001from the central office conference room 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. in front of me. >> All right, you guys all received the agenda on the board packet ahead of time. I'm looking for a motion to confirm and approve the agenda as presented by your mot. Do I have a second? >> Second. Uh second. All in favor say I. >> I. Okay, I'll oppose same site. Motion passes. Welcoming and visitors, public comment and communications. We have Mr. Shiver, Mr. Doitz, Mr. Lynch, our five board members, Mr. S, and Miss Chipsy. Um, we did receive a communication from the Kish House. So, I'll read that quickly. Says, Oaks Public School Board. I recently visited
002the Oak School District to teach primary prevention in grades K through 4. I enjoyed working with your learners. They were eager to participate and ask some great questions. Your teachers were friendly and welcoming. A few things really stood out to me. When I entered Miss Keart and Miss Robert's first grade classrooms, I couldn't help but notice the intentionally calm at atmosphere they've created. Your second and third grade teachers, Miss Hill, Miss Langon, Miss Miller, and Miss Peterson were actively present and helped the students stay on task. I appreciated the different ways they added to the discussion. I have to thank Miss Kelly for tracking down the books for the fourth grade class and helping me find where I was supposed to be. I had many educators present during my visits with the fourth graders. Mr.
003Courage assisted with classroom management while Mr. Duran was fully engaged and following along in the workbook with students. Your school was one of the first districts to return the memorandum of understanding. Thank you to the school administrators for seeing the importance of primary prevention education and welcoming Ketes House into your school. We hope to visit your district again to continue prevention education. Ashley Glenn, outreach prevention coordinator advocate. Um, so awesome. Shout out to all these teachers. Um, and our our elementary everybody agrees that they're pretty awesome. Really great to read that. Okay. Um, moving on, student goals. So, we'll do 2.1, which is our choice ready. But before we start, we were trying to figure out how to get one of our students to come in and hopefully we'll be able to. But um it's
004one of our kids that was on an alternative pathway for us and they just got their GED which was super exciting, you know, because it's giving them just one more opportunity because we realize like we have to start doing things differently. And um as you read in my board report that um Mr. Lynch wrote um we actually went over that above what we needed to do. We wrote or wrote for a waiver. He broke for a waiver, but we already have a flexibility waiver. So, what they did with this one was it was for time to have the flexibility of time. They added an addendum to our flexibility waiver. So, um, we're just really trying hard to make sure that we are offering different things for different people because we realize that's the future that
005the way we did school when we were that age and it isn't the way that school needs to be done for our kids because we've got a lot of opportunities. So, I just kind of want to give a shout out, but I don't know if we'll get him to come in or not, but I would love for him to come and see you guys just so you can congratulate him. It was a good it was a good day. Sheila was in there when he came in. Man, I was choked up and so was he was. Yeah, we were pretty proud of him. So, um, okay. So, let's get on to 3.1. So, uh, you have to send your pack and send if Greg has a chance. That was my fault. I'm going to send it
006to him in time. So, 3.1 is the percentage of learners at OPS that attain a score of 31 on the ASVAP will increase from 77% in spring 2023 to 90% in spring 28. So again, this is combination of our juniors and our seniors. Um, of our seniors, 23 out of 31 have scored a 31 plus. 27 out of 33 juniors scored a 31 plus, but we still have four juniors that need to take the ASVAB. They were missing or some something didn't work out right. And um I this is coming from Mr. Lynch and from um Mr. Worth. They're expecting with those four when they take it that we have the easy possibility or we're predicting that we could be at 91%. So that would be attainment of our goals. So do I do have
007us on track for this just knowing that piece. Uh we implemented the incentive of earning an open hour for a score of 50 plus on the ASVAB and that has increased the focus because the kids want that open hour. It's amazing what they'll do for an open hour. But the reason why we set that 50 plus I think that was one of the questions was um that is the score for the North Dakota scholarship and um military wants that score. you know 31 is the bare minimum at least and for us we feel like that that's very easily attainable but some intervention on our part too we feel like so we're launching an elective ASVAC prep course and Jordan's been in uh contact with um the recruiter um Jerry Suni and the scores um when
008the kids take that test or take that class have been increasing by 40 points by quite a it um by taking that class. So, one thing about that program is it's online. Um and so then one of the choice ready on the the chart that um is in our book ahead somewhere um is that they need to take an online course. It's one of those elements. So, giving them the opportunity to take an online course and then um it will be a class. So, there will be somebody in there and I think he has Mr. Stagger scheduled. I could be wrong about that, but somebody will be in that class to guide them. But we're hoping that, you know, those kids, it'll give them an opportunity to do well on that. And then somebody asked
009a question of what was in there. And then I sent you the syllabus from that class. Boy, that's comprehensive, isn't it? I guess it just shows what the ASVAB entails. So, and if you remember back um how many other months ago when I reported on it that the the understanding from Mr. Wentworth and from Mr. exercise that math piece is just so important the ASVAB. So that's that piece that's tough for kids scoring that score. So hopefully um that that if we if kids take that class then they will it'll help their score on their ASVAB. Okay. So 32 is the percentage of sophomores that are choice ready. So we're kind of working our way to see you know make sure that we're watching the kids from their freshman year. So 20 I'm sorry I'll
010write it again. The percentage of sophomores that are choice ready in at least one choice ready component will increase from 84% in spring 2023 to 100% in spring 2028. I was on track for this also. So 29 out of 34 sophomores have met this benchmark. 28 learners are on track to be workforce ready by the end of the year. So if you remember last year when I did this report, our sophomores were choosing more traditional academic courses over CTE. And one of you had the question was why are they doing that? And personal choice um different teachers classes you know um there's been a change of course out there you know we going through different teachers out at the center so um it just depends on each of the kids so that's delayed attainment of
011the workforce ready and five students are currently one to two courses away from completion and that's usually the one of the first ones that they complete but for some reason this class and I don't know maybe that's maybe That's a trend that we're going to see that the kids are taking more as we're offering more here. Maybe they're choosing to do that over the CTE courses. Um, Mr. Wentworth and Mr. Lynch are monitoring them and our to our target for this cohort is 94% by the end of the year. So, you know, this this will move by the end of the year. There's still time. So, that's why I have a correct that uh 33. The percentage of juniors at OPS that have completed four or more of the choice ready essential skills additional indicators
012will increase from the baseline in spring 2025 100% in spring 2028. I still have us on track for this also because if you remember right this is that up on the uh overarching part it's all those elements of on the top and we felt like we'll take control of that by forcing kids to do those things by doing making them go to things or offering it for them. So 28 out of 34 juniors who already completed four or more indicators and of the six remaining students five are expected to complete it by the end of the year. That's why I have us on track. So Mr. Wentworth and Mr. Lynch are in the work of integrating mandatory activities. So the financial literacy piece um doing community service there the civics test. Um m Mr. uh
013went where just took them to a career fairy and then you saw uptown I'm it's been in the news you know they went through that carousel or the the career carousel is that what they called it career fair and they all of the kids are going to be doing capstone projects and again we're we talked about this in the past that we're going to make them do these capstone projects because we feel it's important and we're just going to grow that right so it might look a little different this year and next year it'll look a little bit different if you came the other day I know Sheila was Therefore, these social and justice um projects that the kids did for in um Mrs. Near's class that several of those kids are going to be
014using those projects for their classroom projects and that's exactly what we want. We don't want the kids reinventing the wheel. We want them using what they've done in school and but it's just that matter of the next step of presenting it to people or showing people. So, next Monday is our um what we used to do for conferences, but now we have our student showcases and that's next Monday night. So, hopefully you'll be able to come in and see what our kids are going to be able to share with you. So, then our focus remains on providing those essential skills and we'll continue to grow it. Um Mr. Wentworth and Mr. Lynch are always talking about new ways to do things. We're going to be looking at some more community service and um also Mr.
015just looking at those co-curricular and extracurricular not co-curricular but we got to offer the extracurricular right because co-curricular is not that's a separate >> looking at extracurricular activities kind of expanding that definition because some things that we don't think that we have you know um we have the kids going to the cyber chase thing you know so maybe offering some things are >> that's a wrap that's a wrap >> how are ensuring equal emphasis on college readiness, workforce readiness and military readiness. >> Okay. >> Yeah, those are >> so and and you can jump in at any time too, Jordan. The Okay, so the ACT test is optional, but it is encouraged. We ask, you know, we want kids to try to take it. Um, dual credit courses, algebra 2, we offer have offered green
016courses and we encourage kids to take the fine arts. So, in workforce ready, we have center courses, state testing incentives, and we have kids take the work keys and we offer work-based learning opportunities and that program is growing. And for the military, we are we've now, you know, we have the options for the retake of the ASVAB. Mr. Wentworth is now able to do some of that testing. Um we're offering that ASVAB essential sports. We're doing more PE or out of outdoor wreck or being in a sports. We're trying to do look at each of those you know essential or the three different areas and what can we do? What can we offer? But you know it's kids and if kids are asking for things also trying to accommodate those. So we're trying to make
017sure that in each one of those that you know not one is more important than the other. So does that answer you? >> Yes. >> What contingency plans are in place if progress stalls? >> Okay. Yeah. So we're always trying to grow that. That's and and we've always been willing to find as many opportunities as possible if the kids are asking for it or we find that we need something. um we want to find multiple avenues just like you know that child that we're saying like okay so we're going to offer these different pathways to getting either your GED or your um or diploma from us and just trying different ways to just make it part of their four years of experience for here if we can do it we'll do everything that we can
018in order to make sure that we can offer that and again that going back to that flexibility waiver our innovative education all of those pieces um should allow us and we know that that's what state wants us to do on both. So, the three of us are going up to Jamestown today um in order to even expand some more of that work-based learning and trying to get the community involved and offering more opportunities for our kids. So, >> are there lots of schools to our area? >> Um I know like if they're through the center like so like I mean Edie has that opportunity you have a winner. Uh it just depends on if kids want to kind of take them or not. I know Northern Cast they do something with that and then the
019Bismar and I talk with a few individuals there because they have the ability to go out to all these businesses where some of these rural ones it's tough to see and get out and do but I mean we'll just try to find some kids get into dentist a dentist office and um what do we have? We have one that we try to get into the the clinics and I mean just trying to find a way they can work for the kids then what they want to go into what they're potentially interested in. >> You know we're kind of fortunate because we have two clinics we have a hospital shirt like this in a way that it's just the red tape. It's like okay well how can we go around that tape then? So, >> you
020know, and the teachers at the um vocational center too, you know, those they're great resources on having outreaches into the community. So, you know, trying to work with them and work with and today when we go up there though, it's Jamestown Bismar and us. Um man, Bismar's got a really um neat program called Empower. We went up to go visit and see that. It's spectacular. But they, you know, they they just have different resources than we have. I hate to say the better because they just have more, right? So if we can learn from them and then we can scale it down to our model, that's that's our goal, too. And so you basically would have like Bismar, Jamestown, and us as far as then we can learn from each other. And that's what like
021things like events like this are to help us so that we can take what they've learned and they take what we learn, which is you wouldn't think that we would have much to offer a Bismar that has that, but we do. you know they so um having those conversations and even on the national level there are schools that are specifically you know um for that right the kids are learning those kind of skills and that's just a different different choice for them or in our little school we can offer that part right that we can do that for >> and have we talked to Mr. Starboard possibly some different offerings out there. >> So all the enrollments struck way. >> It has um we've talked about education and they're always open to stuff. It's finding
022the teachers that is problematic. No different, you know. So we've talked about offering that education 101 um virtually and you know Skully's always wanting to expand his because that's just what they do. Um it but anytime I think we would have a conversation with them, they would listen. It's just a matter of finding those educators for it. Um and us being flexible. But >> just the turnover. I mean like you had like a huge egg program and then when he left like you had what four different teachers in that >> and I mean that's just tough to get kids to go out there and like hey they knew was out there. All right. Hey I want to go out there and practice with him. >> Yeah. >> I mean you have one now that's going
023to be staying I believe next year. So I mean that's just going to help keep that consistency where we've seen that with our automotive. I mean Mr. Marquette he's been recruiting kids to get into his classroom as well. So we've seen an uptake in that session. So Mr. Scammer ever loves to bake out there. So that that's not an issue. >> Well, she does so many different things like >> Oh, she's amazing. >> Yeah, she's got her hands on a lot of stuff out there. That's what those teachers out there do, right? It's just a different relationship. You know, >> we're very lucky that we have it this close. When people find out that we've got that, they're like, "Wait, what?" >> That's right in our town. But yeah, >> um and then where are
024we seeing the greatest student drop off and what are we doing differently for those students? Um, that was a great question and all I have we're just trying to find essential skills indicators that we can control so all students can meet them through their four years. But Jordan, where do you think we're finding it? And I think it changes from class to class, doesn't it? >> Just like I said, those sophomores, you know, they we're taking more the traditional and um we might find a course or class that wants to do more that, you know, I I don't know what do you we try to force them into things. you know, like >> we're all going to be taking the ASVAB, you know, >> and we, you know, I don't know. We might get to
025the point where some of those things that we're going to even have to force more and more, but I don't know, Jordan, where do you think this drop off is >> or is, you know, are we seeing a difference in it? Maybe we're not >> not not overly. I mean, like sometimes it could just be one or two things that just throws a kid off and all a sudden they're just not choice where um maybe it was they just needed to get 3.0 GPA and then they had like a 2.9 or something. Um but again like it could be let's say if a kid gets expelled for something that takes the military ready completely off the table. Well, for some of these kids, like it's the workforce and the military is kind of their best
026bet because getting a score on the ACT that they need for that just it's just not the hardest. So now you take one and eliminate one because they got expelled or suspended and now they're left with one there. So it's just that's just a few pieces that if you just sway it one way or the other. But again, like said, uh we're just trying to make sure if we get the essential skills all done, then we know, all right, hey, how can we hit postsecary workforce military? Then we can control it at least at that point to the best of our ability >> and to be choice ready. What is the ASVAB score? It's not 50. >> Yeah. Which is to me seems really low. Mhm. >> Um if you remember right, we talked about
027this in the times past was um that that that getting um in trouble at school knocks you off the military and you can't get it back unless you would have some kind of a >> restorative justice program. But still some of those things that they would get maybe expelled for like a weapon or stuff like that, that restorative justice piece just isn't there. So then they're just off the military and we might have a trajectory that they're going to make it and then something with a choice that they make bumps them off there and then they're they're not, you know, in that. But knock on wood, not to booger us, we have had honestly a really good year as far as like student behaviors. I did we only have that >> one more thing. What
028are we doing to make sure the >> parents and the you know all the stakeholders are aware of the choice ready? >> I would say that that's one thing that we have growth to make on >> Yeah. And that's what this room talking about that say, okay, how can we do this? Okay, let's say have like a blaster messaging out in the fall as well in the spring to kind of notify, hey, here's some things coming up that'll help your kid become choice ready. Here's some of the offerings. Here's the ASVAB um score that they would need to obtain. It's just notifying them at that time and just kind of sharing it one in the fall, one in the spring. Kind of just like, hey, here's the upcoming things that are taking place here >>
029and the importance of it. Yes, >> that's the >> often times kids like they'll get a cord for graduation but like there's something like why care about chord what else? Okay. Well, and we're telling it is the incentives to get some of these pieces out of the way and >> I almost think a step back to and explaining what exactly choice study is because I don't think a lot of parents understand what it is >> and what's the significance of it. You know, it's well, you're just giving my kid extra stuff to do. >> It's not. it's setting them up for success in the future. So, just trying to convey that. >> Ed had said the other day he tracks the kids. Um he has like a spreadsheet that he tracks somebody said I really
030need to do a better job of communicating with the parents to say you know here's where we're at or just keeping it up constantly you know so as the freshman finished up or as a sophomore so that he could you know easily pull up um ASL and look and see where she is as far as on that choice ready and he needs to do a better job with that. Hopefully something in Infinite Campus will help us out with that because we're all under that umbrella and with the state controlling some of that stuff or shouldn't say offering it that hopefully there will be something in there instead of all the different components that don't talk to each other. Um and in the infinite campus learning um in the platform that we'll be using it it's
031a little more robust the healthy now. That is definitely an area though I think we all know that that we need to work on our still working on our communication. >> As far as um up in the community service, are you planning on doing something like you do with the workforce training or how is that saying to help me out with? >> So you just said you were going to do more of a push towards home beer with kids. How's that going to structure? >> Oh gosh. I don't know. That's a that talked about like how can we get this to work and so I know actually they do like a day in the day in the spring or the fall or the afternoon if you remember. Um and so I talked their a little
032about a little bit and like we just need to figure out how to make it work with us because like they have 12 kids a class where we have 30 and they'll sometimes up to 40. So just managing those kids and just getting them into a spot is kind of just like the that we just need to figure out. But yeah, we've talked about how can we get kids out and doing some of these community service projects. >> Is it a certain number of hours that they need to reach for? >> Yeah, 20. Yeah, 25 hours. So, if we did like, let's say throughout their four years in high school, if you did one in the fall and one in the spring, just like an afternoon, you could essentially that. I think even letting the
033kids know like something as simple as helping to teach Sunday school or something like that. I know all the churches struggle with that. >> And I think our kids do more community service than we realize. They just don't realize it or think of it as community service, right? They don't >> how does that get conveyed to the kids that what you're doing is actually community service. So how do you give credit for that? >> They could do an eagle project to take care of it, right? There you go. >> And I know Ed meets with him and they go over all of this stuff. um as >> Yeah. And he and then he said too that he asked them for their volunteer hours at the end of the year, but he felt like if he
034kept doing it more consistently, you know, then he could have conversations about it. We There's definitely any other questions on progress number three, choice ready. Okay, we're looking for a motion to accept the make a move. Do I have a second? >> Rosen seconds. All in favor say I. >> I. All same. Motion passes. Moving on to um item B, the quarter one time tracker. And the reason why we have this under student outcome goals is because we have a whopping 13.38% of the student outcome minutes for this quarter. And um the recommendation for our governance is that if that is below 25% we pull that and we discussed why we are at that percentage. So uh we all know that facilities is dragging us down. We had some very short meetings in the first
035quarter and that also affected that percentage. We had a I think a 23 minute meeting. Yeah. So um we just don't have that that time for discussion. The last meeting that we had, the last regular meeting we had in March, we did not have a bulk progress monitor. If you remember, we moved that to this month because we did not have the ASLab results. So, those are some of the main reasons that Mr. Sal identified when we were talking to our agenda planning. Anything else that anybody wants to add to that? We did have a negotiation meeting in there as well, but that doesn't count. That's in the criteria. Cool. And unfortunately the facility use that but it's important so much >> right and one of the things that I think is important to mention
036about the facilities as well and we've had this discussion in our agenda planning meeting that yes that's not specifically student outcome goals that we're discussing but if we don't have a facility we don't have a school for our students to be in. So it is you know we're prefocused in those meetings. We are using our time wisely. It's not a bunch of idol chat. >> There's not a box for it. Um we do we do recognize the fact that is not a student outcome goal. Um and that it is taking time away from that but that it is equally as important to have a properly running facility and a safe facility for our students because if we don't have that we cannot focus on schools. Any other questions, comments, concerns about our order one time
037tracker? Thank you to Vice President Mabel for your impeccable time tracking skills. Okay. So, because we have pulled that and is under student outcome goals, we do need a motion. I do need a motion to approve the quarter one track. moves. So I have a second leg seconds. All in favor say I. I. All oppose same sign. Passes. So moving on to our board quarters of self evaluation. Page 29 28 in our handbook is where we start with our. So moving um objective number one, the board has adopted student outcome goals. Um we've been across the board for the last three quarters 12. I believe we said last time that we thought we would be at 12 as well this quarter because we still do not have that project. >> We're trying to do some
038of that stuff. We have all the scores posted. The principles sent that out in the mail or you know just trying to get awareness by the community. Um have you gotten any feedback uh from the community on that? >> No we didn't. Nobody contacted you today. They didn't contact me either training part right spent that money to get that out there and very good. That's very important to Yeah. Um, so are we all in agreeance that we're at 12 here? >> Yeah. >> Yes. >> And that we will be at a 12. >> Excuse me. Do you mind if I chime in for a second? >> I would love it. Still, >> um, so a co I want to go back to your time tracking really quick. The your something I hadn't thought about earlier.
039Is your facilities committee a committee of the board or a committee of your superintendent? >> I would say it would be a board committee. >> Okay. All right. Then my next question >> would would be if it was a committee of the superintendent. Okay. Um, objective one, your conversation under, you know, under advanced, has all of your, have all of your board members committed the vision and student outcome goals to memory? There was a pop quiz by somebody in your grocery store, church pew, neighbor over coffee. Would you be able to rattle off those things? probably not. >> Okay. So, that's an easy win. That's a super easy win by your next quarterly self-evaluation. So, instead of thinking about are we at 15 or not at 15, think about first of all, what do we
040need to do to maintain our 12? Um, this is one thankfully that's kind of hard to go backwards on until you've reached the end of the lifespan of your goals. um excuse me, but think about which things under advanced you might want to accomplish in the next quarter, even if you're not getting to the full 15 points. Um the next one is knowing the current status of each student outcome goal. Little less of an easy thing to memorize than your goals and your mission statement. Um but entirely possible if you want to commit the time to it. The last one, the question I would ask you to consider and to come to some kind of consensus on as a board, what is going to be our standard is the Oaks Public School Board on what
041broad community ownership looks like for our community and our organization. Right? The inputs that you have towards this are all kinds of different community engagement and listening things that I've been talking with the board chair and the superintendent about in our coaching check-ins. But for the full board to really think about what is our standard and how will how will first how will I know as a board member and then collectively what is our standard going to be to know that we have this broad community ownership. Does that make sense? because otherwise it's just sort of something dangling out there that you decide every quarter, do we have it or do we not? What I'm trying to flip around is be a little more intentional on it. This is what our standard is because then
042that will help us determine what we need to do as a board to achieve that broad community ownership for our own organization and community. I feel like it's that word ownership in that statement that gets us because how do you define that? That's >> how what would that look like for you >> that you put a number on ownership >> or community people? I don't know how you how you quantify that or how you measure that. >> How what would that look like? I I know what that would look like for me as a board member. like I have my own standard and definition because my own board never really sorted this out for themselves. Um, so what would what do you think that would look like for you just as an individual? What would
043be an indicator that might give me some insight into maybe I'll reframe it ownership. Think about think about it this way. The board's job is to represent the vision and values of the community, but you're also doing something really new where the community might not understand what your focus is compared to maybe what the board's focus was, you know, four or five years ago. So, what are things maybe on ownership thinking about how do we know that we're really aligned with the community and the community is aligned with us as shared partners in this work? um that this is what the community is expecting us, not just what we're choosing to do. What might be some indicators that you could have that and don't think about measurement tools that exist? You know, just what are
044some indicators? There no wrong answers here. I I don't know. I guess to me ownership means that they are grasping that they're on board. They're involved in this. I I don't know how we get broad community. It's hard enough to get a board of five to to agree on it, let alone I don't know. That's the word I struggle with too is the ownership on it. >> Yeah. Um, I mean, do I agree that we could get to broad community knowledge of what we're doing? Um, agreement. Yeah, maybe. Ownership. That's I don't know. That's a tough tough. Maybe it's just that they're understanding it and they ask questions. Not necessarily that they agree with it, but they understand it and they ask questions and they challenge you. So, here's the reason why. Well, instead of
045me telling you why why, take a guess on why do you think this is even in here? Why does it even matter? >> We are voted um here to represent our community. >> We're voted to represent the community. like to share next. What What are What are some reasons why this might be in here? Like there's not a lot of ink on these six pages. It's all very intentional. Why does this one matter? Why not just take it out? What happens if you take it out? >> Well, I think it helps to have the involvement of the community and all of the stakeholders for success with our students. >> Yeah, we're elected to represent everybody. Um, everybody, not just the board or the board and the superintendent or the board and the superintendent and all
046the employees, but the board and the superintendent and all the employees and the community all rowing the boat in the same direction gets you to your goal faster. So another reason why this is in here is if this is one of my interpretations as a coach. If there is not broad community ownership and you're focused on student outcomes and you have a community that want and and you've chosen these goals and you've chosen these guard rails and your community actually wants you to focus on a whole bunch of other stuff either because they don't understand the role and the responsibilities of governance especially effective governance and the what why a school system exists and all of that stuff you guys have learned and understand and or if a board has not chosen their goals and
047their guard rails and their theory of action and all of those foundational building blocks in a way that is actually representational of what the community's vision and values are. If you're not aligned, you're going to have trouble sustaining your work. And I don't mean just you, and this is true of any board. A board is going to have trouble sustaining their work. Every election, you're going to get new people that are going to come in and want to do something different because it's whatever the issue dour is in whatever community the board is in. And if you have broad community ownership, they're going to want you to keep focusing on what you're focusing on. That's going to be the standard they're going to hold future boards to. It's this is really about how you sustain
048the work for your students over the natural volatility of elected leadership change. You guys are a way more stable system than a lot of other school systems, but you know, I've got a colleague who talks about, you know, any school district is one election away from chaos. Um, and so this part of it compels a board to do and it's under advance for a reason. This is hard. This takes more effort, but it's definitely board work, not superintendent work. It takes a little longer to get there because you're you're building your own capacity. You're building the capacity of your community. You're trying things out. Um, it takes extra time. And what I would encourage you guys and and let me add one more thing. There are a lot of other model versions of a student
049outcome focused governance model like the legendary is where the community engagement stuff actually gets put at the front where the board is doing a systematic way of listening to for the vision and values of the community before creating the goals and guard rails and theory of action. The North Dakota be legendary was done on the inverse of creating all this stuff first and then doing the community engagement part which makes it a little harder to have clarity. You know, a board who did that stuff on the front end might say we believe there's broad community ownership because here's our our evidence from our community listening that we used to create our goals, guard rails, and theory of action. Therefore, we believe we have calibrated this and it's representational enough that they have ownership. Another board
050might say that's partway to ownership, but we have some other steps that we feel we need to do to really hear that expression of ownership, which could look like a shift in you guys don't have people that come yell at you in your board meetings every month like some other districts have. it. For some districts, it might be we have people yelling at us about inputs, but now we have people showing up like, you know, in their public comments, holding us accountable to achieving our goals and asking us questions around our progress monitoring reports. It another district's measurement might be just what they're hearing in the public narrative. Um, are people talking about how are the children or are they talking about football? Not that there's anything wrong with football, but you know, is the
051community's priority and their narrative and people that are stopping me in the grocery store or the coffee shop or whatever. Um there are a lot of ways that maybe aren't you know researchbased you know data and graphs but are still indicators and so I would encourage you you don't have to take the time to do it today unless you really want to but it one of these conversations where you're doing your self-evaluation you know maybe it's you all go back and kind of consider this over the next three months and that your next self-evaluation plan to have a conversation of okay what's going to be our standard >> so that as you know we can get that last box checked off it is also okay you guys have a guardrail board guardrail for yourselves of
052maintaining a level of proficient in all six objectives it is also okay for you to say we're just going to stay at 12 um and we want to do bullets one and two advanced and we're okay if we don't get to broad community ownership. That is also a choice. Any questions about any of that? Any thoughts? We don't have much for community involvement as far as the community coming to meetings or even talking to people that all the school is running. Doesn't that mean that we have ownership? If we're not having people showing up to our meetings and screaming at everybody, >> does anybody ever reach out to you as an individual board member? sometimes. >> Are they reaching out to you about progress on your goals or your guard rails or are they reaching
053out to you about other things or is it a combination of both? >> They usually reach out to complain. >> They're usually reaching out to complaint. So would that be an indicator of ownership or an indicator of would that be an indicator of ownership? >> Probably not. But how many parents actually called somebody to say that school is doing really good? >> So I'll interject and this is this is me. This is not my coaching advice to what your standards should be, but when I was sitting at the board table and we were not meeting our targets on reading and math, I wanted people to come yell at me about that. I wanted people to be complaining about that. I wanted my community to be up in arms that only 40% of our kids are
054reading on grade level. Like I was even asking people come yell at me about this, right? Like let's shift the public attention and help help be part of shifting the attention away from, you know, all of the operational minutia that my community would focus on. And I'm like, how can I get my community to focus on why we exist, which is the outcomes? Um, that's what was true for me. That doesn't mean that's what's true for you guys, and that's okay. Um but think you know like I said I would my coaching to you would be for each of you to consider what would just for yourselves you know just reflect on this over the next three months and come back at your next self-evaluation and have that conversation on do we want to try
055and do this? If so what would our standard be? How would we know? So that because what my the reason I jumped in today is I know every single quarter you're kind of having the same conversation and I want to get you unstuck with that and also give you the opportunity to choose for yourselves if this is one that you even want to pursue or maybe you even say we're going to revisit it in six months or here's some community engagement we want to start doing over the next three to six months and then revisit this conversation about ownership. Let's see what might be working towards what our standard would be. Um any questions about any of that or or or what's coming up? What thoughts are coming up for you? You know, I'm good
056at leaving empty space. Any thoughts or questions? If you have if anybody wants to visit with me in the interim, feel free to reach out. But like if you just want to dig into this idea as an individual or a pair, um I'm happy to have that conversation outside of your regular board meetings and about any of it. I'm always available for those for coaching conversations. Thank you, Sue. >> You're welcome. >> Moving on to objective two. The board has adopted full progress measures aligned to each student outcome goal. Um, we've been at a 12 across the board there. Yep. I believe we're still meeting everything up to including the 12. Um, and then back to our previous conversation, we have not attained that or we have not set our own personal standard for OBS
057as to what product ownership is that we will work towards for our next court evaluation. Correct. Next page. Um, we have also been at a 13 across the board for the last three quarters. Um, looking through 0 15. um any of those that you think that we are not still meeting and looking forward um what it will take to um attain questions, comments, anything please. >> It's the same conversation. >> Same conversation we just had. >> Thanks, Brian. I don't think we I don't believe so either. We >> So, everyone assume agreement that we are at a 13? >> Yes. >> And we'll identify what that 15 looks like for us moving forward. >> Perfect. Objective four. The board has adopted a monitoring calendar for student outcome goals and student outcome goal progress measures. Um,
058this one we had a dip in. We had a 16 three quarters ago. We had two quarters ago a six and then back up to one quarter ago a 16 because we did not Was it the board self evaluation that knocked us out of there? >> It was the minutes. >> Oh yeah. Yeah. So we're back >> at least to a six. Yeah. Just looking through those columns there. Is there anything under zero that we have not attained? I don't believe so. Anything under two? >> Number six or partially proficient on a six. So are we in agreement that we have slipped back to a six from a 16 on that because of the less than 25% of our quarterly minutes in the board meetings. Um so moving forward um just looking at that 25%
059or more will get us back up to a 16 to 18 a 20 um unanimously approving the current quarterly progress tracker which I don't think we've ever had any on that has not modified outcome goals goal progress measures superintendent guard rails superintendent progress measures um during the s cycle applicable to the annual superintendent evaluation So that would mean from November to well I guess it would be starting over in March our next one and then consider superintendent performance is indistinguishable from system performance. Um where we read completely over to that on our last one. So that we would check that box as well. Right. So in order to get to advance on this we would have to spend 50 or more% of our total recruiting minutes which >> we can do once facilities is done.
060>> We believe we can do once facilities is done. We are actually really good at doing that consistently in our regular board meetings is those facility meetings that we found that have dropped that down. So um but we know that facilities is not going to be wrapped up by our next do we think that we can attain 25% or more of the minutes in our next one. I think today was a really good start. >> But once we have those meetings, I think it's going to be >> Are we all in agreement that next quarter we will probably likely be at a six as well in identifying what is putting us at a six. All right. Number five, the board has structured structured operations for success. Again, we wavered in this one. We went from
061a 15 down to a four back to 15 again um because we had changed the monitoring calendar two quarters ago. We haven't moved anything off of the consent agenda or I I believe that was another >> yeah against us on that because we have moved that one as well. So um we did not have more than average of four meetings for lunch, three hours per meeting. Thank goodness. Um five topics per meeting be on the consent agenda. The board has reviewed its existing policies and only adopted policies relevant to the board, which I think we're all on set with those. Um, under advanced board meetings in the last quarter did not exceed an average of three meetings per month, average of two hours per meeting, average of three topics per meeting beyond set agenda. create
062an agreement that we met those board members received the final materials to be voted on at least seven calendar days before the meeting. Thank you, Mrs. Cell, for always being so organized and getting that out. Um, and no edits to the board's regularly scheduled meeting in the 3 days prior to or during the meeting state of emergency. >> Good. Okay, so we are sitting at a 15. I see no reason why we would dip below that 15 for the next. Anybody have a reason why they do? >> All right. The board promotes active teamwork in advocacy. Um we were at two sixes and then a zero for the last one because we Yeah. And that was um Ryan will talk to you after the meeting a little bit more about that, but Mrs. and I
063have kind of had some ideas that we're referring back and forth with Sue. So um that hasn't been thrown thrown to the wayside. We're just trying to figure out the most efficient way to do that next month or so, but hasn't moved. So I do believe we can check that off that second one under zero. Is there any reason anybody sees that if we check that second month that we may be back to a six or higher? So, we're all agreement that we're still at a zero on that because of that we need the engagement activity and that we'll get a Perfect for this for the current quarter. And then >> um and then down at the bottom I did plug in that 13.3% per minutes. Um, I will look for a motion to approve
064the board self evaluation as we just move. I have a second. All in favor say I. I. All post and sign. Motion passes. Um, next item on the agenda, the consent agenda. I'm looking for a motion to approve as presented. >> Motion. >> Rosen moves. Do I have seconds? >> Ryan, >> yes. >> Sheel, >> yes. >> Patty Kelly, >> yes. >> Brian Sire, >> Monica, >> yes. Motion passes 5. Um, item four, reports were in everybody's packet for your information. Item five, we have no items for discussion or possible action this month. Um item six, future meetings. Our regular meeting Tuesday, May 19th, 2026, that is after school adjourns for the year. And then um the next time, Tuesday, June 16th, 2026 at 7 a.m., which we should all have the results of the
065referendum and the school board elections by that point. Anything further for the good of the order? No. Okay. Hearing none, I will adjourn the meeting at 7:50.