I know that this is a lot of work to do, but this is something that really needs to be priority because like we've
105said before, it's no use of us saying things and moving the district somewhere if it's not reflective in our policy. So, I appreciate your guys's time and yeah, I'm we will adjourn this study session. Thank you guys. See you tomorrow at six o'clock. Just a heads up to everybody that this afternoon updated information for