001All right. I will call the meeting to order at 7 a.m. It is Friday, May 16, 2025. Um 7 a.m. in the central conference room. This is a regular school board meeting. Um first order of business. We will flag 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, next item on the agenda, confirmation approval of the agenda. Do I have a motion? Do I have a second? Second. All in favor say I. Um, same time. Motion passes. Um, moving on to IMC. Welcoming our visitors. We have Mr. Miller, Mr. Schneider, we have Dave, excuse me, Mr. Irwin, we've got Mrs. Mo, we have Mr. Lynch today. Um, being as today is the last day of school, um, we'd like
002to give some recognition to two of our teachers who are leaving. So, first we'd like to recognize Mr. Kathy Warren who has done an ops since 1990 has taught for 34 years. So on behalf of Oaks public schools I sincerely thank you for your outstanding dedication, guidance and service as an educator. Your commitment to teaching and to the countless students whose lives you've touched is truly extraordinary. Thank you. Secondly, we would like to recognize Mr. Jeff Miller, who has been with OPS since 2020. While Mr. Miller will be leaving OPS, he will not be a stranger to our students as he fully embraces his role as marketing instructor at the SRC. We wish you success and fulfillment in your new position. Thank you, Mr. And being as this is our last day of school, um
003thank you to all of our educators, all of our staff, everybody that helps this building go every day. You are all truly appreciated. Um moving on to item two, student outcome goals. We are doing our board training with our effective goal monitoring today and Sue will be leading that portion of the meeting. Good morning, Sue. Ready? How are y'all today? Good. Good. Um, you should have two documents. One is titled effective goal monitoring. The other is a monitoring report. Does everyone have copies of those? And superintendent cell, if you wouldn't mind sending me a copy of the monitoring report that they have in front of them so that I know that I'm referencing the same one. If you would please. Thank you. All right. Um, we've done some one-on-one trainings over the past year together.
004You guys have really been consistently monitoring your goals. I know you guys are really good about sending some questions in in advance to your superintendent. And so now we're just going to start going deeper into this because while you've made a lot of adult behavior changes over the course of your implementation of this new focus on student learning outcomes, one of the most one of the biggest levers any board has in in their role of improving student learning outcomes besides having goals is effectively monitoring those goals. And I actually about how there's this three-legged stool of having goals, monitoring goals, and accountability of the superintendent for achieving the goals. And you have these building blocks in place. But now we're just going to go deeper. So, you know, fast forward when you don't have a
005coach to help you improve this. And when you might have board changes or superintendent changes, you guys have really uh started to build your muscle even more in this area. So, we're going to begin and I'm going to go through this. This is usually one bigger training for districts in North Dakota. I've been dividing it or even some other districts dividing it into two parts. And so, we're going to do part A today and then we're going to do part B um at a future meeting. And so, we're going to begin today on this first document, effective goal monitoring. And so just silently to yourselves, there the two first sections on that first page under about goal monitoring. What is goal monitoring and how is goal monitoring beneficial? So, just take a moment and read
006to yourselves those two sections. Okay. So, as you're reading these, and you know, you guys have been doing some goal monitoring now for gosh, a year and a half. So, as you're reading these two sections, what's coming up for you? Why? Why? Why even why even be doing this? What's coming up for you? There are no right or wrong answers. Who will share first? Because our students deserve better and we need to set the example by starting this and um leading by example for everybody to follow. Yeah. that what what hap we talk about as coaches what happens in the boardroom happens in the classroom. So what the rest of the organization sees the board focusing on and how the board is spending their time then cascades down through the rest of the organization to
007what's what teachers are going to focus on and how teachers are going to spend their time. Yeah. What else are you noticing? Who share next? I'm sorry I didn't catch that. I asked them who will share next. I just didn't think they heard you because they were stalling. I'll talk I'll talk a little louder. Who will share next? What else are you noticing? What's coming up for you as you reflect on what you're reading here? um how you just anything you've been engaged in your own practice coming up for you. I think one of the biggest things that we have um focused on that superintendent cell has really embraced along with our administrators and um you know a lot of our teaching staff is that when we're not meeting these goals, we need to find
008out why and we need to make changes. Yeah. Wh why why why are where what is our current reality? What is our current reality relative to where we want it to be? And if we're not where we wanted to be, what's the plan to change that? And and setting that expectation that something different happens or that you at least have an understanding of why the current strategy may or may not be working. um you know how are we going to actually accomplish the result that we intend. Yeah. What else is coming up for you? What else are you noticing reflecting the amount of time that we spend each month talking about it? Our goals and expectations. So So what about So tell me more about the time. Well that we hear from the teachers on
009what's going on in the classrooms and then we talk about our goals aren't being met or if they are being met what is being done. Yeah. And and we want to spend you guys have set a target um through your board guard rail of being proficient in all six objectives in the framework. And so your target is a minimum of 25% of your time spent monitoring your goals in your meetings. And I think most months you hit that or exceed that. Um why do you think it's you know we actually recommend you know the gold standard is 50% or more. Why do you think that there's a recommendation that you spend because there are a lot of ways that you could have this conversation, right? You've got your Q&A document. You know, you you know,
010have other conversations sometimes maybe with your superintendent. You know, she could, you know, she prints out a report for you. Why do you think the recommendation um is 25% for proficient but ideally 50% in your me in your in cumulatively of all of your publicly posted meetings that it's 25 50% or more? Why do you think that that's the recommendation? It's hard to show that we're shifting our focus on the students if we're doing less than Yeah. We want to show what our focus is. Yeah. We're not going to dig a lot into resources today. Time, talent, treasure. Um but time is one of our resources. time as board members, time for staff, time for teachers. And when a board is spending the majority of their time in other areas, it can dilute the focus.
011Right? We start, you know, I I I tend to say we because I'm a board member. Um, you know, we have a tendency to chase the, you know, the whirlwind of other things that come up in our role of attending school events or, um, addressing concerns from parents and community members that we might uh, be presented with. Um, other things we might want to know. We get that call because our neighbor's kids bus was late, right? All the other things that can pull on our time. And when we get stuck in the whirlwind, whether as a board, well, we're going to focus on board work here. Um, but when we're in the whirlwind and not focusing on our student outcomes, that then models for the rest of the organization, you know, getting stuck in that
012whirlwind of just the operational things of a district and then losing sight of that focus on our student outcomes. The other thing that can happen, um, this is very common with my board and some other boards where publicly, you know, it might look like we're spending 50% of our time focused on our student outcome goals through goal monitoring, but behind the scenes, maybe in close session, we're having a three-hour close session meeting. I know that's not true for you all, but then board members, you know, will come out of that closed session before the regular meeting. They're tired. You know, if you're focused on a lot of other stuff, you get fatigue and then you're not focused on your student outcomes in the way that your students need you to be. What else are you
013noticing in this? Why have it publicly? We've talked about modeling, but why else have it publicly? Because it's accountability to the board as well. Accountability to the board. Um, sports analogies. I know basketball and hockey are a big thing up there. I'm going to use a baseball one. Um, when do you want to know the score of the game? What's happening? What is happening? Right. You want to know that score after every inning. Um what where do we put the scoreboard in a baseball game? Everybody can see it. Where everybody can see it. Yeah. What What is the benefit for putting that scoreboard? You know, why not just have the scoreboard in the locker room where the coach and the players can see it? Why have it in front of the public? Keep them engaged.
014Keep them engaged. Yeah. They're they want to know if their team is winning or losing. Right. So by doing it in the public, the public knows is their team are their kids winning. Um, are they reading to the level that you all aspire for them to read and doing math at the level you aspire for them to do math and are postsecary ready to the degree that you aspire for them to be ready? Um, yeah. Any other thoughts before we move on or any questions before we move on? Well, that we're evaluating our superintendent based on our student outcome goals more so than just all the minutia that we used to. Yeah. Evaluate the superintendent on our student outcome goals. Why is that important? An accountability piece. Accountability. What happens if we if we have
015these goals and we're not holding the superintendent accountable to them? Achieve them. You're less likely to achieve them. Yeah. Superintendent are are anybody in any job is going to get they're going to focus their time and energy on the things that they know their boss is going to hold them accountable to. This should never be however about anything punitive. This is about creating a safe space for accountability. Right? Accountability has a tendency to be a scary word. Um we think of you know punitive results in accountability sometimes and it that should never ever be the case in doing these public monitoring sessions or or or any of it. It is about the same thing you'd want for your students. Hey, you didn't under, you know, you didn't you didn't get an A on the test.
016What didn't you understand? Let's help you understand it so next time you can get an A on the test. And so, you're modeling that in these conversations with your superintendent. It's not, you know, you don't want to gotcha like, oh, I know this thing is going on and I want to catch it. Um, and you don't want your superintendent to ever feel that they cannot be fully transparent about what your current reality is on your goals. Um, again, your board does not have a tendency to do any of this, but making sure that you are aware of all these things and continue the culture that you've already created of positivity in these conversations sets the tone. You are only ever one election away from things changing um sets the tone for what the community should
017expect from these conversations, but also the expectation for future board members, future superintendent. And so really, you know, continuing with that culture can be really important. Any other noticings, thoughts, questions before we move on? Okay, so there are really three parts to effective goal monitoring. One is what happens before your goal monitoring session. The next is what happens in your goal monitoring session. And the third is what happens after your goal monitoring session. And we're really going to dig in today um about what what happens before and then start a little bit into what happens during the goal monitoring session. Um we're not going to talk too much about effective monitoring calendars. You already have an effective monitoring calendar. You know, you have this document. This is always a great reference. In full disclosure, this
018is not a Marsha document. This comes from the Council of Great City Schools. Um, but I borrowed it because I really like the document. I think it goes way deeper um than any other resource that I've seen. So, don't get intimidated by some of the stuff, especially in the after section. There is nothing wrong if you guys want to to really really increase your practice um and and read more about these things that I might cover today. Um, but don't be intimidated by by all of this. Um, you guys already have an effective monitoring calendar. That is one of the most important things to happen before you start pool monitoring. You want to know when those innings are going to occur or what I shouldn't do sports analogies like how many minutes are in a
019order at a basketball game. Um, you know, you want to know what this cadence is. And another value of having this monitoring calendar is when you don't have this and you're like, you know, I'm I'm hearing something going on or I'm really curious how the kids are doing in reading. You can reference that monitoring calendar and then you know, oh, we're monitoring we're monitoring reading next month. Any question I have about reading levels of our students right now, I'm going to hold on to those for our monitoring conversation on our goal next month. Right? So, it then also helps your superintendent focus because your superintendent isn't getting different questions at different times. It can all be one comprehensive conversation. The other thing that happens in advance which happens very consistently with you all is an
020effective monitoring report um you guys get those with your agenda. Correct? Yes. Yeah. Why is why do you think it's important to get that with your agenda? We have time to go more over it. You have time to go over it. Why do you think it's important for a board member to review that monitoring report before the board meeting? So that we can submit any of our questions to Mrs. Cell. She can get those to anybody that needs to answer them and we get that information prior to our meeting. You can get those you can get questions answered prior to the meeting. Um we're going to jump actually because you've lifted that up. I'm going to jump ahead a little bit about effective questioning, especially since I've done one-on-one trainings with all of y'all. There
021are three types of questions: technical, tactical, and strategic. You want the majority of your monitoring session to your conversation in your meeting to focus on strategic questions. You want to understand from your superintendent. You want to walk away from your monitoring session with your superintendent with enough clarity about what is our current reality on this goal relative to where we want it to be and what is the strategy to if we're not on target to be on target the next time we monitor or if we are on target to sustain and you know so we we meet the target the next time we're monitoring. Um, you want to walk away with enough understanding of that that if you ran into somebody at the grocery store or at church or your neighbor on a walk and
022they asked you a question about how are the children, you would be able to articulate in your own words, here's what our current reality is. Here's why this is our current reality. And here's what we're planning. You know, we're doing great, what we're doing to keep doing great. if we're not where we want it to be, what the plan is to get where we want it to be. Um, so you want to walk away with enough understanding that you could articulate that in your own words to somebody. Why do you think that's important? Because we don't only need to know what's going on. We need to know what the next step is. you need to know the current reality and why you're there. Um, in the example you've all probably heard from me already, um,
023let's say your district has, um, purchased high quality instructional materials for reading and math. And that was part of the superintendent strategy. Every classroom has the same curriculum materials um, that are aligned to our state standards. These are all deployed to all of your classrooms. And now your superintendent has noticed that in some classrooms, you know, kids kids are growing more and in other classrooms are not. Well, wait a minute. But this was our strategy. You know, it's working in some places, but it's not working in other places. Your superintendent then has to dig in with their team to identify why is it working in some places and not other places. Doesn't mean necessarily it's the wrong curriculum materials. Could be. Maybe you h you you got curriculum materials that were high quality but maybe
024weren't aligned to your state standards. Um and then your superintendent is articulating to you, hey, here's what we're going to do next. We're going to do some training with with our teachers um to help them use these materials more effectively. And then next time we're giving an assessment, we're going to be monitoring is the training that we're giving to them working. It doesn't mean anybody's doing good or bad, right or wrong. We're just identifying what's working and not what isn't working for kids. Um, so why do you think the recommendation is to ask technical and tactical questions in advance but strategic questions in the meeting so the superintendent can gather the information properly? Yeah. Um, you should be able to expect your superintendent to be able to answer strategic questions, but when it comes to
025technical or tactical, she may have to do a little research. She may have to, you know, consult her her principles. Um, you know, board member might ask, you know, tell me a little more about what that professional development looks like. How long is how long of the teacher's time is that going to take or are you making every teacher do this PD or not? Um, she might need to ask her principles first. Um, maybe you're asking, again using the example I've lifted up, you know, h how how do you know that those high quality instructional materials are aligned to the standards? What's the evidence for that? she might have to go do a little research. Um maybe a a technical question could be um this is you're because you're looking at data in the aggregate.
026Um how are special ed students doing? If you disagregated by student group, you know, economically disadvantaged special ed. know that's I think that's already on your reports maybe but um let's say it isn't you know you're not I was I was really good and when I made really good really not good um early on in my board service of saying in a public meeting if you disagregated the data this way what story would it tell you and consistently every time the response I got was well we didn't disagregate the data that way but we will get back to you right? Like I shouldn't have been expecting them to have an answer to that question in a meeting. And so you want to ask those technical and tactical ones in advance. What's another reason why you
027might want to ask those technical and tactical ones in advance? They might lead to further questions. Say that again. She might need they might lead to further questions that she might need to look into more. They might lead to to further questions she might want to look into more. Might another reason be the other the other thing that that helps with is it allows you then to focus your attention in the meeting on the strate on strategy on the strategic questions. if you've freed up your time from these other questions. Um, and we're we're going to dig more into effective questions later. Um, but it is it is not it is allowable. That's not the word I want to use. It's not inappropriate to send your strategic questions in in advance because it can help
028your superintendent know what questions to expect in the meeting. But I wouldn't spend your time asking all of those strategic questions in advance and having the dialogue in a Q&A document. Make sure you're sending your technical and tactical ones in advance. Make sure your superintendent's ask answering those in your Q&A doc in advance, but just let her know, but here are the strategic questions I'm going to have in the meeting. And that way she can start preparing for those. Um, she'll know in advance what you're but then that will help lead to a dialogue in your meeting and we'll dig a little bit more into that in a minute. Um but before we go back again I'm kind of jumping around a little bit before we get go into what happens in the meeting um
029let's talk a little bit more about what happens in advance. Now you guys all have a copy of a report in front of you, right? And superintendent cell, you just sent me one, right? So we're looking at the same thing. Okay. So on this effective monitoring document, it lists four different things that every monitoring report should have. Why do you think it's important for the goal to be on there? Do you think Why do you think number one is important? reference where we what our expectations are. Why just restate the goal or interim goal? Why restate that on the report? Why do you think that's important? If you have the data and the interpretation and the evidence and the plan, but you don't know what you're actually monitoring, you're not going to have context. So,
030it should always clearly state the goal and if it's an interim goal, the interim goal that you're monitoring. Um, if you're monitoring an interim goal, restating what the bullet it's aligned to is is helpful for reference, but you at least need to know what are we monitoring this month. Data, it's probably a pretty obvious one. Um, but there's some specific things about the data that your report should show. Should show where you are currently, where you aspired to be in this moment of time. If you have the if you have that measure. Um, and we'll talk about that when we look at your report a little bit more. But what relative to where you want to be or relative to your an your your target for that year. That's what you want to see. You
031also want to see your historical data. Where are you coming from and where are you going to? Why do you think you want to see all of that other stuff instead of just where are we right now? It's important to see trend lines. It's important to see where we started, where our goal is. Yeah. Um, third thing is the superintendent's interpretation. And I always say that should be really really clear. you're either met the target, did not meet the target, if you want to get a little bodacious, exceeded the target. Um, if you are monitoring at a point of time during the year that is before the target and not at the point of time of the target, you would expect to see something like on track, not on track, be slightly off track. Um,
032if it's just a or two. I always coach that that should be super clear and easy to find on your report. Why do you think it's important for your superintendent to be making the interpretation and making that making that as opposed to the board making that determination themselves? Why should the superintendent make the interpretation? Like I'm looking at that data. That line is going down. I don't think we're on track. Why do you think it's the superintendent that should make the interpretation and not the board? because it's ultimately her decision to decide um moving forward working with her principles and teachers, you know, what they're going to do to turn it around or or continue what they're doing if they're on track. Your superintendent knows the data. She's the educational expert. Board members might be
033educators. They might be experts at being educators, but they're not the superintendent. their their role is to represent the vision and values. Their their role is to set the goals and the guard rails and monitor the goals and guardrails. Um so even if a board member is an educator, it's still the superintendent's role to make this make the interpretation of the data. And there are times that a board gets a report where you're looking at that, you're like, "That line's going down. Why is the superintendent saying we're on track?" It is your superintendent's responsibility to make the interpretation. You never ever want the board to be making any interpretation about what is our what is our current status or interpreting why the data is telling us this story which is we're kind of getting into
034number four on that list or an interpretation of what should be done next. All of that is the role of the superintendent. However, if the superintendent is saying we're on track, they should have evidence and be able to explain to the board sufficiently why that why they believe you're on track, even if that line's going down. Or if the line's going up, you might think, "Oh, but it looks like we're on track." Superintendent might say, "Yeah, we're not. And here's why." So trust, but verify. You know, if if the superintendent's interpretation is saying one thing, but you're you're looking at that data and you're like, I don't how did she get this interpretation, that's an indicator to ask that question. If that isn't clear in the superintendent's response, why do you believe we're on track?
035Why do you believe we're not on track? Why do you believe we hit the target when that number is clearly lower than where we said we wanted to be? I mean, that one to me is a little more obvious that you either hit the target or you didn't hit the target. Um, but that on track or not on track um can be a little more subjective and your superintendent should have a reason for the assessment or the interpretation. Um, the fourth one, evidence and plan. Why do you think that's important? you know, to understand. So, that evidence and plan should include why are we where we're at and what are we planning to do next? Why do you think that's important? got the data. We're on track. Why do we need to know anything else?
036Need to know what they're going to how they're going to maintain where we are or improve improve our scores to get where we want to be. Yeah. So most school boards at best look at student data once a year. It is their um state assessment data because the state requires them to look at it. If you're in a state that requires you to look at it um have that public meeting um it's a lagging indicator, right? That school year is over. Your my district looked at it a full six months after the kids took the test. um there was nothing in that data and there was nothing about you know what what are we going to do next? We're already halfway through the school year. Now you're looking at predictive data. Now you have power
037if the kids are not on track to where you want them to be. You now have power to make sure you get a different outcome. I've also seen situations where something good happens, right? we've we're we we're knocking out of the park for this group of kids in this area, but we don't know why. And if we don't know why we're do excelling in an area, we can't continue to excel in that area. Um, and what tends to happen almost in every corner of the United States in education is in any given year something increases. Yay, us, we're doing great. and then the next year it declines and something else increases and you get this constant up and down. And so by constantly monitoring how your kids are doing in these key areas that you
038set, not that you're not going to have some some dips, but over five years, you should see the o, you know, that overall trajectory moving up to your goal. But if you don't know why you are where you're at and you don't have a plan to either sustain what's working because you know what's working or change what isn't getting you closer to your goal. And sometimes that just means doing more of something that's good for more kids doesn't necessarily mean any strategy you have isn't good. um I shouldn't say good or bad, but um it just means you need to know what you need to do next in order to achieve that target. Um we're now going to look at your report really quickly in pairs and I'm going to say three minutes super super
039fast in pairs. Does a report show the goal? Does the do we have all the data pieces? Is the superintendent's interpretation there and the evidence and plan and are they sufficient? Do we believe they're sufficient for what we need to know and and understand? And your your superintendent's response is not going to go it needs to be highlevel general understanding. You're going to dig deeper into it when you're actually in your monitoring session. So in pairs or trios if you don't if you've got too many people to not have pairs. Yeah. All right, y'all ready? Yes. All right. Does your report clearly state the goal or interim goal that is being monitored? Yes, it does. Where is it? H2. Yeah. Um, does it clearly state current performance? And let's just look at GPM 2.1. So,
040I'm on I'm on page three. Um, does it clearly state current performance? Where are we right now? Or at least when this monitor report was from? Yes. Where does it We know it's on page three because I said that. But where where does it show your current performance? Say that again. On the graph. On the graph. Where which point on the graph? Um would be on the orange lines. The orange dot of 62. Yeah, that orange dot tells you where we are right now. Does it clearly show where you want? And this is this one's a little more tricky. Where you wanted to be at this point in time. Yeah. Everybody agree that it shows where you wanted to be at that point in time when you were monitoring? Yes. Where where does it show
041that? Excuse me. The blue light. So, this is why I was saying this one's a little tricky. The blue line is your annual targets for this goal progress measure. So, where you want it to be in win in the winter of 2025, you don't actually have a target and that is entirely okay. Your target is actually in the spring of 2025. Correct? So, this is an example of a report where you would expect your superintendent, it's kind of jumping ahead a little bit and we'll talk about more in a second, on track or not on track as opposed to met the target or did not meet the target, right? You're not necessarily looking at at at your data at your current reality relative to where you wanted to be at that particular point in time.
042You're looking at it relative to where you want it to be for your annual target for this goal progress measure. And so that's an important distinction. It doesn't make this report not have a piece that it needs to have. It still has that piece. It's just a couple months later. Um same with when you monitored this in winter of 2024 and fall of 2024. So that's entirely appropriate. Let's say let's fast Excuse me. Fast forward to spring of 2025 and let's say that dot was still at 62, right? You'd want to see that relative to that lined up to that 65. Um to make it super clear, you know, are we where we wanted to be, you know, in this point in time where we actually have a target. Um, but what you do have
043here is your your targets are clearly marked all the way out for the lifespan of this goal progress measure. So it does show your where you're going for the future. Does it show your historical data where you're coming from past performance? Yeah. Yeah. Um, does it clearly show the interpretation from your superintendent? Did someone speak and I just didn't hear you? Oh, okay. Where where is your superintendent's interpretation? Superintendent's response page five. So, we're looking at number three, the interpretation, understanding of system performance relative to the the goal. Is that clearly indicated? Does the superintendent think you're on track. Not on track. Met the target. Didn't meet the target. Exceeded the target. Slightly off track. Excuse me. She lives on track. On track, right? It's right there. Upper right corner. Um, easy to see. If
044ever the board feels like I can't actually find and understand any of this, um, that's a great opportunity to lift up to your superintendent. you know like this this process of continuous improvement you know if there are things that make it easier for the board to um find all the components understand the data um always always an opportunity nothing wrong with changing the format of the reports if that helps the board um I personally love your reports um but I also spend a lot of time looking at really bad reports um it should be what works for both the board and the superintendent um in a way that has all of these components. And then yeah, the last thing um the last thing is that superintendent's interpretation and somebody said where it is on page
045five. Did I hear it correctly? Yeah. I want to go back. So when you look at the graphs on this slide and you see that you're at 62, your target in the spring is 65 and you've declined since the winter of 2024, but your superintendent's interpretation is that you're on track. Does that lift up any questions in your in your mind? No, because the previous years you can see it declines further than what we are now. So, it's still rising. There you go. Yeah, I think yeah, putting the trend line in there has been helpful. Yeah. So if you didn't have that on track, you would have had to interpret that data yourself, um you might have come up with the same response as your superintendent did or you might or same interpretation or you
046might not have. Um but it's still always good for your superintendent to put their interpretation on here. Now, let's go down and talk about the superintendent's response. Does the superintendent's response evidence the superintendent's understanding of system performance? Is what what here? What is here? give you a sufficient enough understanding at a very high level that your superintendent understands as evidence of your the performance of your system. In in the way that I tend I mean this document will refer to it as root cause. Um I tend to talk a lot about you know what is the story the data is telling the superintendent. Yeah, I think it does. Okay. Um, does it sufficiently describe any systemic root causes, strategic responses, or any other needed next steps? I guess when I see these, they're building on
047the previous ones that we've received and we understand and know that we have some of these dips at certain times of the year. So, yeah. Yeah. So, yeah, I I think that she's got it all on there. Yeah, I would agree with that. Is anybody Well, I should have asked first. Does anybody have a different opinion? Um, but I'm I want to I want to get wrapped up here um to be be mindful of y'all's time. So, we've been Why do you think it's important to look at this before? I mean, we're still talking about before you ever get to your board meeting, you're looking at this monitoring report for these four things. Why do you think that's important? Why do you think this is an exercise for you to do as an individual board
048member before the board meeting? because it's up to us to ask these tough questions as to why they're not where they're at or if they are where they're at, we need to ask what's going right and and how we're going to continue that. Yeah, you're going to have a more effective monitoring. You're have a more effective monitoring session if all of these components are in your report. If you ever were to get a report from your superintendent, which is probably never going to happen with your current superintendent, um, but this is about building the board's muscle in ownership of of this work. Um, if you ever got a report that didn't have these four components, our recommendation is, you know, before that Q&A document deadline that you call it to the attention of the superintendent.
049Hey, by the way, it's missing whatever it's missing. Your superintendent then has an opportunity to make that adjustment on the monitor report before the board meeting. If you arrive at a board meeting where the report being presented to you does not have these four things like the first thing. So now we're kind of shifting into what happens in the monitoring session. If you're sitting down in that monitoring session and the superintendent is starting the report before your superintendent starts to talk, make sure it has these four things. If it doesn't, somebody should say, "Madame Superintendent, this report is missing whatever it's missing. I move that we table this conversation until our next board meeting, and please bring us back a a revised report." You're not asking for a revised report because you don't like the
050data. You're not asking for a revised report because you don't like the words in her response or because you think that her assessment is not what how you would assess it or next steps are not what you think the next steps are. Just those four things again unlikely to ever happen with your current superintendent, but fast forward if you know she wins the lottery, moves to Florida or moves to Texas. I think we're a popular place too. um and you've got a new superintendent and they bring you a report and even though they got training in advance and you told them when you got that report before that Q&A document deadline that it didn't have these things and you still got the report in front of you, stop the monitoring session. Do not monitor if
051you do not have these four things in your report. So, we're going to just go a little bit into during your monitoring session. Um, and I'm going to let you read on your own time effective superintendent participation and effective board member participation. Um, before goal monitoring, um, they're just sort of general general things. Um, you're going to want, we've already talked about creating a safe space. You know, you don't want your superintendent to play hide the ball. You don't want them to sugarcoat things. Oh my gosh, we're doing really great. You know, you need to understand the current reality. Um, and one of the reasons for that is if you're not on track, your superintendent, if you don't know why you're not on track and your superintendent, you know, then brings you some things to
052that you need to vote on, like needs to make some budget changes, um, you're not going to have an understanding about why these these budget changes are coming. And then your community might be mad like, why are why are you cutting this thing over here? My kid loves that class. And If you don't understand why that that is happening relative to this data, you're going to start getting some struggles. Um, so we're going to talk about just kind of get a little bit into during goal monitoring. And this is just kind of a hint of what we're going to do part two I think next month, right? Where we're going to practice writing effective questions. Um, and we're going to do some coaching in real time of effective inquiry. You want so we've already talked
053about 25% 50% or plus of your time goal monitoring in your meeting and and that is cumulative all public meetings. So, if you're having a lot of other meetings in that month that besides your regular monthly meetings, those minutes count um in your total meeting minutes relative to the amount of time you're spending in that one meeting on goal monitoring. Guard rail progress monitoring does not count in those student outcome goal monitoring minutes. And you guys are at a point now where you've gone through a full cycle of monitoring your guard rails. And so unless any of your guardrail progress measures were to change for some reason, um you could put those on consent and just ask questions through your Q&A document, but you would never only have goal monitoring like on a consent agenda.
054You always want to do these as a monitoring session. In that monitoring session, you're going to want to spend about 80% of your time looking backwards and the other 20% of your time looking forwards. You're going to want to spend your time understanding what is our current reality. You're going to want to you're going to want to mostly be hearing from your superintendent on strategy and also on root cause. technical and tactical questions are entirely appropriate for a superintendent to um delegate to her staff. But you should always expect your superintendent to be able to answer strategic questions. What do you do if your superintendent What do you want to have happen if your superintendent actually doesn't have an answer to a question? What do you want to happen if your superintendent doesn't You ask
055her a question, he is like, "Uh, I don't know." But she's just kind of sitting there in a cold sweat. What do you want her to do? Want her to find out and get back to us? Want to find out and get back to us? What else do you What other What other thoughts? What do you want her to do? Anybody have a a different opinion than what was just offered? Good. I've I've seen superintendents make things up. You do not want your superintendent to make up an answer. If your superintendent is making up answers in in these conversations, that's an indicator that this space is no longer safe. And then that needs to be a conversation about how do we create safety in this space again for honest conversations where a superintendent is not
056making things up. Um if you ask her a question and she doesn't have an answer superintendent entirely appropriate response that is a really excellent question. You know I will I'll get back to you on that and you know I'm going to be thinking about that for future monitoring reports. It's a great question. Um, and it would also be appropriate for her for your superintendent to tell you when you're going to get this answer, right? Set the expectation of I will have an answer at next month's board meeting or at the next time we're monitoring this or I'll send you I'll send you an email next week um and add it to this Q&A document so the public can see the response too if they want to. Um, all right. I'm just going to call your
057attention. You know, for those of you that really want to geek out and do some pre-ereading, it is certainly not a prerequisite to the next conversation that we're going to have in part two of this. What I'm going to encourage you to do, however, between now and next time. Um, Superintendent S, remind me are do you have an act, uh, are you doing goal monitoring next month with a new report? Yes. Yes. I just don't remember what any of these three. Okay. Um I wouldn't So what I'm gonna do if if you're open to it, board is give you a little homework assignment that everyone come to that meeting prepared with at least one strategic question. Um, and we'll talk a little bit about technical and tactical questions in rel, you know, still send those
058in to your um in with a Q&A document and we'll just review those a little bit. Um, and go ahead and and send your strategic questions to Anna. That way, she's prepared for what those questions will be. Um, and if if Well, I'm still gonna I was going to say if you don't have time, no, this is what you should be doing before a board meeting. Um, there are some sample questions in here on on the P, you know, gosh, there aren't page numbers on this document. It's a third page, current performance questions and future performance questions. Um, and also talks about ineffective questions. Um, and just as a hint, directives veiled at questions are by default ineffective questions. They're not even really questions. You know, well, why aren't you doing this instead? It's actually
059a directive to say, I think you should be doing this thing. Um, any questions before we close out today? questions. All right. Um, I always, not always, I always try to about 90% success rate when I finish these kinds of of conversations to just a one-word checkout. Um, in one word, as you're reflecting on what we've covered this morning about effective goal monitoring, if you were to summarize your reflections in one word, what would that one word be? Who will share first? Educational. Educational. Informative. Informative. Oh my. What' you say? I said, "Now I got to come up with a different one." Those were mine. You can repeat a word if they used your I like the informative better. Informative. I would say on track I feel like we're doing everything that's just on track.
060Hyphenated. Who haven't we heard from? Not Rhonda, but she's not here, so you won't hear from her. All right. All right. If you guys have any questions in the interim, please don't hesitate to reach out to me. If you want any help in uh reviewing your next report or andor uh drafting questions, um reach out to me. I'm happy to schedule a time, you know, just like we did those one-on- ons last year. Happy to schedule time to do that with you either this month or in any future month. Just let me know. Thank you, Sue. Thank you. Thank you all. And moving on to item number three, our consent agenda. Um, do I have a motion to approve the consent agenda? Move. Do I have a second? Second. Uh, Shannon, can you call the
061RO, please? Ryan Sire, yes. Patty Carlson, yes. Sheila Nagel, yes. Rhonda Day is absent. And Monica, yes. Motion passes 40 with day absent. Um, moving along to item four. We all have the reports. Um, those are information only. Um, moving on to item five, items for discussion and possible action. Um, letter A there, our facilities improvement committee. Um, as we all know, we have hired icon and they recommended continuing with the community that we have. Um, I did reach out and I think we heard back from every committee member that they are willing to stay on and continue helping. Um, I think Anna, you estimated about four more meetings. Um, and we have those dates set for those going forward and that the whole committee has been notified. We um our committee heads on the
062board here did some brainstorming as to who could be additions to the facilities. Um on the recommendations of icon and the the committee that kind of came up with some that we felt were missing. We did not have any success in adding any of those community members. So um we will continue on as as the committee sits now. Um because we approved a board or approved the ad hoc committee back in whenever we started this to be wrapped up by this time as a board now we need to decide and approve that we move on with this ad hoc committee for these additional four meetings. Um Anna what was that anticipated wrap up? August 1st. August 1 would be the wrap-up for that. So, I guess I would be seeking a motion to extend our
063ad hoc facilities um advisory committee until August 1st with an anticipated four meetings have so do I have a second do yes sheila Nagel yes days absent Patty Carlson yes Monica yes motion passes for zero and day absent. Um, moving on to item B, 202527 teacher negotiations. Um, or Sheila and I have had several meetings back and forth. Um, after our meeting to Tuesday Tuesday night, I believe that was. Um, we issued our final offer to Hawaii, there was I think a little bit of confusion initially. Um, so I reiterated to them that that was our final offer that we would not be negotiating further as that was in good faith the best that we felt we could do as a board. Um, OEA came to the meeting last night at 5:00 p.m. that we
064gave for the deadline. Um, I don't think that they were entirely trying to prepare to answer that question at that time. Um there were many representatives from OEA DARE. Um they caucused. They used as a time to meet together to discuss case. Um they came back to Shu and I and asked for an extension. So our job as a board this morning since they did not meet the deadline last night at 5:00 p.m. that we had set, we either decide that we go to impass at this time or we offer an extension. Um, on recommendation of Sheila being negotiation, we recommend that we give them a an extension. I believe 24 hours is spare. So 5:00 PM tonight. They said that they would have time at 1:00 p.m. today to collectively speak with the other
065teachers, get their inputs on this um before they make that final decision. So I guess I would be looking for a motion as to how we continue. So move this to extend to 5 p.m. tonight. Okay. Um, do you have anything there? Yeah, I was just gonna state that they did request that we give them until 7 p.m. They did request until 7. I guess my thought again on that was if we have an answer at 5:00 p.m. that would give us time to meet tonight in a special meeting at 8. Um, so that's a decision that we need to make as a board whether we at 7:00 p.m. tonight as they requested the date is 24 the the time is 24 hours tonight. I believe if if we get an answer at 7 p.m.
066tonight, we will not see a special meeting until Monday. I don't relate to that. I want to be meeting at 8:00 or I'll make a motion to extend it for 24 hours. There's already a motion on there. So, do you want to amend the motion? Yeah, I'll was that your initial motion? Okay. So, you're seconding. Okay. So, mayor will second that motion. Um, will you call the role, please? She Sheila Nagel, yes. Patty Carlson, yes. Rhonda Day is absent. Brian Sire, yes. Monica, yes. Motion passes 40 with a day absent. Um, looking forward to future meetings. Our regular meeting will be Monday, June 23rd at 7 p.m. That'll be our election canvas. Um, that has to be take place 13 days post election. We will be receiving the ballots at that time. Um, regular meeting
067Thursday, July 8th at 7 a.m. will be our reorganization meeting of the board. Um, that will be the time when our new new board meeting, our board member will be sworn in. Tuesday, is that what you said? Right. Um, please be watching your phones, your emails, um, for a notice at a special meeting if we get a response or when we get a response back from negotiations. Is there any other business? All right, hearing none. I believe I'm leaving out 11.