001Call the meeting to order. It's our regular school board meeting Tuesday, January 20th, um 7 a.m. in the central conference room. Um for short order business 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. Okay. Um, item 1 B confirmation of the agenda and a motion to the agenda is as presented. >> S move a second. >> Seconds. All in favor say I. >> I. All oppose. Same sign. Uh, motion passes with uh, Kelly. Is she on? Oh, she's on here. >> Was there an eye on there, Patty? Yes, I sorry. >> Uh, welcoming of visitors, public comment and communications and um I don't think we have any. >> Okay, moving on to um 2A. We're
002going to go to our student outro's goal progress monitoring report goal number one. So, >> right. Yeah. Well, I mean, you've gotten the report and [laughter] we historically stayed consistent. So, our um one one and one two which is the elementary um we tend to rise in in the winter testing and in at least the last couple of years, but in the high school um we tend to drop drop down. So, um I guess the focus for one one and one two is just they're showing steady and consistent growth, but just that reminder as not only the board, but as our staff and our people that um we switched over to the new GP for the goal progressing at the 65th percentile to try to align better with Indie 8 plus and um that we
003the learner ability didn't and all of a sudden suddenly decline. It's just that our expectations were higher for them. So that's the same all the way across K through 12. Uh the upward trend in the elementary though indicates that we are providing effective early instruction and I talk about that in the report and appropriate instructional adjustments are being made and we're constantly having conversations about uh what is happening and where we need to go and the things that we need to do. So shows even with our higher expectations, our learners in the elementary are closing that gap. So we should see sustained pro uh progress that if our growth continues at the same rate. So we'll continue to support the educators. We'll continue to provide time. We'll continue to look at our star data uh
004for one and one two. But maybe if we talk about 13 so great, do you mind hopping up to that? It's just such a conundrum in the high school and just a different ball game, right? Because in the lower elementary, and we've talked about this before, in K through three, our kids are learning to read and after that they're reading to learn. And once they cross over into the high school, you've got the different content areas. So everybody, of course, if this is my content area, that's the thing I focus on because that's where my expertise is, too. So, um, I bet Ryan's trying not to throw you under the bus, but I bet our math teachers are going to tell you, you know what, English is not my specialty area. So, we need to
005start to look at that piece a little bit more. So, I really kind of started to dig into it. And Jordan and I have conversations in grade this pattern is typical at the high school level just simply because reading instruction has already occurred and we don't focus on that. um we are like I said dragging it into the um reading to learn piece of it but that crosscurricular is where we need to start to look differently at some stuff. So we're having conversations and it's interesting because our ELA teachers none of our teachers want to see those lower scores, right? And it's it's problematic for them and it's concerning and they take a lot of pride in the things that they're doing and how well our kids do. So actually our teachers came to us
006and are asking us can we start to do some more crosscontent work working with teachers can we do some scheduling looking at some different things that we can do in order to um try to promote that or try to extend the ELA farther into the content areas where they're getting the information um they're they're reading to learn but yet we're also supporting them with some ELA skills so we can do some things at the same time so the kids aren't getting two different things that they need to do, but maybe they're working on one thing, but both people are working together on that. We used to do the science fair that way down in four through six. We would partner science and ELA. So then the kids would do the science piece with the science
007teacher and the ELA with the ELA teacher. So you've got those two experts, but yet they can see from their um expertise what is missing as far as skills and what we need to work on and where we need to focus interventions. So that's that's the thing that we need to do now is and it's tough when we get into our staff meetings or we're working in PLC's um to ensure that our content area teachers are taking the full responsibility or part of the responsibility for what's going on because like I said when you get into the high school the content area teachers their most important thing is the class that they're teaching and they don't have that knowledge to to go across it. So a lot of times there's disconnect on whose responsibility it
008is. If they see math scores, who do we say the math problem is? Our math teachers, right? Or if it's ELA, well, there's problems in ELA or the successes. It's the ELA teachers. Or if it's a math, it's the math teachers. But now we have to start to um have those conversations and ensure and Mr. Lynch will have to make sure this is that teachers bear responsibility for acquisition of those skills across content. So, it's going to be a reframing of our brains and looking at a different focus area for that piece of it. So, we'll continue it to try to identify those skills and um recover the loss that we had this this semester. But again, like I said that historically it held true, right? Even despite our focus on this stuff and are
009moving towards time spent on it and um using the star data to improve instruction and learning. Another thing we've talked about a lot is if you remember right, [clears throat] we did not move up in the high school expecting the kids to be at the 65th. We are reporting on it right, but all of our rewards and everything were built 50th percentile. So, we've had conversations about I wonder what effect that will have. Probably a positive effect, right? Because if being able to get on study halls or getting you know the rewards are built at the 65th percentile, will that make a um change for those especially those bubble kids because there were some questions from board members about those kids that are they staying consistently in the blue or the green or you know
010and that goes to the what principles have reported to you in their deeper dive. Um are they consistently staying there? But we see things like those bubble kids, the kids that I'm talking about like are between the green and the blue or maybe between the two and a three or three and a four. They tend to bounce back and forth between the two just depending on the day. You know, maybe some certain skills, but it could be as simple as one or two questions and they would bounce down into the blue instead of the green. So you when we were doing NTSS dad and we were working with Wayne calendar when I was the principal we talked a lot about those bubble kids that that is really where a lot of your focus should be
011is those kids because with just a little bit of extra they're going to stay up but if we forget them and they get caught in the bog down you know it's those middle kids that we need and we know that right we've talked about that we've had conversations about that. Um, but it's just a matter, especially as we start to create our NTSS, if you remember, right? The elementary's a couple steps ahead of the high school as far as creating their MTSS. So, they know that, you know, they're concentrating on and and the high schools just creating their MTSS and starting to get into that piece of it, but realizing that we can't just look at here and can't just look here, but we got to look at, you know, those kids in the middle,
012make sure that they're sustaining their skills. Can you um talk just a little bit about the differences that you've seen between the NDFA and the A+? I know like in your report and everything we talked and I asked that in the the board packet but that our expectations of kids increased. Can you just kind of explain that a little bit? >> Yeah. So the the A+ is totally built on our state standards which the prior one it was too but right but some of those standards have changed and we do have um blueprints that tell us which the principles are you know look at and they share with the teachers so we know the different standards that they're looking at but there is built-in rigor right so the things that we're presenting to the kids
013in school and I know we've talked about this before that um to replicate that's really tough. Um they're talking now about the interm assessments, the formative ones that we do during the year, um being able to predict how they're going to do on the summitative test, but we also know that those formative tests, be it STAR or be it NDA plus formative, they don't have the level of rigor that the summitative assessment has. And um rigor might be in the way that it asks the question. So instead of creating um solving a math problem, you might be taking that answer and then creating the math problem. So doing some things like composing and decomposing is what it's called. So it takes just a higher level of thinking on that piece of it. Um so that
014would be the difference that I would see in the rigor. Now when we talk rigor as far as um or higher expectations with STAR, we're talking about instead of being at 50th percentile, we're asking them to be at the 65th percentile. And that's just predictive, right? because we found out that with the 50th percent we were getting this false sense of security that our kids were going to do better on A+ than they than they actually did. So then that was the reason for changing it to the 65th was just simply for predictability and you know so when we report on it of course you know that's going to know it has a higher level of expectation given the persistent variability at grades 7 to 12. Does the district need a formal secondary literacy framework
015or initiative? >> That was a was a good question because we thought so. Um, >> that make me think. >> Yeah, that really um and so the thing that we need to think about is that we may need to adopt a framework but we have our framework built on our standards, right? So taking those standards from that framework but we might need to make sure and go back um and make sure that our practices are aligning, right? So that what let's say we have double teachers that the teachers are looking at what each of them are teaching and making sure that they're each holding the same level of kid the same grade level to the same standards right or the same level of because we all know that I mean if you when you went
016in college or high school it's like I want that teacher because that's going to be a little bit easier or you know you could so making sure that all of the teachers have the same level of rigor that might be in there. um defining what the look fors would be. Again, that's aligning with the teachers, making sure that we have the responsibility. So, let's say we are team teaching or um science and ELA that they're making sure that they're covering all of those standards. So, hey, I'm doing um speaking in my class. So, then the the other class says, okay, we'll make sure that we don't either overlap or we support each other on that piece of it. Um, but one thing that is scary for teachers is if you talk about a framework, you
017think that automatically that we're going to adopt another program. But I don't think we need to adopt another program. I could be wrong on this. We've had this conversation before, right? Because we in the elementary, we purchased the new CKLA, but in the high school, we haven't gone that far. But if we find that our scores continue to decline and we're not aligned, that may end up having to be. And that's a new program. But programming is just different than a framework, right? framework is what it's said and the program is just a component of the framework. So, you know, we might end up finding if our scores continue to drop and we're not that we're going to have to do something different and it might be something like that either creating a framework, but
018we have MTSS so we've got a framework there. Um, but we might have to expand on our framework. Maybe we're going to have to buy programming that forces the teachers to follow some. But I think that's a ways down the road, right? We're trying new things now. We're doing new interventions. We're we're we're doing some different things. We've got some things on the back on the docket that in order to improve and >> this is the first year that they actually had a choice of English. Yes. Versus >> Yeah. Yeah. And in fact, they're looking at expanding that and that's coming from the teachers. The teachers understand that, right? They don't want to see any they want to see engagement. >> Well, yeah. I think that was a really good idea because kids are getting
019bored and Yeah. And with that too, like we keep it so like freshman and sophomore are still in their freshman sophomore ELA where then junior seniors they're the ones that have the opportunity to do those electives because we are state testing in 10th grade. We are doing a lot more of like the monitoring for those grades just based upon our goals that we have. >> Yeah, that makes sense. >> Well, and the beauty about being standards based and our teachers understanding all of that, it doesn't matter what we would call the class, right? As long as we're teaching the same standards, we can present it in a different way. No different than uh math. I mean, we could do the same thing. Um it's the same standards, they all know what we're working towards. That's
020what's common, the commonality. Um it's just a matter of let's make this a little easier, like full of sugar or whatever, you know, let's make this better so that that the kids want to do this and stay engaged. And we have to do that, right? >> Yeah. >> In order to get them interested in what we're doing. What systemic risks exist if secondary literacy growth continues to lag behind elementary gains? Right? And I I think we've been seeing some of that stuff in the past, right? Because our ELA scores were not very good and they tended to be better and then they tended to go down as we went older or as the kids got older. But so that achievement gap will widened. So we'll have the kids that are achieving highly, right? and then
021the ones that unfortunately will get left behind which was our goal not to leave anybody behind. Um, and another thing is that so those kids that don't have those skills, it's almost impossible then for them to take more challenging work like for them to take um a dual credit class or an AP class or and one of our teachers in fact is inquiring about going and getting their AP. So they can teach AP English classes to us, but if those skills keep lagging behind and our kids are not where they need to be, that taking those higher level classes will be will be very difficult. And we'll graduate kids that just are not are not ready to go to college. And not that college is the we know we want our kids to be choice
022ready, but you also still need to make sure that we've given them those skills because someday they might decide to do something different. And if we haven't given them those skills, we've cheated them. >> Right. What policies or expectations should the board consider to reinforce shared responsibility for literacy across coincidence areas? I had to think about this one for a while because of our separations between the board and us because really that instruction piece is my responsibility and the principal's responsibility. So I believe with your goals to have horse and the guard rails in place it creates that system of um we have to do that literacy piece. I don't think there really is anything that the board can do as far as policy or can do as far as the things that you're setting
023up. It's more for me and having that rigor built in and here's our goals, here's our progress measures. You know, I mean I the only thing I could see is you guys saying no, those goal progress measures are not going to align and you know how then the process would be like that we don't want those or you're not giving your blessing to them, right? Hey, so then I got to go back to the drawing board and come up with new goal progress measures in order to predict. So if we continue to see that that is not predicting our A+ scores and we see that then that not aligning again like this spring next spring you know as we have some time then we may see that we need to switch the goal progress measures
024and we've talked about that before too like if we see that the formative A+ is a better predictor and our kids are going to be taking that then we may need to go back we're going to want to go back and change our goal progress measures We want to have that most the best predicted. But I don't think as a board besides defining those and um making sure that we're steering towards and held accountable. I think that that would be the piece that the board would Yeah. >> My other one was okay. Any other Great. So, I'm looking for a motion to accept the goal progress monitoring report for goal number one. So, I have a motion to have a second. >> Seconds. All in favor say I. >> I. >> Thank you. [laughter] All
025oppose. Same sign. Motion passes. Um, we'll move on to our quarterly board self evaluation. I sent this out to you guys last week. I can cover the same sent back. Did everybody get that? Okay. Um, page 28 is where number one begins. My printer didn't work this morning, so I'm environment. Okay. Um, number one, the board has adopted student outcome goals. We have consistently been at a 12 across there. Um, our our last quarter, what quarter ago? Two quarters ago, three quarters ago. Um, does anybody see a change in that with this current quarter? >> I I do want to tell you, I don't know if you saw that or not, and Levi talked about that down by the gym. All that that stuff is all posted down there. So, um, yeah. and Levi noticed
026it. So that was >> it was actually really great to have a I had a phone call on Sunday after somebody received survey and they said well how do I how do I know about this stuff actually have this posted there and directed them to websites and stuff like that. There was a comment that maybe we could blast out our PSA testing right now so that have that more on the forefront of their mind which is yeah and in fact I was uh the dreaded Facebook. So I was looking on Facebook one day because James Town Jamestown puts out stuff and Rob has done a he's starting to you know do more of that out and he had blasted out their A+ scores on Facebook. So I thought that was a really good idea. So
027yeah. Yeah, we'll work on it. Marina and I will >> I think especially now with that that survey coming out and people asking you know that that question asked on there like how you think school is doing. So I think for us to be able to provide that >> Yeah. or since 2018. >> Um, does anybody have any comments on that? Disagree that we're still at 12. >> No, I don't think >> I Anybody else have any comments or >> I think we're I think that the community is more aware of what we're doing now. Um, but I don't think that we have that community ownership. I'm not sure how we do that. Kind of the sticky points over. Uh, moving on to number two. The board has adopted student goal progress measures aligned to
028each student outcome goal. Again, we've been consistently at a 12 across there. Um, and I believe to get to advance there, we need that broad community ownership. Do you have any questions, comments, disagreement on that? Um, do we all believe that we will also be at 12 the next quarter? Addie, you good with that? >> Yes, ma'am. >> Put the drink down and answer us. >> Yes. [laughter] Uh number three, the board has adopted guard rails. Um again, we've consistently been at a 13 across that. To get to 15, um we need that broad community ownership. Uh not only of the of the goals previously, but this um in this particular one, it's about the the superintendent guard roll guard rails and the guardrail progress measures. just an added layer to that. >> Are the
029guards on that? >> Yes. >> Um, so like I said, we've been out of 13. I I believe we're still at a 13 and we will be at a 13. Anybody disagree to that? >> Status qual. >> I agree with everything member sire concurs. Thank you. Um, all right. Number four. The board has adopted a monitoring calendar for each student outcome goal at full pro progress measure. Um, we were at a 16 there. We dropped down to a six the last quarter and I believe that was because we changed our our goal progress monitoring. >> Um, but that was what we felt was best for students with that NDSA plus. So um uh we also I believe the other reason for that was because of the percentage of the total quarterly minutes and board items.
030Correct. >> I think it's just the percentage on this one. That was the next you're right. Now we're back up. Uh, >> no. We were at 40 45.74, which the way I round, I would round that up, but [laughter] >> she was kind of pushing back on it. >> Sue did not agree with that. Right, Sue? >> Okay. >> Correct. >> Yeah. [laughter] The other one to note is the last one under advanced. >> Um, yep. The superintendent performance is indistinguishable. So, um, >> 16. >> So, we believe we're back up to a 16 there >> because we are not at that 50%. See, does anybody disagree that we would stay at a 16 for next uh the next quarter. Uh my only concern with that would be any facilities meetings that get thrown in
031that would drag us below that 25%. But >> we're already through January. >> We need to have a special meeting on February 23rd. We should be fine for January, right? But February 23rd because they're going to do the survey results >> on a Monday morning from Saturday. I know. >> I know. No, blame blame school perception. >> Um and then that am I correct? That meeting the other night was considered a special meeting of the board because >> Well, you called it to order. >> Yeah, I was told to. >> Yeah. Um my hope is that we can stay above that 25% and that we can have our focus on our student approvals during our regular meetings and counteract that. Anybody disagree? >> Okay. So we will we will shoot for the stars for 16
032for next quarter. >> Even if you have some No, I don't think so either. Well, I mean you're right. I suppose when we have community meetings, let's say, let's say whenever you decide to go to referendum and there's a community with icon, if you only have one board member present, >> that is kind of a double-edged sword because I feel like we need to be there >> and those all have to be special meetings. >> Correct. the NG's office has ruled on that that all that other schools >> and that's important too. So >> yeah with us. So >> yeah, I'd rather have five of you there than >> do you mind if I chime in on that one with y'all? >> Please. >> Yeah, I I would I would advise against modifying something that
033you guys think is important just to save minutes on your board self-evaluation. Um, what I would encourage you to do is lean into when we're not discussing student outcomes, why are we choosing to have this conversation? What are we trying to accomplish? Is this within our focus, is it starting to wander outside of our focus? Right? You guys are very focused in your regular board meetings. The only time occasionally you start to to get out of that is at the end of a meeting if you start kind of talking about random stuff. But I don't even see you guys doing that anymore. So the it's think about it in the intentionality about how you're using the non- studentent outcome minutes. If you're having a special meeting, how do you want to make sure because you're
034very structured now in your regular board meetings. How do you want to structure those those ancillary meetings in a way that it's not taking your focus or even your community's focus too far away from your objectives? And if you 25% because of a specific intentional re reason, right? Like think about it in advance. How do we want to use our time? Structure the agenda that way. Um, and just lean into the intentionality of it instead of I hope we're o we're over the 25%. What are the things that are within our control to be over the 25% if that's our aspiration? But I also think what you said during our agenda planning meeting, Sue, is that when you really think about it, this facilities does tie back into our student outcome goals because if we
035don't have facilities, we don't have students. And um you're right, it's not the silly stuff like we're not talking about beef in our cafeteria. It's um we need to make sure that our buildings are open for our kids to be here and to learn and so that we can reach those student outcome goals. >> Yeah. And I think that that is an example of we're having this meeting for this specific reason. This is how we plan to use our time even though it's not monitoring our student outcome goals. Um, moving on to number five. The board has structured operations for success. Um, we've kind of been on a roller coaster there. Three quarters ago we were out of four. Two quarters ago 15. Last quarter out of four. Um, does anybody have any insight? >>
036I can't remember. When did we last all change our joint calendar? So, I had to change it this month, but it was nothing as far as it was something I just forgot to take off of there. >> So, that's this quarter, not last quarter. >> So, I think we might. Yeah. >> said you said that it's going to change again because of something you forgot to take off last time. >> Yeah. So that the guardrail we had talked about taking the guard rail off. That was not So we only need to monitor the guard rails. Um I only have to report back once a year each superintendent guardrail at least once a year. Um but I was reporting back twice a year when we first started those guardrails. And we had talked about just reporting
037on the ones that I could report back because we were the one with the teacher evaluation piece of it. That's not done until April. We were having teachers do self- evaluations and we talked about that and I forgot to take that off of the calendar to be reported in December. So, >> but you told your board about that at the time. >> Yeah, we had talked about redoing those guard rails, you know, the the monitoring. That was just my mistake. I just didn't take it off there. I would not I wouldn't count yourself um I wouldn't I I wouldn't evaluate yourselves lower because of that. Right? What you what you're really wanting the value here to lean into is do we have consistency around our monitoring? Right? Or is there are things always changing because
038the superintendent doesn't have the report ready or we've decided to prioritize something else in an agenda or because the goals and the guardrails and the progress measures are always in flux or because the board just decided to not take the time to monitor that month. That's what you're trying to protect against here. And you guys are striving to really I mean you don't really you guys are striving to to make this even better. You're not just striving to comply. Um some boards are still in a place of we're just trying to check the box. Give yourself a win where you actually are authentically doing this work um with intention. And so if you just miss taking something off of you or something you've already voted on, I wouldn't worry about that too much. I think
039there are places places and time to give give yourself some grace. >> So what I'm hearing here is we're at a there. We'll stay there. Okay. Uh, moving on to number six. Consistently been a six across there. Again, we're at that. It's a community. Does anybody agree that we're not or disagree that we're not still at a six? >> You're saying you were at a six. last. >> Yes, ma'am. >> We haven't moved on. >> I don't anticipate moving in the next quarter. >> Questions, comments, great ideas for grat. Have you all had any community engagement activities in the previous 12 months? >> No. >> The second bullet under does not meet >> and the second bullet under part. >> And we did anticipate that we were going to drop down to a two this
040quarter. So I I think that we did drop down to a two because it was in September. Do you have any do you have a two-way communication system in place to listen for and discuss the student outcomes and the guardrails? >> Could you give an example of that, Sue? Yeah, I mean have inviting the community in whether it's to your regular meeting, a special meeting um that you host. It could be on Zoom. It could be something you host out in the community. It could be well okay wait sorry I'm thinking of the host has not arranged for any community engagement activities. So, two-way communication, you need to be able to listen for and discuss. Um, so that is more than just posting it on Facebook, you need to be able to hear back from
041them. Um I would say in its most simple if you guys on an annual basis even if it's on Zoom have a community meeting with the board where you are leading a conversation of here's what we're focused on here's what our goals and guard rails are here is our current status of these things. um your superintendent can be present to give a high level on especially in you know in areas where you're not on track what the plans are to get on track but also highlighting the good things that are happening where you are on track. Hey here here are the things that we're doing that are working you know especially if it's something that's been controversial. It's your opportunity to let the community know. Um, hey, that that thing that a lot of people
042said they didn't like is actually working for kids. Um, and then what you're listening for from your community is, you know, are are there visions or values that you don't have as goals and guard rails that maybe should be considered? um doesn't mean you're starting all over again, but in a another year or so, I believe you are going to start doing community listening for round two of your goals when these expire because you're you're always going to want to be starting that in the last year of your current goals and guard rails. And so always listening, it lets you know, has something changed in our community that there's some value that maybe didn't exist or wasn't as high of a value when we created all of these or some other vision, something they want,
043your community wants students to know and be able to do that you currently don't have as a goal. Just to be listening for that. It doesn't happen very often that those things bubble up, but it's still a good opportunity to build that relationship with your community around this this focus. >> So, what I'm hearing for that is we're at a zero schoolboard meeting considered a community engagement because we talked about goal progress. >> Are you engaged in two-way communication with your community right now? Well, nobody's here, so no, we're trying to but >> we're doing our best. >> Yeah, it's hard. It this this is a really hard part of it. And and I would encourage you to not measure your comm community any kind of engagement with your community in terms of the number
044of people that show up, especially at the outset, right? one is more than zero, five is more than one, 10 is more than five, like start with baby steps. Um, could start with really targeting who are the leaders in your community and in especially your school community like PTO, PTA leaders, boost, you know, athletic booster club parent leaders. Um, one of the the strategies some other districts have done is all of the board members. Well, we did this in your your two-day workshop. Remember those worksheets I handed out where one was who are all of the if we were to host something, who are all the groups and or individuals individuals we would invite? And if we wanted to do outreach to existing organizations and get on their agendas, which organizations might we go outreach
045to and then creating a together or you could start with an ad hoc committee of two board members to draft it, but the whole board should be reviewing it and um agree agree to it. Um, but a PowerPoint that no matter what meeting you're having and where or whether you're inviting people in or outreaching out, people are getting a consistent message with a consistent way of being able to provide feedback to the board. Um, that could include your regular board meetings, but it doesn't have to include your regular board meetings. But what it doesn't what it doesn't include is just public comment. So, let's say people just showed up at your board meeting to talk about, you know, they want new volleyball uniforms. That wouldn't count in in two-way communication with the Ford, especially since
046you're not dialoguing with them about that topic. >> Well, we had commented previously that we put all our goals and guardrails in the entrance way to the gym, which invoked conversations with numerous people. I had some myself asking, "Hey, what what are these? What what does this stuff mean?" Which I went into detail actually last night at basketball. So, would that be considered two-way communication? >> I would say no because it's not really [laughter] a little too formaliz but but what I would say is take that opportunity, right? Like, hey, this is when we have a captive audience. This is why you put your goals and guard rails posted up on the wall in your gym, right? Because this is where people in your community in your district are gathering. They're already showing up for
047something. Maybe there's an opportunity in that either a pregame or postgame conversation at one of these games. Hey, stick around and have this conversation with us about student academic achievement. two board members standing in the lobby, >> right? [laughter] >> Have a little have an opportunity for a little meeting with those three board members that came to the you when you post it because then it's a legal meeting. Um and say, "Hey, we're going to have this conversation and we invite anybody who's here." Maybe you're having it right after the game. Have some refreshments. um announce it at halftime that this is going to happen. Um that could be really cool. >> So had Ryan been there in an official capacity had we said, "All right, Ryan, you're you're up tonight. you're standing by the
048goals and guard rails and he was available then would that be two-way communication >> or I don't >> there's nothing that says it isn't >> but our general coaching um mindset around this is anytime it's one board member it's about that that one board member anytime it's two or more it's about the board >> okay And so I would encourage you if you I I wouldn't say it counts for this time, but if you wanted to create a little more structure around it of like this is how the board's going to do this work. You know, each game a different board member is going to be the person or ideally two of you and not just one. And you guys have have given some structure around what are we going to talk with the community
049about? How are we going to collect their feedback and input because this is two-way to bring it back to the for full board. And maybe it's quarterly like let's say you're doing enough of these things that you don't want to h you have a conversation as a board after every single one of these meetings because you're doing them more frequently. Maybe you're checking in with each other quarterly about it as a board. Hey, here's what I heard at this meeting. Here's what I heard at this other meeting. Um >> that's different than those oneoff conversations. >> Sorry. Go ahead. >> I would bet we would get more people calling in and complaining that we're standing there. >> And hence the recommendation for there to be structure, right? If it is just like Lucy in her
050little booth in the peanuts, you're right. It's it's you're going to become the help desk. But if it is structured of we're having you know we as the board members that are present tonight after the game we're going to have a conver public conversation about whatever you know might be a specific goal might be a specific guardrail it might be all of it you might market it as student achievement might be hey everybody half time you may have noticed we've got these things up on the wall you know we're inviting you now to a conversation about what those actually game. Um, we're going to have it right after the game. We're going to have ice cream. Um, and you guys have a structured PowerPoint and or handouts. Uh, but some structure to it where it
051isn't just that free-for-all like Lucy's booth and the peanuts. >> Wonder. Oh, wait. That one to begin with. I'm not sure. Uh I think because with it since within the last 12 months doesn't it been once a year. So I think last quarter we did that one on that September. It's still within that 12 months. >> Hard to say but that's that one. That's for us. So we've got work to do on number six. Agree. >> Yeah. We're at a zero. We're at a zero and we're shooting for a six. Um, I don't see what you >> Here's something you could do is if one or two people wanted to take ownership of exploring this area and we could just schedule a coaching session session to brainstorm and come up with one ne one next
052step because this is one that I there it shows up a lot in here the community engagement related things um including objectives one two and three under advanced the reason for all of this community engagement stuff in here is this is going to work best for you long term if the community is a partner with you in the work, right? If they think the board's role is something completely different than how you're showing up, or if your the vision and values you've articulated and are monitoring are way off base with the community's values or vision, you're going to wind up with friction and you're going to wind up in any given election with a bunch of people that are like, "We don't want this isn't what we want to be focused on. We want to
053be focused on this other thing instead." And so you want to bring those two things into alignment. Um being in a small community, it's a little easier to know if you're representing the vision and values already um than it can be in a really large community like where I live. But it's still a good thing to check in with them and be partners with them in this work. And it looks different for every community. And it tends to be one of those things that because of that there's not a from the coach here just go do this thing in the same structured way as there was for something like your goals or guardrails or for goal monitoring because it looks different everywhere. So I think if we just start with one or two of you
054that want to huddle up with me and I can support you in a process with your board and just one step at a time. What's the first next step that we want to take together? Patty, do you have anything to chime in here? Are you awake? >> Yep, I'm awake. [laughter] No, just listening. Yeah. I mean, I think we all know the work that we need to do, but we're already through January here. Realistic. I think we're probably going to be at a zero again the next quarter, but um hopes to cut back up to six or higher. If I may, if you don't think you can do it in this quarter and it sounds reasonable, like, hey, we're already a month in, set yourself a date certain by when you'd like to be at
055two or the date certain by what when you'd like to be at six. even if it's halfway through the next quarter or at the end of the next quarter or in the middle of the summer like when do we want to be in this place because that helps you then backwards plan of what do we need to do and when in order to accomplish that otherwise every time you have this conversation with yourself evaluation it's going to be where are we currently and it's what I'm hearing are words like let's scope. I'm suggesting set a date certain and then create a plan. >> Um I think that if we can get to a two, we can jump back up to that six because I think they go hand in hand. Correct. Anybody else? that they
056don't because that two-way communication system can can be that community meeting. There's no reason why they can't be correct, Sue. Can they not be the same that community meeting that's hosted that that is an avenue for that two-way communication. Correct. That's I I believe that's why we checked it off before is because we have that and we discussed both of those things. >> Yeah. I mean, most districts would count it that way. There is some specific language about having a a two-way communication system in place, but I think having that initial meeting gives it puts you on a step towards having that system, and most districts will still check that they have that system. >> Okay. So, we'll set the vote to be out of six by June. that meeting with Levi the other day.
057I mean, it was to meet Levi, right? But you, we had board members there and people were giving feedback and we talked about goals and guard rails and those pieces. >> Yeah. And you guys, you were there. You had three members there that were and then you received feedback from the community. Okay. So, setting the goal that by can we say June 1st and we'll have that back up that would set us at or do we want to say July? No, I just my thought is is we need to do it before we may have any turnover on the board. >> Brian, what are your thoughts? >> Sure. >> Okay. >> Yep. All right. Let's set a goal for June 1st then to have that community meeting figured out. And as far as the I
058think it can be done before then but that yeah that in the minutes let me switch again. So, you're going to try and be too partially proficient or >> partially proficient by the end of Okay. So right now we are at a 68 for this current quarter and we are anticipating being at a 68 for well that doesn't make sense if we're shooting for a six right the end of the next quarter that'll be quarter two. So six correct >> 68 and 74. Yep. Um and at the bottom there we had 45.74% of the student outcome minutes for that quarter. Okay. Does everybody agree on those totals? Okay. Can I get a motion to approve the quarterly board self evaluation as just completed? >> I'll make a motion. >> Rosen all moves. Do I have
059a second? Seconds. All in favor say I. I. I. >> All oppose same signs. Motion passes. Um, moving on to the consent agenda. Uh, do I have a motion to approve the consent agenda as presented? >> I'll move. I have a second. Sire seconds. Um, Shannon, can you call the RO, please? >> Brian Sire. >> Yes. >> Patty Kelly. Patty. Daddy Kelly. >> Yeah. Yes. Did you Can you hear me? >> Yep. >> Okay. >> Sheel. >> Yes. >> Ryan Rosen Doll. >> Yes. >> Monica Hindut. >> Yes. Motion passes 5-0. Um, everybody on their reports for information in their packets. Um, moving on to item five, items for discussion and possible action. We have the approve the superintendent recommendation for the project development agreement with ESG. So, I will hand that over to Liz.
060Wait, do you mind? >> So, board member Sire, our principles, Shannon, Bobby, uh, myself, and, um, Daddy was there, correct, right? Yeah. And, uh, board member Kelly were at meeting with ESG. And um I I'm making the recommendation that we go into contract with them because I um believe that they would help us as far as creating a um long-term plan beyond what um ICS was offering us. Uh they would be able to break it down even further. So if they said that we needed to do this project or that project, ESG would work with us whether we pass a referendum or go for a referendum or whatever the path is that we decide, they would work with us and their their guarantee uh energy savings would be $13,700, but we will have to pay
061them. But maybe what I'll do is I'll hand it over to board member Kelly and board member Sire because they were at that meeting. And my recommendation is that we enter into this, but you you guys have to make the final decision. If you choose not to, that's your decision if you choose to. So, I guess I'm in agreement with this that gives us a future and help to tend to some facility issues. I believe even if the referendum passes or doesn't pass, they are going to re-evaluate the plan. If it passes or then it gives us plan for some issues and problems that are me more focused in I was going to move this on so I'll ask the questions then so my my question is what are we doing what's different about this
062than the previous evaluations that we've had done by two different companies and we we have a a facilities improvement plan in place that you'll send to us detailing all that. So, what's going to be different? That's my question. What are they going to do that's already hasn't been done? Because I see their presentation here. Again, I wasn't there for it, but I mean they're saying they're going to evaluate the building. Well, that's been done. They're going to evaluate the lighting done. HVAC done. Automation done. So I there's some other areas I can see there's possible where they're talking about purchasing, financing, things like that. Is that kind of where you see the value? >> That's that's I guess where I see a lot of the value is they would help us with >> grants or
063Yeah. energy savings. If we put if we changed something out, they were going to make sure that we get the most efficient or best savings. Okay. Well, and part I found interesting is in their contract they said that they don't charge for their services if you enter into a contract agreement with them. And I'm just wondering how big that contract needs to be in order to get this quote unquote for free because that's what they have in their contract. So is there any discussion on >> um so I did speak to um uh Darren is it Darren Shear out at Bismar. Bismar worked with these guys um to do some work out there. Darren used to work out or some energy group at Bismar. I had him look at the contract and he said that
064this looks good, the the the contract that they gave us, but he said when you move forward, whatever you decide to get from them for services beyond what they're offering here in this energy saving piece of it, you're going to want to negotiate because they do come at a premium price. He said, "So, you're paying for a premium service, but you do have the opportunity later on to negotiate." And he said, "I would definitely work on negotiating a price with them." and he said he would serve as a resource for us if we decide to move forward with the SG. One thing that I think that they will be able to offer, so we do have that plan with IC that's in place. Do I think it will serve well moving forward? Yes. But one
065of the things that we heard from the people that caused the most heartburn was, well, it just says $250,000 for the elementary age. What does that include? How can you break that down? where ESG would be able to break down like let's say that project and say okay this year I think you can do or we believe you can do this much than this and they would have not exact prices right but estimates they would build in those but they would break it down further than what we got from ICS um what we purchased from ICS I should say you know to get that long-term plan but I think in order to serve the district once I'm gone whoever happens to be here whoever happens to be on the board, you've got something that you
066would be able to look at and it's driven on this data piece of it. You know, it's just a lot more enhanced than what we have from ICS or what we purchased from ICS. So then they would also come in each year and they would re-evaluate like let's say something went wrong with plumbing, we had to fix plumbing, they would come in, they would repprioritize and then through that time they would be able to help us. We'd have this data. This is ours. This this dashboard is ours. But they would be able do those little things like let's say you go to a referendum, they pass the referendum. They would be able to help us with financing. Like here's what your um building fund is. How can we use that in order to fund other
067projects so that we don't get to the point where we are now where we're so far behind on our behind on our deferred maintenance that everything just hinges on us just hanging on in case some emergency fix comes along but instead staying ahead of that where we don't have that right now. We have the ICS goals, right? But as a superintendent that I'm not a facilities person and honestly I no superintendent is going to have the knowledge of facilities. That's just not what our expertise is unless you had a Mr. Conklin, right, that was totally in depth hands in from the very beginning piece of it. Um they would be the information people. They believe Yeah. Yeah. They believe that they um can also provide some energy savings piece of it because they understand like
068let's say um we need to purchase a new when we purchase a new boiler they would probably they believe they would be able to find where we would have some money savings and not saying that they're going to write cost off the top. I mean it's energy savings um expectations right that over the course of 20 years you're going to save this much by going with this you know >> or even if we did even if we were having to do the windows by ourselves and saying you're they would be able to create a recommendation on a type of a window that is going to give us the best efficiency or the best money back instead of you know instead of buying the $1,000 window maybe the $800 window is sh the best [clears throat]
069recommendations. Sorry. >> Well, again, some of my concerns were were just those questions and then some of the stuff in the contract that I don't care for in contracts. One of them says the customer agrees that you won't for a period of 12 months following any contract solicit or review proposals from any other energy convers conservation company, which basically means depending on contract, we have to go with them for 12 months. I don't know why that's in there. I mean, I'm sure they're trying to get their money back if they're saying this is a, you know, free thing. I don't know if there's Oh, wait. We can remove that or if this is their ironclad contract. >> There's just questions that I have. Contract stuff is always so >> in somebody's favor. >> Yes. So,
070so that's so when they're talking about in this agreement, they use a lot of words of entry into the contract. the contract, but there's nothing in there about how much the contract needs to be and what the term is. There's a lot of this >> vagueness where so that's I just like to have more details when I do contracts. That's my problem. >> And I know it'll cost, but I don't see any reason why we shouldn't have our turn that we're talking some big dollar amounts in the future. >> Are they Are they construction managers as in if we enter in a referendum they could do management or is that going to be another thing? >> You can correct me if I'm wrong. I believe they would run parallel to the construction manager because um
071they would be in that background trying to work with Icon like when they go to buy whatever they let's go to the boiler again. they would be working on the side to say, "Hey, let us figure out what we can do in order to enhance that to ensure that it sa is energy savings." That's our focus is just that energy savings. Um they did talk about grants that are out there, right? But there's grants, but we've already they're about $100,000. We've already, you know, gotten that grant, so that wouldn't be available to us. But they have that background knowledge of what's in there and that expertise piece of it. >> Have they worked with Python? uh they know about each other and I talked to Travis because I did not want to blindside um Travis
072and Kyle and go back door on them or anything. So, you know, I talked to them and um I have not heard back from them. So, and they know about it, right? But they they know each other and they've worked with each other. Not not directly but you know Bismar those big schools >> well they I did from Bismar. >> Yeah. So from Bismar is one that has worked with them but they um haven't their focus is more on uh K12. You know you saw the um list of the projects that they're doing. So, they're just starting to work with a school um that is our size, but they haven't done more than that. In other states, they have they've worked in Watertown. Um they they've done some work down there with the sup and
073so there's they've got the superintendent name and phone number and but after talking to Bismar, I really trusted what Darren had to say because he's got that energy background, right? It's not just another superintendent that can say I've worked with them and they do good work and you know because I know I'm going to get a positive review out of Watertown just because you know that's who sent on as a reference. So right >> so I guess what it comes down to is um we don't have to sign the contract till they prepare it for us. So basically what they're saying here is they're going to prepare a savings contract, scope of work, performance, all the things that I'm asking and if we agree to it, they don't charge us the money. >> They don't
074agree to it, then we pay 15,700. >> Yes. >> And we're not in contract. >> Yes. So again, the ambiguity of the contract is what this was weird to me, but maybe we don't get those things answered until they actually prepare all the things they're saying. So, um I those are questions I had. So, >> good question. So, your direction is to have um spend the money and have the lawyer um look this over um and dig more into the agreement expiration piece. >> That's some of the things that stand out to me. I don't like the fact that if they identify things, we can save money and we and we're into a contract. I don't know what is there any teeth into that to where we can't go with other companies. That's just seems
075odd that they have that in there. You can't contact or other revenue. So their energy other proposals for energy conservation. So other than that I guess so then we we'd be paying the money for any valuation what >> and then we could decide if we wanted to add. >> Yes. Yeah, >> but we would send out that information >> that had 13,700 >> and that gives us the platform >> for they give us the name or just go back in their >> that's the piece that we'd be purchasing is the energy savings. discussion on that. >> Addie, did you have anything to add to that? Oh, she left. >> So, did anyone say goodbye? >> So, my recommendation is that you enter into this agreement, but are you saying um I guess your vote would
076be to not enter into it? Um >> the recommendation attorney. Well, I guess what you would do is you would um not so you would >> you would No. No. >> Yes. >> Just made me nervous looking at it, too. I'm glad you killed it because I was going to if you didn't. >> Yeah. It's just anytime you're signing contracts, that's okay, I think. Because then they always go back to you signed this. >> You should known all this. So once we find that out, then we can be revisit that communication. >> All right, moving on to future meetings. Our next regular meeting, Tuesday, February 17th at 7 a.m. at the um SRCTC. We'll also be doing our superintendent evaluation. Um, so I will get that out to you prior. Uh, special meeting Monday, Feb
077Monday, February 23rd at 7 a.m. survey results from school perceptions. Um, we did hear from survey perceptions that they have gotten 70 um, survey um, answers back or survey replies from stakeholders. Yeah. [laughter] >> Yeah. Um, >> when was that? >> You got that? >> On Friday. >> Friday. >> Yeah. There were some people in town and that's the weird thing, right? That they have not gotten >> Well, we just got our Saturday health service. Okay. And then a regular meeting Tuesday, March 17th at 7 a.m. Anything else to clear the order? I will adjourn the meeting at 8:10