001Call this meeting to order. I aliance 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. All right. Can I get a motion to excuse board members Bower and Smith? >> I'll move to excuse board members Bower and Smith. Second. >> Motion made and seconded to excuse board members Bowers and Smith. There any discussion? All in favor? I opposed. Motion carries. >> Approval of board meeting minutes for April 8th, 2026. I'll make a motion for the approval of meeting agenda or sorry approval of board meeting minutes for April 8th, 2026. I'll second. >> It's been a motion made and seconded for the approval of board meeting minutes for April 8th, 2026. Is there any discussion? >> All
002in favor say I. >> Opposed? >> Motion carries. Approval of motion or approval of meeting agenda. I would only make one recommendation since we're moving pretty quick is that we move line item number seven until after 12. And that gives us a chance to get the unfinished business and the new business done. So as we wait for Dr. Campbell to sign on at 6:15, we're not wait. >> I'm the discussion items number seven, you know, after 12. I'll move for the adjustment of the meeting agenda to reflect item number seven moves after item number 12. >> A second. Got a motion made and seconded to um move item number seven to after item 12 in the meeting agenda. Is there any discussion? All in favor say I. >> Opposed? Motion carries. Then do I go
003to approval of the meeting agenda? >> I think so. >> Okay. So I move approval of the meeting agenda. >> I'll move to approve the meeting agenda. >> Second. >> It's been a motion made and seconded to approve the meeting agenda. Is there any discussion? All in favor? >> I opposed. Motion carries. Consent agenda. >> I'll move to approve the consent agenda. >> A second. It's been a motion made and seconded to approve the consent agenda. Is there any discussion? >> We wish Mr. Clark all the best. >> See on that? >> No discussion. All in favor say I. >> I. >> Opposed? Motion carries. >> Booster fundraisers. There's none. Uh seven is going to no one here for public comment. Unfinished business. Approval of policy 1610 conflicts of interest second class district second final
004reading. >> I'll move for the approval of policy 1610 conflicts of interest second class district second and final reading. >> Second a motion made and seconded for the approval of policy 1610 conflicts of interest second class district second and final reading. Is there any discussion? All in favor say I. opposed. >> I was an I to begin with. Yes. >> Motion carries. >> Yes. Thank you. >> I was an I for a yes. That's what I meant to say. >> Approval of policy 16:30, evaluation of superintendent, first reading. >> Make a motion for the approval of policy 1630, evaluation of superintendent, first reading. >> I'll second that. >> A motion made and seconded for the approval of policy 1630, evaluation of superintendent, first reading. Is there any discussion? All in favor? I >> I >>
005opposed. Motion carries. Any business? There is none. Reports. Enrollment report. >> We are holding pretty steady. We're down about 6 FTE kind of evenly distributed across all grade levels. This will be reflected in our current budgeting plan that Lisa has been working on. I'm just making sure that we're building a consent budget on enrollment. kindergarten classes continue to be uh small. So, as we're forecasting next year's budget, our current incoming kindergarten class also looks to be small >> about 75. >> Yeah. >> Is that about the number we were at for this current year's kindergarten class at this point? >> That at the end of the day when we left when we were there for this year 79. So, we're pretty much where we >> But still five under five is still >> It's still
006going to be five and we used to go this every year. I low doing this. >> I think it's 77 right now and there's still like three kids out that are confirm. So, we're we're right at that 80 kid or two and a kid. budget report. Lisa, >> you guys got your budget reports. Right now, our fund balance is running about 5.7. Um, I'm hoping to end the year right about 5.1. um some of the stuff that in budget to realize I need enough fun balance at the end of the year and I still have to go through and change less in for what I wasn't funded in the state this year but we'll be moving money to capital projects for the RCO grant because it's expend and be reimbursed and I think with what
007I've got in there with the roof in and finished painting for the retaining wall there's not going to be enough to make a first payment to get money back. So, I want to move some money in just to cover that, but we will be reimbursed. um if we decide to move it back to the general fund applic um we can use that money for that project >> once we're done reimbursing with the RCO grant. Okay. And how soon would you need us to have that decision to you? >> Um, I'll be talking to you guys a few times on budget stuff as I go through. Um, and I'll let you know. Uh, I'd really like a decision by mid June at the latest. Okay. >> I have to have my budget in by July 10th.
008>> Okay. Feels like there are a number of projects that >> Yeah, we'll have to figure out how much money we want to move, >> right? Um and then what can fit within that? >> What priorities? Okay. >> Um facilities report. >> Jeff dash to report. Um we're gearing up for the final walk through on our ADA accessibility ramp. Um we are moving forward on our long range facility planning meeting. Our next community meeting will be the 29th. Um the roof question came up on where we are on the roof. Not all the materials were delivered for spring break to start work. Um and our company that we've contracted is waiting for a two week sunshine window to begin work as they're stripping everything off of the top of the middle school gym. And then
009our grounds crew is in full work right now trying to keep events um moving. We did just complete a um not in Jeff's report. I did complete with our risk management pool, our insurance company, a walkthrough of the track and uh Davisfield walk through um softness, muddiness, where the track safety issues are. So we will have before the next board meeting a safety report on I mean an insurance light an insurance risk management report on the status of our athletic fields and our um track. based on what the insurance company would say needs to happen. >> Based upon what our insurance company would say would need to happen, okay, >> I will say we got out there early Tuesday morning. So, there wasn't a whole lot of rain yet that Tuesday morning and it was
010right after that really sunny day and it was still wet on that south end of the field. I mean, after those sunny days, it's still holding a lot of water. >> Okay. the the school grounds, particularly the high school district there, they sure look nice and very I don't know, they look very sharp driving through Main Street. So, >> I really mixed feelings on it because Randy was the custodian that took care of the uh district office and my office was absolutely immaculate. So, um, I feel like now the rest of the district gets to see how quality of a job Randy does now that he's in a much more forward- facing role. But personally, I don't know. I do miss having Randy taking care of our building. So, >> I don't know. I Austin's
011pretty damn good. Austin is very good. Um, and very friendly and he takes care of me. I'll tell you that. The girls have never had a problem. So, you know, it just must be a diaping. Randy does a great job. Um, and Randy was really excited for that position and he's just as continuing. So, I'm really happy to see >> Well, Main Street looks very well tended, too. So, >> um, can you help us pass on when I see Randy, I'll tell him as well, but help us pass on some words to Randy on how I mean it is true like the job he does and the the pride he takes on it. Um, and this isn't unique to this role. He took a lot of pride in his like all of his roles. It's
012just he's now moved from taking care of the elementary and the district office to a spot where now everybody gets to see how much pride he has in it. His work being riding the lawn more outside my office because he always has a smile on his face though. It makes you smile because you know he's having fun. >> Yeah. >> All right. Uh good of the order. >> We have um yeah, I mean I just came from the uh passport to learning that we have going on at the high school. It was full full of elementary students or are our our child nutrition director uh Melissa was there. They had three choices. Lasagna, chicken enchiladas or hot dogs. So all the students have uh food coming in and they're all learning about different types of
013countries as they're playing academic based games. So really a fun event that's going on tonight. Um I have a lot think currently like we're waiting for tomorrow night to find out if uh following our two games against Monty on girls softball Thursday and Friday we can move to top and state. Currently as of today we're ranked third in state. I saw that >> based upon how that goes and track has been having successful uh competitions um winning boys have been winning but I think girls just won the last one up in Chief Leai so track has been highly successful um and the musical was great this year >> I went to two showings so more duets than corals so but just a great job on our uh our our musical and the students have been
014working since January so really proud of the work they've put in as went into the musical. I did the Thursday Friday show. >> Um I was going to mention the play as well. Uh and then also um I had passed along, but on April 30th is an early learning expo out at the pavilion for the entire county. Um it's free dinner sponsored by Summit and it's really for families with kids birth to six, free diapers, free wipes, um 25 resources kind of vendor. So um for our young families that would be a great resource pass along. >> Yeah, we we will make sure I think I got that email. Give that to Eric. So we'll make sure that we're pushing that on our social media as well. >> Yeah, great. Yeah, >> I think he
015was saying he was writing something up already. >> Okay. It's usually at that end of the county, but they part of the grant from I think Grace River Community Foundation was to try to have it offset at this end of the county. So, that's good for our families. Uh, moving on to future agenda items. It looks like June 12th, joint board retreat with Summit Pacific Medical Center from 8 to noon. Do we have a location on that? I don't know if I have a location on that. I'm assuming that we were at the hospital. >> It's usually like maybe in the rainer room or room. >> Probably upstairs in the rainer room. >> That's what I think. But they might move us into the orquis room if two boards might we might get a little
016full. >> It might be full. Although that rainer room is so beautiful. >> It is a little nicer than the orquis. >> And then July 22nd budget hearing at 5:30. >> All right. Um, we'll go back to discussion items. Strategic plan update with Dr. Campbell. Welcome. Good evening board members. I am excited to spend a little bit of time with you today. This is early in the process where we have drafted our vision of the student experience and we come to the board to share an update and you give us words and phrases that the writers, the district leadership team will use to revise the new mission statement. Are you ready? >> Yeah. >> Yes. >> So, let I'm going to walk you through this process. So you understand all of how this all fits
017together. Can you see my screen? >> Yes. >> Okay. So I have three goals. I want to review the strategic plan deliverables and where we are in the timeline of those deliverables. I want to gather input from you in the forms of words and phrases to include in the revised mission statement. And I want to outline next steps and answer any questions you may have. Every part of the strategic planning process, its components must lead to coherence where things fit together and they're coherent. So there are lots of moving pieces and I like to remind every member of the board as well as the staff and the stakeholders how all these pieces sort of flow. The other thing I want to remind you is that we are committed at the scholar first to this work
018inspiring the next iteration of improvement meaning it should cause things to improve in classrooms on the playgrounds all across the district when everybody's focused on a limited number of goals with clarity. It has to be done with the district not two or four. So we don't come with products. We have teams working and co-constructing. It has to be anchored in student voice scholar voice. You'll see how this vision that I will be sharing with you tonight that Superintendent Nmith and the district leadership team who met last week crafted up the draft for that. This all drives student centered goals all informed by research. And one of the next steps that we're going to do is take that vision and work backwards to very specifically and intentionally name what classroom teachers, school leaders, and the district
019office will do to make this happen. So when I was with you at the board meeting, I shared with you this timeline and we just drafted up the vision of the student experience. So we have the first version of that and the purpose of tonight is for the board to give us words and phrases that I will take back to the district leadership team, the same people who wrote the vision to craft up a draft that we'll share back out with you. And we like to do that early in the process. The next step will be the theory of action which we will be meeting with the administrators and I'll show you what I mean. This is often an overlooked step in strategic planning but this will make sure that the practices that are in
020the strategic plan all these things align. So we're early in the process but want you to see how these flow together. What is a vision? It's something on the horizon that pushes us out of our comfort zone. So what we say we want for students shouldn't be what we happen we're experiencing right now. It should be where we want to be and it allows us to stretch ourselves so that we actually get closer to it and it should clearly indicate the direction in which we want to move. So typical visions and I shared this with you when I was with you last but I want to just remind sound like this. The Insanita School District ignites the limitless potential of all learners. That's one sample. Los Angeles Unified will be the premier public school district
021by eliminating educational inequities to graduate all students ready for the world to thrive in college, career, and life. These are great. And we approach this that we want it to be in the voice of students. Why do we do that? Because that's who the strategic plan should be for. We want parents to see it to recognize the urgency of what we want to achieve for students. And so we create this thing called the student centered vision and it's from the student perspective. It's written in I statements. It's clear and concise. And here's a sample of one. I am a learner. I am achiever. I am a dreamer. I belong here. This is from Oll and it comes directly from feedback we've heard from students. Here's another one from East Valley uh in Spokane. They are
022similar, but they're never quite the same. And yours will has your particular uh version is unique. And here's another one. Just want you to be reminded of what this is. You'll see it has three components. There's an academic component, social emotional component, and a belonging component. This tells us when the strategic plan is done and building leaders or walking through their school, they should be looking to see are the task students doing challenging them. If this is what's in your vision, it tells us how we measure our effectiveness. Our goals should be measuring our outcomes should be measuring components of the vision. It names what is a common expectation for all students no matter the school. It is actually a description of what equity looks like without stopping at the word equity, but but literally
023describing what we want every child, no matter their zip code, no matter their background. We want them to feel like they're a learner. They can achieve. They can dream. These are things we want our strategies to cause. And this is a sample from another district. I'll be unveiling your draft to you momentarily. And the sole purpose of the strategic plan is that when after six years, you're closer to the vision than you were before you started. And you heard me talk about these three components. There is a sense of belonging within the vision. Academic growth and achievement is core to it. And social emotional well-being. So the district leadership team is comprised of building leaders, central office leaders of multiple roles. Your superintendent took the draft language or draft words and themes from the schools
024that as they listen to students to draft it. Again, I'll share it with you in a moment. I want to show you the ways in which we use it. First, the first thing we do, we take the vision and we say, "Okay, that's what we want. What do we want educators to do? What do we want building leaders to do? Then what do we want the central office to do?" We'll be engaged in this activity in the next few weeks so that we do a clear articulation backwards from that. In other words, it's one thing to just listen to students and write it down. You want to be actionable about it. And that's what the theory of action will do. Here's an example. This district took their vision of the student experience in the far
025right corner and you can see how each component builds upon the next. This is what I will do with your building administrators and your central office leaders. So we are very specific. If you want students to learn, then you want educators to know and to ensure students know what they're learning and why. You want to be sure your teachers are engaging in collabor collaborative communities like PLC's. You want your school leaders to engage staff in utilizing the curriculum. You want to ensure all staff are utilizing data analysis protocols. And if you don't name this and ensure you execute it, you will never incl execute or implement your strategic plan. So you can see the flow and the nestedness of these strategies. And we start from this vision. In the fall, we'll actually have a group
026of parents, staff, uh, a subset of the board, students, all on a group called the core planning team. We're going to show them the vision, and they're going to give us words and phrases that the district leadership team will use to craft core values. So, your core values are built from this vision. Here's an example of the three big core values for this district. They define how we will behave in the district. It also influences the mission statement, which is what I'm going to be asking you to do tonight. I'm going to share with you this new draft vision, and you're going to then tell me what words and phrases you want to be inside or be included in the vision. This is Beverton's example. They they see their mission. After they looked at the
027revised vision, the board members came up with words and phrases and the DT took those words and phrases, and this is the mission statement. It promotes a deep sense of belonging while supporting, challenging, and inspiring all students to explore their passions, achieve their goals, and graduate ready to thrive in their learning and life after school. The other thing that those that this vision will do, it will help us to identify sample practices. Now this is much uh farther up the road but we take the vision here. We took the theory of action and then we are we will articulate with teacher leaders across the district detail practices detail. But we can't do this all of this detail about what each level will do starts from student voice. Again, not wanting to bog you down in
028all of these sort of minutia, but want you to see how we really work for coherence. It will also be something we will share with the graduate profile committee so that they can be sure that we have alignment in language with what's in the vision. Here are some sample visions from other districts. As you can see, each district approaches it slightly different, but they're not so different. And you know why? Students aren't that different. For the most part, a student in Elma is going to want something similar to a student in Federal Way, in Taquila, in Northshore, in Belleview, in Beaverton. They're they're similar. So, we had building administrators meet with about 30 students and they asked them these four questions. What are two or three things that teachers and other staff do to ensure
029you belong? What are things that prevent belonging? Think about a time when you were successful in learning a new concept. What did the teacher do to support your success? And think about a time when you were not successful. So what you'll notice is two of these questions are belonging and social emotional and two are academics. And the school leader sent the theme to Superintendent Nesmith. He then themed that information. And here it is. And Chris, I think I'll have I'll advance the slides and I'll ask you to share this with the board so they see what we built this vision from. >> Yeah. >> And you know, and I just realized Oh, no, it is clear. I was hoping that before it was blurry. >> Yeah. I mean, uh, we met with uh 30 I
030mean, Principal Scrogggins met with 30 elementary students. Um, uh, Paul met with 30 at the middle school and Tasha met with 30 from our high school. and all were asked questions that you were sh uh shown. And when we broke those questions down, things that help our students learn, they said that adult kindness, teachers are kind and try to cheer me up when I'm sad. And these are quotes from the students. Um, my teacher helps me when I'm happy. Sorry, my teacher helps me when I'm having a hard time with my family. Uh, they are kind and thoughtful and they have a good attitude and are patient with everyone. So, um, other things, our students are known. They know my name. They know who I am. The teachers teach us to treat others with dignity
031and respect, and they treat every kid the same. Uh, students feel like they belong when they're supported. So, adults help me with my schoolwork, have opportunities to retake assessments and redo work. Teachers see that I don't understand and find a new way to teach us. And they know I'm slow, so they make sure I'm I understand. And then when they feel encouraged, they make me feel confident and encourage me, point out when I'm doing something good and listen to my point of view. Um, I think by and large, one thing that we came across all of our buildings is that our our students do feel like their teachers like them and know them. Uh, things that hold back uh that feeling of belonging is uh peer exclusion. So when kids say I can't play with
032them and they leave me out, students being mean and unaccepting, spreading rumors, people picking on me. Uh when things are unfair, teachers pick favorites and not treat everyone the same. So that bi bias and respect elements. Teachers making assumptions about me or racial comments. Embarrassment. Don't call me out in front of the whole class. Um implied support or inverse barriers. Teachers calling students out in front of the class or someone being rude or swearing in the class from adults. Recognition. not knowing my name even after a long time or when someone tells me I can't do something or that I'm not good enough. Things that support learning is the teacher support. Teacher helps me when I don't understand or explaining in depth what they expect. Teachers walking around and checking in with every student and
033teachers helping me find the answers when I'm struggling. Encouragement. Teachers encourages me. Teacher encourages me which makes me more confident. My teacher tells me it doesn't matter if you make a mistake or supporting me by saying good job and other kind things. Engagement. They make learning fun by doing an activity. Hands-on less lecture. Working on whiteboards and math instead of lecturing. And multiple ways to practice. An expectation. Specific directions from teachers on what to do. Teachers showing examples of what is good and telling me why I'm learning something. And then the inhibiting of the learning is low clarity, not understanding the question that's being asked or explanations that are not clear, lack of clarity, specific instructions, or even if they say it was done correctly, but they don't say why it was done correctly. Um
034access when I can't when I cannot talk to my teacher, I don't understand but I do not ask I don't do not understand but I do not ask for help. Um teachers not checking in unless hands are raised and teacher not coming lots of subs. Enrollment when the room is noisy when the setting is negative. Classroom environment made it hard to learn and misalignment. Teach one thing and test something we haven't practiced. Too many assignments at once. Minimal time in class to work and ask questions. Lack of feedback on assignments. And putting in grades at the last minute. Thank you, Chris. >> Board members, as you think about what these themes were, what stands out like what did you notice? What's resonant in terms of what you heard from students? Just love to hear a
035couple comments from each of you. What's resonating for you? >> The timelessness of the problem. >> Yeah. >> Of what works and what didn't work. that could have also been written 30 years ago or >> Exactly. >> So, you know, but also I loved the simple the simplicity of what does work. You know, when you hear the students, it's not that they were asking for um these huge unrealistic expectations. Most of their expectations are just about being being noticed and being known and people treating them like they matter, you know. some some pretty foundational things that don't feel overwhelming to be able to provide. >> I want to build upon what you just said. So when we write those practices sometime in December, January, we must have things in there that talk about building community,
036building relationships. We're going to be this will inform your strategic plan based on what students told us. And you know what else? This jives with research. research says very similar things that these young learners have never seen but intuitively know what works for them. other board members. >> I think one thing for me that stands out is um some of the of the comments of not feeling like they belong, the um the rumors, the um teachers making assumptions, uh racial comments. Mhm. >> Um, yeah. And then, you know, the calling out of kids in front of their peers and swearing in the classroom from adults. Those are things that stick out to me. Um, and I guess I guess a word that comes to mind for me is like integrity. We got to have some
037integrity in these classrooms. Thank you. Anything else? I wanted you to see the themes because I wanted you to see how the group that wrote the vision use this as a launching pad. And this is the summary that Chris shared with that group. Belonging is rel there are things about relationship, fairness, dignity and being known, learning. They want clarity. They want to know what the expectations are. They want you to tell them what success looks like. They want feedback. And I love the comment. These aren't what really expensive things. These are just things we have to become really good at and get trained on. They want support and they want to be involved in that process. And when these things don't happen, you get students who aren't as successful. So here is your new vision
038of the stu student experience drafted by the district leadership team that will be the foundation for your new strategic plan. So I want you to take a few minutes to look at this and think about what you heard students say. What words or phrases get you inspired if you knew students could say this was their experience most of the time in your schools? Words or phrases and you you can just share out once you read it when it's finalized. It should be on the walls and halls of your schools. It should be on your website. It will drive the work and the practices that educators engage in as they seek to improve outcomes over the next six years. Words or phrases that really resonate for you in this Elma's vision of the student experience. I
039think I like the posture of their their learning that there's an element of of confidence and um that they can be challenged but they're mutually supported. It just feels like it's more um hopebased and I think that is something as a community that we need to grow up into. I I think we can struggle with apathy at large in our community. And so, um, building in some instructional Sorry, we're gonna wave to you. Hello. >> Okay. >> Build building in that, um, kind of that emotional grit to um, do hard stuff, but with confidence, I think, is is a huge shift in our culture. >> That was a big one for the group that were writing this. how important it was that that had to be there. What else resonates? I guess for me the
040the I belong um just I I'd like to see that we're making sure I don't know how to go about it, but making sure that they are seen and heard and respected. >> Yeah. So you know that remember I showed you the theory of action. We're going to work backwards. We're going to name what we're going to do to do it. But we have to first start with this because it's >> just writing it down is not going to be the thing that causes it. What's going to cause it is this theory of action work. >> Anything else? board members. I don't know where this fits in, but um one thing I think we should consider >> and again I'm not sure where it's at in this process, but when we think about student voice,
041the voice that the students have been um aggressively in all the best ways working to champion this last year has been their um student le be the blue theme and they've adopted districtwide that for them as a student um being being the blue means that they are brave, they're limitless, they're unlimited, they're united, and then they're encouraging. I just had like 10 high school students come speak to >> our our uh our business because this is what the kids are all trying to have again for district-wide t-shirts. again this be the blue campaign. So in my mind it feels like it might be a bit disenfranchised from the student voice >> if they don't see it here. >> They don't see it because what they're championing is >> school pride but it's built about them
042that and because they just walked us through this that for them being an eagle >> um means that we're brave. We do hard stuff and we do the right things even when it's hard. It means that they're limitless. That they choose to rise above their struggles to achieve big dreams. That they're united and they're taking it. That that means I have a sense of belonging, but I also have a responsibility to help other people belong. And that last one is that they are actively being encouraging people. So they have a role in making their peers the best version of themselves as well. So I don't know where that >> I love that. No, I love that. And Chris, if you remember, I think I saw that in the comments that someone says, "I want to
043see this be the blue." >> And we were trying to, you can see because we finished early, we ran out of time. So, if you look at the words I belong, I you can see actually >> trying to make it spell with L. >> I I just think I I guess I I just I feel like because you mentioned from the beginning, this is kind of grassroots. This is the the student voice, right? And also, we're not really looking for a, if I'm understanding, we're not trying to write a strategic plan that lasts for 15 years. We're we're writing one for the for the the season ahead, right? And so, feels like >> in a way for me, it feels like that's very timely to tie into something that the students themselves are passionate about
044doing. And when they're going out to the businesses and saying, "Hey, we need $15,000 to have districtwide for every staff and every, you know, student to wear be the blue." It feels weird to have blue be a different set of words to me. >> I don't know. >> I love this. And so we're actually looking at it again, another iteration. And I will make sure your voice and I will tell you the group grapple with this and we are committed to going back to revisiting it. So, this is good. Um, >> well, and that that's just what the kids just walked me literally through. I also live with Miss ASB person, but but I I just feel like that's been a pretty >> fundamental district. It's already at the elementary school, the middle, and high.
045So, there's kind of already that buy in. >> Love it. >> Notes. I've I've written myself a note on that when we meet again with the district leadership team. Anything else board members that resonates? You should see the academic component. You should see a social emotional component and you should see a belonging component. There's so much research when you think about whole child that our vision should comprise all of those three components. So we will be revisiting it again in about a week I believe. And this conversation will help us to think about any refinement. And we will take the words and phrases that the board says would be important to have in their new mission statement to draft it. So let's talk a little bit about what. Let's see. I've got a comment here.
046Not sure. Okay. So, what I want to do before you give me the words and phrases, I want to talk about what is a mission statement to be sure we have a clear, consistent understanding. And here's an example. The school district will empower all students to discover and achieve their potential in an inclusive, inspiring, and innovative culture. And the mission statement describes why the district exists, who it serves, and what actions is taking to accomplish the vision. So in this example, where do you see the part that describes why the district exists? Why does why does this district believe it exists? Anybody? I've underlined it, too. Can you say it out loud? >> It will empower all students to discover and achieve their potential. >> Yeah. And who who >> That's right. And how what
047actions are they saying they're going to take >> in an inclusive, inspiring, and innovative culture of learning? >> Yeah. All in that one sentence. What about this one? Why does this district say that they exist? So, take a minute to read it. >> So, why does this district think uh sort of what what do they assert why they exist? >> To prepare um students for college and life. That's right. And of course, we can see who it is and how are what actions are they saying they're going to take >> in a safe, supportive, nurturing environment. >> Yep. That's one of the ways. There's also something else they're saying, >> but it's that rigor and relevance with the relationship, right? >> They're going to provide challenging curriculum that connects students lives and their future. So
048that's what a mission statement does and it the the vision tells you where you want to be. I see the mission statement as a summary statement that is really authorized and elevated by the board as to why it exists and it should be revisited. I think it should be revisited at a minimum you know once every you know 6 to 10 years. You're re you're revising revitalizing renewing your strategic plan. It's the perfect time to do that, especially when we think about the conversation we just had about be the blue. Here's another one. This is a district we did last year. So, why does this district see that it exists? It's not as as obvious. >> I think they think their job is to help students achieve academic excellence. >> Yep. And they're going to
049do that in this safe, valued, and empowerment cont and empowered context. also in a in this culture of innovation. Here's another district. Another one. And another one. So you get the idea how these are and you can see they're all slightly different. So here is the Elma vision of the student experience. Again, we're going to be looking at it once more for one more round of revision. But with these core ideas, board members, I'd like you to write, I want to say, four to five words or phrases that you think would be essential to have in your new mission statement, each of you. And I'm going to go back so you can see the vision here. So you could actually do it this way. I think I'm going to tweak my own facilitation. So do
050the header why and under why put words and phrases because we're not asking you to write it. That takes a bit of time. That group will do it. Why? And then what actions put words and phrases under what actions. And I'm going to go back to show you what I mean. So remember there are two parts. So why does the district exist? Put that write that as a header. and then write words and phrases that you think are important in the why and then what actions and put words and phrases under that. So you'd have two sections with words and phrases for the district leadership team to use to craft your new mission statement. Board members, does that make sense? >> Yes. >> Kind of. >> So you're going to write why Elma exists and
051you're going to put words and phrases. And I say no more than three to four. And then you're going to put what actions Elma would take to accomplish that. You're going to put words and phrases. It's going to be two parts that you're going to help this group think about. And your voice will be in the room when they're crafting that draft. Chris, I won't be able to see when they're done. You let me know because I want the board to share. Three to four words and phrases for why the district exists. Three to four words and phrases for the actions the staff will take to achieve this vision. I can write it. do what >> by how what do we want? We want these things done and this is the how you know that
052like the kind of two categories >> and Dr. Campbell Michael Smith our board chair was up but he's actually launched remotely as well. >> Oh okay. >> Okay perfect. I didn't see him. I saw that name, so I apologize. >> I'm here. I just don't know how much wind I'm going to pick up on my hand. >> Okay. >> So, Chris, you'll collect all of these after they share. And if we can have them typed up when we meet with the DT next time. >> Oh, you want these like Oh, >> we're we're collecting them and then we type them up because I want to share them with the DT. They'll actually use what you said to craft it. >> They don't need to be in a fancy way. We'll make it work. >> Yeah,
053they'll rewrite it. >> We've got teams of people who used to gray paper. >> My daughter's handwriting doesn't improve. She's going to be a medical doctor. We're getting close. >> I have I have three words. >> Three words are within the rules. You're doing good. >> Actually, exactly. Because the more you have, the more the harder it becomes to prioritize. So, I love that three to four range is a nice number. When everyone's done, Chris, you'll let me know and we'll just have each board member share. >> Yep. Michael, can you hear us? >> Yeah, I can hear you. >> Can you give us a score update? >> Uh, we haven't started yet. The uh the JV won four to zero. Uh, varsity game kicks off in tminus 5 minutes. >> Yep. Okay. Thank you.
054I was just wondering about JV. Nice job. Thank you. >> Go blue. See We done. >> All right, Dr. Campbell. >> Okay. So, can you have each board member share? I can't see. So, if you can just go maybe, you know, start to your left and just share uh why your why words and share your action words and phrases. >> Steph, you've been ready for a while. You want to go first? Sure. Um my why was around developing strong citizenship character and then the second part was building academic skills for life and my actions were creating a sense of community um with personal responsibility and then utilizing innovative and meaningful instruction. >> Thank you. So I and I did it a little bit differently than Steph did. Um I just went off of words of
055why Alla exists. Um and my three words were empower, engage, and pride. >> And um what actions to take. Um make kids feel safe to explore, succeed, and fail. >> Give all kids a sense of belonging. And then just pride in their school community and relationships. Okay, thank you. >> Um, my action words were encouragement, engagement, growth, and guidance. And then why we exist is for the support and growth of our students to give them opportunities and guidance for their future lives. Um, to be encouraged and support the future of all students. >> Nicely done, board members. Nicely done. So, our next steps, we will be meeting with the DT to take your words and to come up with the draft and we'll be bringing back that draft mission statement for you to see um
056your the words. Now, Chris, will we get will Michael be able to participate too? I couldn't tell. >> Yeah, I I I think I can if you guys can hear me. >> Okay. Yes, we can. I can hear you. >> Okay. So my why is a lot of the community is centered around the school. So I I kind of did it in words too as far as our why being the the kids empowering the kids to want to belong and um be a part of their education. And I think that's that's our why and it kind of goes right into the action right of the culture, the innovative education um involving the community to be prideful in that and then also uh communication from the district. Sorry guys, it this is like the worst timing
057because the pledge of allegian or the national anthem is going. So, but that was my why and uh how. >> Thank you. Thank you so much. So, we'll take your words and we'll be drafting up a mission statement that will be brought back to you for you to see and give us feedback on. Chris, that's all I have. >> Well, we thank you, Dr. Campbell. Thank you so much. I feel like after all of your visits, we always uh finish inspired and excited about the direction we're moving. Um, and I think most importantly, it's the fact that our students are at the center of all this work. >> Absolutely. So, if you once you type it up, if you can send it to me, I'll use I'll take all of their words and create a
058word cloud that we'll use with the group when they do the writing on the 27th. >> Perfect. >> Okay. Thank you, board members. >> Thank you, Dr. Kendall. >> Take care. >> You too. >> All right. >> I move to adjourn. >> I second a motion made and second. Um, any discussions? Meeting adjourned. >> That's all we have right now. Okay.