001I pledge allegiance to the flag of the United States of America and to the republic for which it stands. One nation under God, indivisible, with liberty and justice for all. >> Notice of meeting being recorded. This meeting of the school board of trustees committee of board of trustees or committee subject to open meeting laws is being recorded in accordance with sections 2-2-3012-3-2022-3-2032-3-214 MCA. All members of the board, committee, staff, and public in attendance are advised that the public portions of the meeting will be recorded in both an audio and video format. Cameras and recording devices are replaced throughout the meeting room to complete these recordings. Everyone in attendance is reminded to honor the basic rules of decorum during the meeting and guidance associated with providing public comment as stated in policy 1420F. By remaining in
002the meeting, those present can consent to being recorded and displayed in the footage that will be posted on the school district website. Uh did all visitors sign in? Good job. uh public input comments must be non-aggenda items and related to topics under the jurisdiction of the multi-dist schools. The board of trustees is committed to transparency, transparency on agenda items, compliance with the law, respect for privacy, and serving the best interest of our students. That being said, Montana law guarantees both the public's right to know and the individual's right to privacy. And the board must balance both. Because of these legal requirements, the board does not respond to public comment. Consent agenda. >> Motion to approve the consent agenda. >> I make a motion. >> A motion. Motion from Jessica. Do I have a second? >>
003Second from Katie Brown. Is there any discussion? >> Any discussion? All those in favor say I. I. >> I. All those opposed, same sign. Motion carries. Agenda items, elementary school principal positions. >> So, I've um dedicated 30 minutes to the interview process. Um you guys each have your questions in front of you. Um Mr. Anthony Warren is here as our candidate um for elementary school principal. So, Angel, if you want to get us started. >> Okay. First question. What is your vision for an effective elementary school and how would you implement that vision in a rural district like Malta? >> My vision for an effective elementary school in Malta, Montana is a place that is very stable, consistent, regular expectations um that are communicated well and then follow through upon. Um my vision for the
004school is to serve every student to the best of our ability with the resources personnel that we have on hand. Um the other thing too about my vision is I don't see this as a short-term stop. Um I'm not looking to climb the ladder to be quite frank with you. And as I indicated in my um letter to you, um I'm really just a person that wants to go to work, work hard alongside people, and then go home at the end of the day. Um so really my my vision is consistency, stability, um and then just doing the best we possibly can with all resources, personnel at our disposal. Okay. >> How do you use student data to improve instruction? Walk us through a specific example. >> Sure. >> Sorry. >> Student data on improving
005um student instruction. An example that I can give you is when I was first superintendent at Opim Public School, we really didn't have any system of tracking student data, student progress outside of the regular state testing, which quite frankly didn't get great data to make informed decisions. So, what I did in that situation was um I purchased um it's called Spark Brass Bridge, fast bridge, excuse me. It's uh it's an online data collecting um education platform where I would test the students in uh mathematics, reading fluency, reading comprehension. Um I do that about three times a year. Um I actually would do it myself because we had a school of you know 40 kids or so. So three times a year I would pull my K through 12 students um give them you know the
006short uh exams so that we could get data and then what I would do is share that with our teachers because I felt that that was more accurate data than just the the yearly state test that we use. So we would use that in staff meetings and then when I worked with staff oneonone as well. >> Okay. Thank you. >> Yeah. >> Okay. How do you support teacher growth while also holding staff accountable? >> Teacher growth staff account for teacher growth. Um what I have always felt strongly upon is providing them with quality professional development that is specifically relevant to what they do on a day in dayout basis in the classroom with students that will add value to their classroom and help them improve as educators. Um you know I'm I'm under no illusion
007that relatively new educators they have a lot to learn. Um, you know, there's a lot to soak in. I don't have all the answers necessarily. What I did at previous districts was I would actually work with companies that provide high quality tutoring for brand new teachers and that was very content specific. In that arena, those people were more mentors. They weren't people that would come in and, you know, grade them on classroom performance. it was just a you know mentorship uh to bounce curriculum ideas off in their very specific um wheelhouse of whatever they were teaching. Um as far as so as far as holding them accountable um you have that resource on hand and then you also you know provide them with high quality professional development send them to stuff now there's more online
008stuff that you can do so you don't have to go at you know to as many places um was I going with that doing online? Oh, here's where I was going with that was um yeah, the online the online portion that um the teachers would do. And then as far as holding them accountable, um doing frequent walkthroughs, especially with your younger teachers, um providing very straightforward feedback, making sure to get in those classrooms relatively early in the school year. That way, if you see anything or identify anything that needs to be addressed, it can be addressed earlier than the than the year um rather than later before a problem, you know, snowballs or escalates or anything like that. I typically like to catch things and and address them early on head on um just to
009avoid bigger issues down the road. So >> Okay. Thank you. Describe your experiment experience implementing or leading a multi-tered system of supports MTSS. >> Yes. I hadn't formally implemented or rolled out MTSS because the two previous districts that I led, we were so small in the size of the school that we still did that we did it informally. Um, quite frankly, I was very fortunate at both the districts that I led where we typically didn't have a ton of student discipline issues. Um, so that was why we're able to be, you know, more informal. Our staff still had the knowledge. For example, um, at my previous district, we implemented that PAX good behavior game. Um, where it's, you know, it's a lot of positive enforcement to students, building students up, you know, on legit things,
010not just pumping full hot air, but, you know, acknowledging the good things that they're doing. um so that it's at least five positive things to you know every one time you have to get after somebody for for some reason or whatever. So yeah, >> thank you. >> What specific actions do you take to build and maintain a positive school culture for both students and staff? I think people that have worked with me over the years know that I'm very consistent in my approach. I'm pretty even kill. I show up. People know what to expect on me that I'll work hard. I'll do the best that I can. Um every decision that I make isn't going to be, you know, the popular one. You are going to disappoint people. That is the nature of uh leading
011a school. Um I tend to be very positive, upbeat. Specifically, what I like to do first thing in the morning is in addition to being around, you know, students when they're eating breakfast or close to the entrance of the school, I like to go touch base with all my staff members first thing in the morning, mainly to see if they have any immediate issues that need to be addressed right then. That way I can that way I either can address it right on the spot or know that it's something that they need help with, you know, either later that day or um week um or whatever. But mainly just consistently touching base with staff. Um, a lot of positive reinforcement on on good things that you see and um, you know, just just being overall
012positive and upbeat person and um, you know, just letting the staff and the students know that you believe in them and will work alongside them. >> All right. How do you ensure all students including those with diverse needs are successful in your school? >> One of the biggest skill sets that I can bring to you guys and how it addresses this question is um I spent four years of my life working as a special populations educator down at Shodair. So it was a children's psychiatric hospital. I I did that for four years of my life. Um there never was a better boot camp for school administration than working um in that setting to be quite frank with you. And in that setting you have to have the ability to talk and connect with a wide
013variety of people, personalities, um the students that are coming into you. Um they're the highest need students that state of Montana has to offer at any given time. So for me, um, a lot of it really is just about relationship building, spending time with those students specifically. That way, you know, for the times that they do show up to school and they're completely disregulated or for whatever reason they fly off the handle, you have that relationship and you have that capital built up to where you can go and engage with that student and deescalate them. can't deescalate them for every single situation, but but often you can fall back on that relationship you you've built and established with the student to talk them down. So a big thing for me is just um I feel
014like if the the administrator in the building is calm, consistent, available, approachable, friendly, willing to help, um the staff feel that and then that trickles down to the students as well because your staff also need to be regulated throughout the day to be effectual to do their job um in the classrooms as Okay. How do you ensure technology meaningful supports teaching and learning? So how I how I ensure that technology is utilized in a um you know efficient manner at my district. Um what I can tell you that I did at a previous district was I was fortunate to obtain um a discretionary grant to where we could go in and we essentially upgraded all the Smartboard um you know TVs I don't you call it TV or learning inst um tool but we essentially
015we upgraded everything and then we got the teachers all with the same training on the same smartboard so that the entire staff was equipped to knew how to use that the smartboard um technology. Um probably for for me in the Malta district, I would envision if I'm fortunate enough to be selected, I would work with um Evan, your talented technology person here um to identify needs ahead of time, see if there's any um major issues coming down the pipe. But I I think there is just good communication with your technology people, with your admin, the other building um staff, just so you know what's going on, you know, what challenges they're they're encountering and you can address any issues sooner than later. >> Okay. Thank you. >> And I am not a hu I am
016I know enough to be dangerous. I wouldn't consider myself a techie. >> No judgment. >> Thank you. Okay. So, what does your first 90 days look like? >> First 90 days in the building is just you're laying out your very basic expectations for staff on what you expect from them as administrator and then what they in turn can expect from me. Um, I would envision also going into the the building. Um, I know with when you have high turnover in in a principal position in a school like Malta Elementary, you have people bracing for impact, you know, every 9 18 months or so for the new person coming in. So my my hope would be just to be there to provide a very consistent presence so that the person you see on the first day
017of school um is the same person you're going to see in the middle of May or toward the end of May on the last day of school. Just that consistent presence over time um so people know what to expect from you. it. So that would be also the first 90 days. That would be the first year. Um getting that stuff down. And then finally, I would say ensuring all of our student safety protocols, just getting everything dialed in so that it is consistent, it's based on professional standards, and um yes. So those would be the three big things I would focus upon. Um but truly I think you the presence alone would would be most helpful to the school and the students. >> Thank you. >> A teacher is resistant to feedback and not improving
018instruction. What steps would you take? >> Plan on improvement. Um now there are I mean to be quite frank with you there are cases where you have a teacher um you know first or second year and you know it's just not going to work out. A lot of times the plan of improvement um is not a wise investment of an administrator's time and you know what's going to happen anyway. Um but for you for the most part you would implement a plan of improvement with them. You'd sit sit down say hey this is why you you aren't good. this is where we need you need you to get just very straightforward um you know conversation and laying out the expectations and essentially saying hey if you don't you don't meet these marks then probably have
019to move on sort of thing so I think just being very straightforward with the staff member it's you know whether it's teacher classified staff or whatever just straightforward communication letting them know where they stand and everything >> thank you >> describe a time you had to navigate a difficult parent situation. >> Um, no, I don't want to talk about that one, but um, parent situation I would say every single basketball season around tournament time, um, many adults seem to be very poorly behaved. So, I don't know if I'd even identify one very specific incident. I just remember on a pretty routine basis, I could count on around the middle of February to the beginning of March just knowing like something is going to bubble and arise that you'll have to deal with likely with a
020poorly behaved adult versus a poorly behaved student. So, I think again there just read it head on. Um, you let them know where they're falling short. Um, you follow your your handbook, you follow your policy. If you don't know something, um, you go to your attorney, you ask questions or, you know, you look it up, you talk to other practitioners in the business that have dealt with similar situations. Um, yeah. And, and I've always been someone where I'll fully admit when I don't know something, I look up a lot of things. I call up a lot of colleagues that that have no wealth of experience um and I ask them for for advice and suggestions as well. >> Thank you. >> Final question. What questions do you have for us? >> And we have about
021uh 15 minutes. So I know that you had quite a list of question we probably won't get through prioritize. >> Yeah. Yeah. Absolutely. Um so my first question for the board would be um how does the board ensure that legacy status or local political influence never supersedes the standard of care for each individual student regardless of what their last name is or their social standing in the community. How do we answer these? >> Um, well, I guess whoever just feels like they could answer it could maybe just go in. I mean, I feel like that would fall a lot on our superintendent and then it trickles down from there. Um, of course, as a board as as any anything falls down, everybody is to hold everybody else accountable and that's why we're all in place.
022But I feel like that one would f start with your superintendent. >> And then I was going to say I think that's why we have handbooks. I think that's why we have policies. I think that's why we have a fivep person board. I think that's why we all ask each other questions and we question each other. >> Yeah. >> And the discipline for that doesn't come to us until it's >> until it has to until it follow all the way up the chain of command >> and it has to follow a number of steps. >> Absolutely. I think to my knowledge that's only happened once or twice since our term. >> Yeah, maybe. Mhm. Twice maybe. >> Twice maybe. I think one. Next question I have is as a principal, what specific mechanisms will the
023board or administration use to support me in maintaining a professional perimeter that protects the daily operations from outside interference and keeps our focus entirely on serving students and student achievement? Can you summarize that question? Like what are there's a lot of words in there and so just like what what are you trying to like summar in summary ask? >> Will the outside noise be limited as much as possible >> for you or to us? Yeah. I'm like again I think >> I think as everyone is doing their honest job I think there >> maybe I'll just come up and be frank >> I have noticed that in the middle school and high school there is a very it seems like there's a very straightforward standard procedure for guests checking in you know visitors guests whatever
024it seems very standardized you know you do this um at the elementary, it seems like it can vary pretty inconsistently. And so, quite frankly, I've um seen a lot of adults in the building where I don't know why they're there. I've even witnessed um teachers, parents coming to teachers while they're in the middle of instruction and wanting to visit, which that's completely unacceptable. I mean, there just needs to be very basic parameters on your visitors so that the school can function without outside interference. Like that's probably I probably should just cut to that's what I'm thinking back down to you or whoever is in that position gets to choose how as long as it's following policy and we're greeting our parents and we're still respecting everyone's access to their children. But it I think that
025would fall on >> the building principle. I mean those are not decisions that board members make. >> Okay. >> Yeah. >> If you're concerned, we always support as much as we can the superintendent who then of course supports you guys and each >> building principal from there. We always try really hard to make sure that that happens if that's a concern of yours and kind of sounds like maybe where your questions are coming from. Yeah. Yeah. >> Same thing following the line of command. We also do our best, I think, as a board to make sure that we're supporting the administration as well in your decisions. >> And I and I tie all that back just to student safety. Absolutely. I think all that should be very straightforward spelled out um no matter who your
026staff is working for you with you. Everyone is enforcing that consistently consistent um is enforcing it consistently across the board. So if >> I remember correctly student safety is part of our strategic plan, >> right? So that's something and I I mean this isn't blaming this is just turnover down there. and and thank you for allowing me to be just frank with you and saying, "Hey, this is what I've observed and I'd like to address it immediately." >> Yep. Thank you. >> Um let's see. Okay. Um, I intend to lead, if I'm chosen, I intend to lead the elementary building with an ethical perimeter where the standard of care for a child that lives in Cedarview is the exact same as the superintendent's child or child of a doctor in the community. Does the board
027view this level of objective equality as a non-negotiable priority? >> Yes. Okay. Absolutely. >> Great. Um, how much time do I have left? >> Um, you've got five. >> Don't worry, she'll cut you short. >> If you're there, she'll tell you five. >> Five. Five more minutes. >> Okay. Um, how will the board support a culture where every staff role, both your certified and classified staff, is strictly aligned with the district's mission? Um, ensuring that building security is governed by professional standards rather than local tradition. And I think you've answered that a little bit um in previous ones, but that again that that's just been a major observation concern of mine spending several months in the building. And >> that's actually great feedback and that is something that we >> Yeah. And I think just
028to expand on that, I think that's where we expect our building principal to work collaboratively with the other people in the administrative teams, particularly the superintendent to come to an agreement on what they think should happen. That >> that seems very fair. Y Oh. Um, in the absence of consistent building leadership, the discipline data will often reflect, you know, inconsistency across the board. What is the board's plan to support just a centralized accountability model? Um, where student conduct is handled with consistency in the building across the board to where you handling everything consistently. There are consequences when students are online. We're not looking to light anybody up, but they're um quite frankly what what I have observed um up there is, you know, I'd say very inconsistent across the board as far as just um
029student discipline um for what it's worth. And it's just something I would like to get a handle on um you know, work with the superintendent um make sure we're on the same page. >> The board is not involved in day-to-day discipline. So I think my comment and maybe the rest of the board shares the same thing is that's where the building principal you know establishes what those disciplinary you know levels are and works again with the rest of the administrative team you know in a collaborative manner maybe uses each other as uh mentors and again works with the superintendent. >> Okay. One thing I would like to add is there are a lot of good things going off the elementary school. >> You guys have a ton of really good staff down there. I mean,
030they work hard, they care about the students, they're they're practitioners, you know, they know their craft well. Um, they're there for the right reasons. Um, I can work alongside the staff that that we have down there. And I I want to make sure I'm articulating that across to to you all. Okay, sounds good. Um, this one I really want to get. Um, the district is facing substantial staffing shortages across the board. Um, what I have noticed is when staff are spread thin or they're pulled in multiple directions just due to staffing levels, they become less effectual in how they can deliver their their work to students. and you know students end up I wouldn't say suffering but but there are consequences um to students in the classroom. Um what is the board's strategic plan to
031address these staffing shortages? Um yeah that's that's my question. >> I the staffing issue is the main question. I think we've actually came a long ways with Heather and like just reaching out and our and there's more posts coming out and more advertising coming out. Um, but as far as a strategic plan on that, maybe someone from personnel can answer that. >> I think there's a bigger issue at hand of like just statewide teacher staffing shortages. Like it's not just us. I mean, I I think at some to some degree at the like high school level, there's a lot of like online learning that's available where one teacher can handle multiple students learning many different subjects. I think it's increasingly more difficult at the elementary level. I think I think for the most part, I
032think it's just important to know that the board just supports administration in those decisions. None of us are educators. None of us have been trained in public education. So, it's up to us to trust the administration to make the best decisions and hope that, you know, you guys are the ones that are coming up with the the best and most creative solutions and we're here to to work alongside and do the best we can, too. Sorry, I don't have a more >> No, that that's okay. And >> articulate answer. >> I want to make sure I'm communicating to the board here that um I'm willing to jump in and do just about anything that it takes for a school to be successful. I think one thing I thought of that we did at the elementary
033when um when we had a really large class size and we didn't have enough like full classroom teachers. So we like I think we could have had three so we only had two. We hired a pair that was full-time for that class, you know? So like that was a creative solution so that >> those two teachers arguably had really large class sizes. So in order to support them, we couldn't find another certified teacher. So we filled it with a full-time PAR. >> Okay. So, those are some of the ways I feel like the board has stepped in to find creative solutions. >> And I want to make sure that the board knows that I'm willing to step in to do well any position besides driving a bus because I'm not going to get job. I'll
034do any position any type of work. In the previous district, I operated a coal fired boiler for almost an entire winter. Um I so I shoveled the coal and you know we made it work because we had a maintenance um person pass away in the fall unexpectedly and the school needed to be heated so that we could function on a day-to-day basis so that quite frankly um you know consumed a lot of my time and I didn't necessarily get to other things that to get to but um if you don't have heat um students learn pipes break through. >> Yeah. I think Angel did a really good job of answering that as a whole um from personal perspective. She noted it a little bit. The lack of teaching people that we have across the state
035is huge. But I think we're very lucky here in this district to have very good administrative team who works really hard to think outside that box like she talked about with the pairs with the fluctuation of classes and keeping in mind what our current teachers have and what's going to be best for them and their level and and making sure that we keep happy with those and then do the best to educate the kids that we can. But then also looking outside as well of what could we be doing with the other districts to pull in extras. And it can be really scary when you see so many positions that are open, but some of them are already, you know, open. But working with that, we just don't want to not advertise cuz there might
036be somebody that is available that we're just not aware of. But working very hard to introduce new classes like Angel said. And a lot of times, unfortunately, people focus on the big positions that are, you know, vacant rather than all of the little classes that we've been able to add in the meantime. It's not perfect, but it we work well, I think, together and are very lucky with the administration. we do have in place that we'll continue to work and grow along with, as she mentioned, Heather, making sure that we're advertising um and also touching base on our financials a lot more frequently and more knowledge so that we can do raises as we can to try and promote more bus drivers and other things as well. We're pretty lucky in that department. Cause the
037panic, but we're working on it. So, always working on it. What I can add as well, I know I'm probably very close on time, is previous districts, I have worked with entities such as MSU Northern, Mile City Community College to bring in um dual enrollment courses, specifically geared to our junior and senior students, sometimes sophomores, but usually juniors and seniors, um to where they can knock out a fair number of college credits before they graduate. And I believe MTDA has really beefed up their online, you know, dual enrollment and elective offerings. So I I if I'm selected for the position, I would be more than happy to work with the administration staff on helping them problem solve that too. >> Thank you for your time. >> Yeah. Thank you. >> Thank you very much. Thank
038you for coming in. Thanks again. No problem. Guys know the drill. Now go ahead and work through your rubric. Are you going to keep these together? Like so I don't have to transfer my notes onto >> Yeah, they they stay together. >> I read mine apart. >> I did too. >> I guess someone find a stapler. >> What to do? That helps make you write your names up at the top. >> Okay. >> But really, >> yeah, I bet she won't recognize that. >> There's no mistaking things to worry about. Nobody ever cheated off me at school. I'll tell you that. >> Cuz they couldn't read it. >> How much did you get wrong? Cuz someone couldn't read it, too. >> Well, >> that was debatable, though. See, I can debate that with the teachers.
039So, >> see, that actually says what you wanted it to say. to this. >> Yeah, there's um there's more available points on this one, but I think it'll be okay. >> Well, it's just to get us Do you have your total, Jessica? >> Yep. 18. >> Okay. out the pencil. And it was still >> I'm going to get him. I'm going to catch them. You got this. You >> kept trying to write. I'm like I have to be moving. I need to go get the elephant. I just 21 for me too. Got to narrow it down cuz I have like two like question marks. >> Okay. So, I got I do feel like my handwriting has gotten awful cuz I type so much and I type so much. >> I know, but I was just
040thinking I had to write my name off this. That's hungry. Okay. So, we also had another applicant um Mr. Art, right, who applied who came and interviewed as a superintendent um candidate. And when we were able to come to an agreement with Mr. Mine he asked if there was anything else available and we had opened up the principal position at that time. So he also he went ahead and applied for that. Um but was not he was not available for to come for an interview. So >> but we can >> I was going to say I would recommend that you use the interview. >> You should do that for >> Yeah. So, we'll need a motion to wave Chris's interview. >> I move we wave Chris Arts interview. I >> have a motion from Angel.
041Do I have second? >> Second from Katie Marcus. Is there any discussion? Any discussion? All those in favor say I. >> I. I. >> All those opposed, same sign. Motion carries. >> Okay. So now what you have in front of you is you have I provided you with your rubric from Mr. Arts interviews and um you have your interview from Mr. Warren's interview. I went ahead and real quick told Mr. Arts um from his interview he was at 111 and Mr. Warren is at 105. That's just a starting point for deliberation. >> But they're not apples to apples. They aren't because only I just want to make Yeah, I want to make clear. You're exactly right. There was six available scores um in Mr. Arms and there's eight available in um Mr. Warren's. So >>
042So it is weighted towards Mr. Warren. >> Are we we're in the deliberation? Yeah. >> Um, it was refreshing how honest he was. >> Um, I did that was one thing I like people being straightforward. Um, honest about not being knowledgeable in certain areas but willing seems to willing to work on those areas. um maybe a little too forward with a few issues. Um with the teacher issue kind of caught my attention. >> Um you know him mentioning like you you know right away they're not going to work that caught me too. >> Yeah. I think they obviously you that there needs to be a protocol there. You know they need to be treated the same as how you would address any other situation. So, that one kind of would be a negative on on
043mine. Um, I wrote that down as well, but like, you know, he wants to be present. The student safety is is appealing that that's an interest and a concern for him. Um, you know, I can't take in longevity for anyone. You know, everybody says that. So, I I can't count that. Um, he seems positive. I don't know. I haven't heard any differing, you know, as down there. Um um see if there's anything else that really stuck out. Um I liked that it was, you know, equal across the board for for everyone. So that's that's extremely important. Um yeah, I'm going to keep reading my notes if anyone else has anything they want to add to that. I think for me the information and the thought that he brought to the table from having worked in
044our district for a time before applying this position. He brought some very good points um very good thoughts and ideas. >> Um I like that too. >> And I think that's valuable information regardless of whether we decide that he's a good fit or the best fit for this position. I think that he is an asset that we could utilize in maybe a different way because this is not what we decided for this position. Um to Angel's point, we have on the strategic plan that student safety is a part of that and I feel like he is a source that we could use for a lot of information. Um, but I think in my personal opinion for what we maybe need down at the elementary school, um, I feel like Chris might be a better option
045with his greater amount of years of experience with larger volume of kids might be a better option in this case. Not that we couldn't still, like I said, utilize Mr. Warren in different areas. I think that in my opinion based on rereading my notes from Chris's interview that I took and everyone else and the teachers and students etc. um I just feel like he might be a better fit in this case. So that's kind of where I'm at with that spotlight on your chest. Any thoughts? I'll try and get my flashlight on my phone out. >> I don't I mean I agree with Katie. Um Marcus, as far as we did point out a couple times, you know, the two previous districts he worked in were small schools. A lot of things were more in-house.
046Um not saying that we need somebody who has >> huge schools, but I do think that Chris seems to have more experience for what we're looking for at the elementary um and maybe more years of experience. So I am leaning towards Chris more. I think he did a nice interview. He was positive and wanted uh everybody treated the same and stuff. I thought that was really good. But I uh I agree with Katie again that uh experience and stuff would be a little bit better. So, I'm kind of leaning towards Chris also. So, >> um I think I can echo what everyone else has said. Um, you know, he had a a good application and a good interview. Um, it was just, you know, Chris Chris's interview as a superintendent and application was so close
047that, you know, we had a hard time picking between him and Dylan as our superintendent, right? So, that was even a higher level of um expectation at that degree. So, I feel like, you know, asking Chris to be the elementary principal seems appropriate. Um, I feel like when Chris presented himself, like when he did his presentation and we asked questions, I feel like he he stood up in his physical presence as a leader. Um, I feel like, you know, he was someone who kind of commanded respect, and I think that's something that's worthy of noting in our elementary. That's not to cast any judgment. It's just to say that I noticed it. Um, I think I think he presented Chris presented himself with a little more like professionalism, the way he talked. Um, I I
048noted that um in Mr. Warren's like written uh application, it came across a lot more professional than like his verbal. I don't know if you guys noticed that, but I think, you know, in person versus written just seemed a little bit different to me. So, again, I feel like um we were so close to hiring Chris as a superintendent. So, to me, I feel like it um I would lean more towards Chris as well. It seemed like it's a little unfair process, you know. Um he didn't get quite as much interaction as they did that day, you know. Um but um I think I think it actually was a little different. It was kind of refreshing how personable he kind of he was. Um, but I I do think as far as what we ultimately
049need, um, even just personalitywise, I think Chris would be more suitable. Um, any input from our teachers that are down there, um, I will say every morning he greets me. Um, even when he was a sub, he would stop and say hi. And since he's been working there as a staff member, um he's been going out in the mornings, even if he's not on duty, just kind of help monitor students >> or in the lunchroom. >> In the lunchroom, >> he sits with the kids at breakfast. >> Mhm. >> He does make a very good effort to go out and interact with people. >> But yeah, I can see that about him. >> Just sitting in on Chris's interview. >> Yeah, you've been here for both. >> What? >> Yeah, you were here for both.
050Yeah. Setting in on Chris's interview, like yes, he has that very strong personality. Like I mean, when he asked us the questions at the teachers panel, it's like all of a sudden we felt like we were the ones being interviewed. I mean, he just like took over and like his presence like took over the room. You know what I mean? >> In a good way or a bad way. >> No, in a good way. Okay. >> Okay. That's why I want to make sure like some people can take that each right >> like like I felt like he was like hey this is how I would run this place you know like I I'm here this is what I do >> you know um I work with Tony or Anthony I don't know >> that's
051what I said >> Mr. Warren I work with Mr. morning. I mean, he comes in my room, works with my students every day. He's positive with the kids. I mean, he I mean, he is a great he is a very positive person. Like, every morning, hey, let's just roll with it. Here's another great day. Like, um I don't know. He walks around the other day, he's like, "We're all looking tired. I tried these hydration packets that I left from Walmart. I don't like them, so I'm giving them to you guys so maybe you can stay hydro." You know what I mean? It's just little positive things like that, >> which is important. >> You know what I mean? like he is he is a very very positive person but I also felt that from Chris
052being in his um interview too. I think like if Chris was to speak people would be like whoa. >> Can I ask you a question then as far as assertiveness and what um demanding respect but in a in a good way. >> Chris or more? Um, Chris has that more bold like assertive like I have a feeling like if he told the kids something they would be like, you know what I mean? >> Um, but I think the kids also know Mr. Ward, you know what I mean? So, it's hard for me to say which one. >> And I feel like Mr. Ward's current role doesn't put him in that position. >> So, I don't know that I've seen it. >> Right. And that's good. >> Yeah. I appreciate that he's not trying to like
053>> I was when I was doing something, some kids were messing around. He stopped him and then he's like, "I'm really sorry if I stepped on your toes." And I'm like, "No, like if I'm teaching and kids are in the back of the room throwing things at each other, I you know, if I'm writing something on the board, you know, um but just hearing Chris's voice, he has that more authoritative voice, but I haven't like Abby just said with Tony or Mr. Warren, sorry. I haven't had to see him in that role. You know what I mean? Like when he was a sub in the room, you know, so >> thank you, Terry. That's a hard question to ask to when you guys said you weren't comparing apples to apples. That's kind of how >>
054you know what I mean? Like >> Chris was interviewing for the superintendent position. You know what I mean? Like it's a I mean, right, >> they're both So, >> I think we're very lucky to have two good candidates again. I didn't even have a discussion about it. It was great. I love it. >> I guess I have another question. Um cuz I wasn't at the superintendent interview. So I think something that would be good to consider is how um Chris would interact with Dylan as his as his boss. >> I don't I didn't meet them so I don't know what personalities you guys saw. >> I could see with both of them both of them being >> Yeah. >> Me too. Super. Yeah. And just knowing the admin that we have, I can see both
055of them working very well with each other. >> Oh, in the whole team. Yeah. >> Yeah, I see that too. >> It's a good question. >> Good, very good question. >> And something that we talked about and considered as well when we were trying to determine who to offer the position to to begin with. >> So, it's a good question. >> Okay. >> Any other comments? I can make a motion. >> No. >> Okay. for a motion. >> I will make a motion to hire Chris AR as the elementary principal to offer him the position. >> I have a motion from Katie >> and the finance committee to negotiate the terms. >> Have a motion from Katie Marcus. Do I have a second? >> I second. >> I have a second from Jessica. Uh is
056there any discussion? >> I would like to note that if anything were to ever come up again, I would not want to discourage Mr. Warren from approaching this again. And hence my question then we've had this happen before. I don't know that Chris will turn it down. If Chris were to turn it down, do we need to make a motion to then offer the position to Mr. Warren if that were to happen so we do not have to meet again >> or do we >> or do you guys want to reconvene and reopen >> rec? Okay, just checking. So that's then where my motion will stand. So, I have a motion from second from Jessica. Is there any more discussion? >> Sorry, got >> uh all those in favor say I. >> I. All those
057opposed, same sign. Motion carries. >> Okay. Uh so now you guys have the technology fund uh purchase which uh Evan just provided you with a handout. >> Hello. Um looking to purchase uh $60,000 10 cents worth of technology uh 70 new uh 100 Gen 5 Chromebooks. Uh the current price per unit is 471 which is significantly higher than what it was 6 months ago. Um I did put two other quotes in to CDW and G connection asking for similar model conducts. If I don't hear from them by the end of next week, I'm looking for well preliminary approval to go with the quote I got from Bites for that $32,970. And then um want to purchase 16 Dell Pro 4 uh Dell Pro 14 laptops um which is uh 17 24272 uh those are for
058um staff. Uh on the other page you'll see the the staff who will be getting those uh devices uh uh which would be 15 and then one for spare. Uh like to have one on hand because every somebody's device quits got to have one available. And then um docking stations that allows them to use that laptop as a um desktop. All of the administration currently have that set up. Seems to everybody seems to like it >> because very easy to portable you know very powerful computer as well. Um and then six other DP pro micro desktops pretty much old cube but replace the remaining six old desktops in Rich Morrison's room and then she'd have all new devices within a year of each other. So, and those would last bare minimum seven years. So, um
059and then yeah, those six desktops um don't come from the technology fund through Carl Perkins fund. So, it's only from the technology fund. So, >> who has the budget authority to do so and cash to do so? Um, so the technology fund right now has $49,000 in it. So, um, he would have to make one purchase and then wait for our tax levy to come in in May in order to make the second half of the purchase >> cashwise. Cash wise. >> Well, we have budget authority. >> We do have budget authority. We have full budget authority to do. Yes. >> Um, and I do want to point out just one tiny correction. It's not that big of a deal, Evan, is that it we would be using REAP funds, not Carl Perkins funds for
060Rachel's computers. >> Okay. >> Yeah. So, that's the um rural school. >> Yeah. >> Sure. Right. That we >> I'd like to get the Chromebooks word soon because there's 70 of them and it takes a long time to unbox them. So, >> ask for some students help. So the Chromebooks could could be right away >> and um we'll have cash on hand after the uh levy in May. >> I move that we accept the technology fund purchase. >> Have a motion from Angel. Second. >> Second from Katie Brown. Is there any discussion? Any discussion? All those in favor say I. >> I. All those opposed, same sign. Motion carries. I make a motion to adjurnn the meeting. >> I have a motion from Jessica to adjurnn. Do we have a second? >> Second from Angel.
061Any discussion? Any discussion? All those in favor say I. >> I. All those opposed, same sign. We are adjourned.