001Present Fox >> here. Leaf boys >> Here >> um motion to approve the agenda. >> I make a motion to approve the agenda as written. support >> motion by Heidi, support by Monica to approve the agenda as written. Is there any discussion? >> Okay, hearing none. Roll call, please. >> Fortress, >> yes. >> Rat, >> yes. >> Becker, >> yes. >> Fox, >> yes. >> Leo, >> yes. >> Hon, >> yes. Next up is public uh comment. So, I would like to read my statement here. Um and we have five people. Uh this meeting is a meeting of the board of education and public for the purpose of conducting the school district business and is not be considered a community public meeting. The board has provided two opportunities during the meeting for public to address
002the board respectfully. Uh board members will not engage in comments but be assured that we will be listening. And after the last meeting, I read my open meetings book. Um, and it does say you need to state your name and address because last time I said we had your address on the paper, but this says you should state it. So, that's what we're going to do. The first person I have is Kim Allen. Um, also, if we go over uh 30 minutes, our board protocols, I read those also. I need I can reduce the comments to three minutes instead of five. So, but I think we're under 30. So, on Kim Allen 2337 Hughes Avenue, um just a couple things. First of all, there's 30 seconds of the last meeting that have been muted. So,
003Mr. Becker, Mr. Fox, Miss Hinton, what are you guys hiding? Why is there 30 seconds of that meeting cut off when little Amy went to speak? Just kind of curious on that one. Also, I have sent a few things to a couple board members because I don't need a certain person getting a hold of them and things being swept up under the rug and get another denied FOYA because for some reason every time we have documentation, FOYAS get denied. just curious about that also. And that's coming from like a person in the community and a grandparent at the schools. I want to know what you guys are all hiding and everything else. Also, just curious on when the Junior Vikings are going to get back their money that Ed just paid for the sled that
004we have documentation on that belonged to us to begin with that we paid for originally. So, that's just a little food for thought for you guys. Now, I'm going to go take care of the children of the community. Thank you. >> Thank you. >> Next, I have uh Jordan Smith. Hello, my name is Jordan Smith. Um, so I'm here to support McGinness because McInness was always a safe space for me. But what you should know is before I actually joined, a year before he was trying to get me to join. Um, I was very close friends with one of his uh, wrestling students and he was getting me to join for a year. He was always smiling when I seen him and I was like, "Oh my god, how can a person be so happy
005and he doesn't even know me? After a year, I joined and every day I came to practice. No, I wasn't the best wrestler, but it was always a safe space for me to be. McInness always pushed me to do better, even though I couldn't see it in myself. He was always a safe space for me to go if I needed to, a hug or to cry, even if I wouldn't. In fact, I remember we came back from a very long wrestling match and it was very fun. Um, we had stayed in hotels, but I don't have the best home life. And McInness could see something was wrong. So, he sat with me until my ride got there, as he does with every other student. And he talked to me. He asked me what was wrong.
006He asked me if it was something you could do to help. And he was there. So, if you take our wrestling coach, not only are you taking our wrestling coach, but you're taking a person who is a pillar of this community. He made me feel safe. He made me feel wanted and he made me feel needed. No, I wasn't the best, but he made me feel like I was. He made me feel like I could be the best version of me I could be. And now I'm in trade school. I graduated. And I owe that to him because wrestling instills so many values that my parents didn't. It's not very often we can get people like this in our community who want to be there for us, who want to be for everyone. People who
007can just be good people shouldn't be taken for granted. McGinness is one of the best men that I know and I don't have a lot of male role models. I always felt comfortable and safe around him. I never felt like I was different from anyone else. I mean, I don't really know what else I could say. How would you feel if you had no one else and you met the most wonderful man ever was a positive role model and you can see him being ripped away from you. Not only me, but my younger brother cuz he's very excited to wrestle with McInness and he has never met him. Don't take our wrestling coach. Don't take McInness. Cuz he's not just our coach. He's a positive male role model for all of us. A positive community
008role model. A positive person in a world filled with so much hate, so much greed, and so much anger. McInness would take the extra mile if he had to for us. He would do anything for the kids. He would and for no reason. He had no reason to be that loving, to be that kind and that genuine. But he was and you don't find people that often that will do it. So if you would take McInness, you would be taken away. A pillar and a brick in Hazel Park. Thank you, Jordan. Uh, Kayla McGinness, Kayn McInness, 1337 East Granite. I sat at this board meeting last week and seen some nasty behaviors from employees. Not only did I see the behavior, I guess it was heard by multiple people. An employee threatening a speaker. That
009behavior is disgusting. Not only that, then to have a parent online call my husband racist and two employees liking other comments this person posted about how her friends list was purging itself. Bullying at its finest. I can submit those into evidence as well. Yes, my husband does have multiple offers. He can go to any of these schools or colleges that have offered him a position and with open arms, I might add. but he wanted to be here for the kids that he has already taught. I will share that because he's worked in such a hostile work environment that I do not want him to return. I don't feel it's safe given the circumstances that staff and their friends have falsely reported stuff to the sheriff department and our comm and our children targeted and bullied
010all because they don't like my husband. Could you once again make this a safe workspace? Our whole point was to get someone in there that is right for the position. Not necessarily my husband, but someone with the proper qualifications it takes to be the high school wrestling coach. He doesn't want what he's worked so hard for to be ruined by someone who lacks the knowledge in the sport. The kids deserve better. HP's wrestling history deserves better. And let me clear up this rumor since you have a staff member running their mouth with our fan base. Donald didn't tell anyone to keep their gear. He's had multiple turn-in dates, to which I can request video recordings of him inside the school just to prove a point and text messages if need be. Donald came to turn
011in the last of his inventory and to count it and was told it was sent to be washed, so he couldn't do a final count. If your employees would pull their heads out of there, he would gladly make time to come submit the rest so they can have a final count. Board, would you want to send your kids to a school that hides inappropriate behaviors of their employees? Would you want to send them knowing certain behaviors take place inside the schools and it mysteriously goes undocumented? Would you want your child or children to attend here knowing some staff members and their family members will retaliate against you if you report certain inappropriate behaviors? Absolutely not. You wouldn't. You would avoid that kind of school district at all costs. While I hate to break it to
012you, that has turned into your exact kind of school district. disturbing, right? I'm telling you this. I've had no issues whatsoever with the school district or its employees until a certain employee was reported for their inappropriate behaviors inside HP schools. My kids have had some amazing teachers over the years. So, stop letting disposable staff members ruin it for your talented and hardworking teachers, amazing volunteers, and the affected children in the district. Thanks. >> Okay. Um I had a couple people come in after the announcement of um we're holding the meeting to 30 minutes. So now we're a we'll be a few minutes over. So I I'll allow but after um any other people coming in uh public comment will be ended until the end of the meeting. Uh, this is Braden Horl. >> Hi, my
013name is Braden Horl. All you guys know my address. You can hook it up. I go to Hazes Park Schools. Uh, McGennness was a place I can go to and talk to him anytime. I was a four-year wrestler. I'm still am a wrestler now cuz I'm going back. Uh, I was into the point that I used to get mad in matches and freak out and McInness really helped me to the point that I couldn't take that anger and put it down somewhere and he teached me how to be a grownup and it really teach me a lot in life and if I didn't have a wrestling coach that teach you a lot then that just don't know what to do. I had him almost five years now teaching me how to wrestle. And a lot
014of people told me to stop wrestling and stop and trade. And like I feel like the school board is not doing their job fully. They should be cuz if they see what he actually done to people, they actually changed lives. There's a bunch of kids wanted to end wrestling and now they're really want to join back because of McInness and what he did to the program. We had a whole girls team and now we're probably not even going to have a girls team this year. That's sad. >> Thank you, Braden. Uh, Don McGinness. >> Don McGinness 1337. I do want to talk about your uh 5 minute for 30 minute rule. That rule was for 3 minutes at a time, not 5 minutes. So, you guys should adjust that and you guys' meetings. But I
015want to come here and talk about same thing. Uh, the retaliation is real. Uh, every time, not just me or anyone that stands up here, they get retaliated against. And it's a true thing. Uh, it is a craziness of people feared to come up and talk because of this stuff. All right. Today, of course, I'm up here because I'm fighting through it all for these kids. These kids are what the reason I'm here. I'm here every day for them. He calls me almost every day. I try my best at everything I do. Yes, I did get offers. I can go anywhere I want. I can submit all those paperworks for you right now. But that's not home. This is home. The only difference is is it doesn't feel like home anymore. I sit here and
016look at it of all this negativity non-stop, all the lying, all the best friends getting into their job positions, all the corrupt stuff that I see in the school. I am a taxpayer, I am a volunteer, I am a parent, I am a coach, I am a mentor, right? The question is, if I can't stand up, how can I teach these kids to stand up? So yes, I am here fighting this and I am scared if you guys do give me the job of what I had to go through another year of many, many meetings that I've had in the past that was supposed to be fixed. The question is, is it going to be the same? Do you guys want every sport to fail? Do you guys want every program to fail? I found
017out just recently this was not only happened to me, it also happened to the baseball coach and how his did not get anything uh didn't get the emails as well. I also found out that my assistant coach did not get no email as well to return or the junior high assistant coach which is on our youth program as well did not get asked to return. And I also just found out that our basketball coach has just left the school. How many good coaches are you guys willing to sacrifice? How many kids do you want to leave the school? What will be left? It is time to clean house. It is time to fix what's wrong and do the right thing. It is time to do what you guys are supposed to do on the board
018and fix what you guys promised to fix. Fix what needs to be done. I did everything right. I went to my supervisor, went to the bub supervisor, went to the superintendent, went to the board to get what? Nothing to get retaliated against where it hurts my business, hurts my name, hurts the community. And yet I still stand here before you taking all of the bash. If you don't believe me, all you have to do is Facebook. My name's all over it. I've taken these kids into my home. I have helped provide everything I could. We literally just dropped our boy off to Grand Valley yesterday. And yet, I'm still here fighting for the rest of my team because it's not just a team. You guys might think it's just a sports team. No, it's not.
019It's a family, a safe place, a future for these kids. I know I was one of those kids. Suspended, kicked out of school. I was one of them. If they have no one to look look up to, no one to fight for them, I mean, I don't even know how the school is still a school. That's all. >> Thank you, Donald. Next have Ian Lloyd. >> Name and address, please. >> Hi, Ian Lloyd, 992 East Man, Hazel Park, Michigan 48030. Um, so you guys know I kind of went away around 1996. I was the captain of the wrestling team and we previously went to state. Um I had to wrestle uh Aaron Hildenorf every day. Um so that wasn't that easy. Amy got to meet Aaron when in one of our meetings. Yeah. Yeah. I
020don't like to uh give lawyers money just to meet with Amy. However, um you know, it was worth it. But now I'm here. I'm wondering where what are we doing? How many people do you have to let go? How many people is it this like lemony snicks un you know series of unfortunate events people are wisening up. People understand when you surround yourself with the wrong type of leader people's relationships they kind of melt. You go home, you're arguing with your spouse. You're going to find this if you have an unproductive, unhealthy individual within your midst. You know, come on. Lightning doesn't strike twice in the same spot. Niles, Illinois is a perfect example. on the heels of like all kinds of negativity I have this city we were taken advantage of. We're not getting
021our money's worth from the superintendent. She has decimated the community. I'm not clear if there's anyone that's sacred or, you know, safe because it's a unrelentless pursuit of tearing down things in the name of one person. And you know what? That can only go on so long. It can only be proven that it all leads back up to the top. I'm asking the board as a public member. I I have zero confidence in her ability to lead. You know, when I was in the army, I had leaders. We would have lost wars if we had this type of not meritocracy. People should be earning their positions. They should not be um given a position due to their family underqualified coming up recruiting folks off the board to be HR that have no experience. Are you
022kidding me? They're the ones picking the teachers. How could you permit this to occur? And like we all know there's zero tolerance for any of it. So when this does occur, there needs to be an investigation and it should be done by a third party. If this is tr any of these accusations are true, then this member of the public wants to know. You're not going to find this out through interviews with staff unless they get a chance to really kind of, you know, let their hair down. And I'm sorry, Amy, you're just not worth it. Like this whole city is better than you. Like etiquette. You have no etiquette. You have zero etiquette. and not can't make personal attacks like that. >> Well, I'm not I'm afraid that the point will be missed because
023people need to be cognizant that the buck falls at the top. We pay someone $235,000 to take us into debt. 12 million needs to be borrowed. Do you have a funding source this year? I'm not clear. What did we shave a a quarter% or anything off? Like why did we go with the same individual? Like this is not what healthy organizations do. And I've been a child abuse expert for Bulmont Girls Point for decades. Like I I I'm just fed up with this. You've had ample opportunity to identify the problem and you're not willing to address it and it's not fair to the students. We should be strongly considering bankruptcy like quick. I mean like we should also be considering having um the deficit elimination plan. Like we should have already enacted this. We've been
024through this. My year with 2010, I was the teacher that took all the cuts and then I got hired up in Mount Pleasant. So I did contribute to balancing this budget. But you guys know systematically you can't keep paying. There's no money available and there's no children. So something has we have to rightsize and I'm wondering can I have a right-size committee? I would like to participate with the board in a committee. >> Thanks Ian. Uh Ryan Bishoff. Ryan's our last person. Hello, Ryan Bishoff, 1309 East Milton. Um, there's been some misguided rhetoric going around about the school board's only employee being the superintendent. The job of the superintendent is to be the surrogate of the will of the board, guided through their policies and directives. The board's job is to be an advocate for
025the best interests of the community. If an employee is doing something the community the community doesn't like, the board should direct the superintendent, aka the subordinates superior, to take action to resolve the issue in the way of the board's choosing. The reason to have the superintendent is so you don't have seven different board members giving seven different directives to all the staff and to take care of the small things that the board doesn't need to be bothered with. For example, if a if a class of parents came to the board because a great kindergarten teacher was fired and replaced due to being a whistleblower, the board would direct the superintendent to reinstate the teacher and to relieve the replacement of their duties. In short, the one employee of the board is a superior to all
026the employees in the district and is there to do the board's will. Just because a superintendent isn't personally doing something, that doesn't mean the board should act on what the subordinate is doing. Yeah, that's pretty much all I got. All right, you have a good one. >> Thank you. >> Okay, that concludes public comment and uh tonight we have training for the superintendent evaluation. Um, April is not here, but she's already had that training. So, uh, you must do this in order to participate when the evaluation time comes. So, April's all set and good. And we have Penny tonight from MASB who's going to teach us how to do this. >> Thank you everybody for coming out. >> Hello. walk around. What I'm gonna start allow And they are offering credits now to assisted superintendent
027if you need uh those education credits. Okay. All right. Find my clicker. So just a little bit about myself. Um I have uh retired from the K12 world. I started my career as a kindergarten teacher. Um ended up assistant superintendent. My last year in K12 in uh 12 months we had four superintendent and yes that's a good time. Um I have also served on my local board for about eight years. Seven of those as board president. So I have been in uh your seats as well and you know it's it's a it's a thank a thankless job this this opportunity here. Um you know some folks in the community often think board of education members this is your full-time job and as Monica said you know she's already put in a full day right and
028here we are doing workshop training. Um yeah, some boards uh you know that I have worked with and I've worked with um several uh schools in Michigan I have not been to the UP, but I am willing to go. Um so Meno is the farthest that I have gotten. But yeah, some of our communities um they think your car, your phone, you receive a stipen and it's just not true. So, you know, part of my goal um in education is is helping educate our community, right? Because there have been times um around the state that um board seats have gone unfilled. So, we we want to encourage our community members to be a part of the board um or to be a part of those opportunities along the way. So, that's just a little bit
029about myself. I currently work for um not only MASB as a consulting, but I work for the Department of Education. So, you know, they say you retire, but you just you just keep going. So, we're here tonight because our dear legislative friends in Lancing um have passed a law last year uh that said all board members um superintendent, building administrators needed to be trained, right, to go through an evaluation uh process. So when you think about evaluating and as was stated, you're one employee, what are we what are we feeling? How are we feeling about that? You don't have to pick one of those. You can those are some examples. But yellow face. Okay. >> What else we think? >> Sounds silly. I I'm looking at the yellow one because there's a lot to learn
030and your head just swims. This that's what that reminds me of. >> There you go. Yeah, Monica. She's thinking. I can tell. >> I would probably go with what Bev said. which is it's a lot and we've been trained before and now I know it's new stuff. So, um just thinking about how much we have to learn and anything new kind of does make everybody's head go a little crazy. Yeah. All right. I'm going to keep picking on the rest of you throughout the our time together here. But yeah, I mean what you have in front of you in your folders, you have copies of all of these slides uh to take with you. You also have a copy of the actual instrument um that the district uses. It's our tool, MASB's uh superintendent evaluation
031instrument. Um you also have a copy and we'll we'll dabble in these is the the new midterm. So that's also new to the legislation that was passed. And um the last piece are kind of like um legal lees we'll say from Brad Man Banisk back in the office um that um we won't discuss but do you have copies um of his responses to some of the questions. Okay. So you can certainly always reach out uh to the legal department at MASB. you have my information um as well and if I don't know the answer I can kind of steer you in the right direction. All right. Okay. So, our hope tonight, right, is to help reduce some of that confusion, right, that yellow spinning face um intention, keep the focus on what's most important, and
032that's their students in our district. um to help you be confident in what we're talking about um and in the evaluation and limit the risk of lawsuit to the school district. So a good evaluation process will help to further develop the knowledge and skills um not only of our superintendent but I think of our of our board members as well. Performance expectations can be clarified. It provides a mechanism for feedback, right? This is a rubric tool. So there's no like guessing. It's kind of spelled out. Superintendent knows in advance. This is what I'm being scored on. You as well have a a tool. So it's no longer well I think or no. What does it say? Do we have it? Yes or no. Um and it links our superintendent's work to our district goals. So,
033as I as I was sitting there, um I noticed your banners that are behind you, but like and the board owns, right? The board owns the mission statement, the vision statement, um and those goal statements. That's part of your strategic plan. But my question is they don't match. So, is is one newer than the other or I mean they're close, and we could talk about that later, but and I don't know like what how when are where are you at in your strategic plan? They're usually written five years. Okay. >> All right. Good to know. Okay. We'll keep going. All right. So just some um our learning targets for tonight is that you as the board um are familiar with the requirements in our legislative law. Kind of look at some indicators of what is
034uh our superintendent job performance. Maybe talk about some artifacts of evidence. Uh that is something that you will as a group have to decide at some point. So, it's usually, you know, another session after the original training kind of talk about what that what does that cycle look like. Um, and I suggest just lay out calendar those dates, right? Because life gets busy, school business gets busy, and things get sidetracked. Um, understanding how to collectively rate the performance. We're going to um practice some scenarios tonight just to see how everyone uh rates and if we're in sync in that avenue. So board requirements, board as a whole, okay, you do provide oversight and governance and you speak as one voice. Once that vote is taken on your action items, we'll say you speak as one
035voice. Even if the vote comes back for three, we still have to support how that vote um falls. The board evaluates only one employee and then it is our employ or superintendent's responsibility to make sure that all other employees in the district are evaluated. The board evaluates superintendent's performance annually. Okay? You must do it annually. And there is such a beast you'll often hear it referred to as the rep report. um it lives in probably HR. It goes back to the state of Michigan. All of your employees um are evaluated and their scores are housed in that rep report. Okay. So by June 30th, I believe um all of those scores must be housed. Okay. The board is required to have this training. You know, when this rolled out last year, we did have uh
036board members around the state, whether they knew their term was coming to an end, um that just flat out said, "I'm not doing it." That's I guess your prerogative. And then MASB's advice is remember how we there was that little legal note to try to keep districts out of uh legal troubles. Um our suggestion is board members that are uh in play with superintendent evaluation must be trained. Okay. So you will all meet that criteria um after tonight as was stated. April has already uh participated in that training. Okay. The law does say that we evaluate our superintendent annually. What is different on that second bullet? Now the legislation has taken away the rating of highly effective. Good or bad? This is what we're left with. >> So there's only two. >> There is three.
037So you can assign a rating as effective. >> Oh, developing, >> developing, or needing support. I can see the rationale for developing like if you have a I also do superintendent searches so you know we have a lot of new people this is they're brand new in the seat right they're going to be developing because they they probably need some uh support with finances or whatever the area is. Um yeah, so developing is new and they took away highly effective and also new this year is that midyear progress report. It's a simple document. Um you have it in your hand, Beverly. You all have a copy in your uh folder. It's just a one pager, right? Front and and back. There has been uh talk. It really, you know, it doesn't go anywhere other than
038board board president signs off on it. Superintendent signs off on it. And then the suggestion is put it, you know, like in the personnel file. At this point, there's nothing unless you've heard change. There's nothing like in the REIP report. Um, you may see some changes down the road, but but right now, >> would this also be closed session? >> Only on the request of your individual, the superintendent. Yeah. And then you would, you know, if it was, you'd come out into open session, maybe talk about the progress or Yeah. >> that maybe since it wasn't so detailed, it wouldn't be closed type. >> Yeah. Yeah. There isn't a lot of detail. Um, you know, the the one caveat on there that I do suggest, um, you know, make sure that your employee is taking
039advantage of, um, I heard somebody talking about MASB's conference. Our superintendent have annual conferences or, you know, superintendent meetings that are housed by your u, is it Wayne? Oakland Oakland ISD. um you know, make sure they're attending those because again, life gets really busy and they're also in need of professional development and networking um along the way. Okay. So, the law specifies 20% of the tool has to be based on student growth and assessment data. The rest of the tools kind is objective. MASB's tool specifies that 65% is based on researchbased professional practices and our tool specifies 15% is progress on goals. Now those goals don't come from the tool. They don't come from me but you as a collective team create those goals. Sure. Why is it student of proficiency when we have to
040when they take their um test and and we base it on proficiency, right? So, why is it student growth versus proficiency growth? >> Yeah. And I can't answer that for you. No, that's that's how our dear legislators worded it. >> I'm just asking because like M that M data stuff is proficiency based, correct? No, there's growth. >> Yes. And the teachers are done as on growth as well. And so we're I'm done on all of their growth. So yes, it's it's when you go in, you look at the report card, they give growth, they give proficiency as well. But what we look at is the growth measures that are set for that. Oh yeah, sorry. >> Well, give me examples of assessment data, please. >> Well, my suggestion is going to be somebody, whether it's
041the teachers union, they've already kind of decided amongst themselves here what the teachers are going to be evaluated on. Again, this is this is hitting your teachers. This is hitting your building administrators. This is not just a superintendent law. Okay. So that effective language, developing language, needing support, that's the same language that our teachers and our building administrators are being faced. So my suggestion is don't try to recreate the wheel. Okay? Okay, there's a big group that's already figured out how your teachers are going to be evaluated using what data. I would suggest that's the same that's used for your building administration as well as your superintendent. So, everybody is working in the same direction and you don't have one pot going that way and one pot going that way. Make sense? Sure. You're kind
042of like, hang in there with me. All right. Here's a little slide, a little bit more information on your student growth and assessment. It must include multiple rating categories and assessment data. Again, there's your decided locally and it may be appropriate for our building teacher level to district level. Again, don't try to recreate the rule. Student growth measures the amount of student academic progress between two points in time. Okay, so as the example states, we're looking at last year's fourth graders and then looking at how they have scored this year is fifth graders. That's an example. And then you'll see that last bullet, student growth is different than student proficiency. We're looking for some long-term academic goals informed by data, right? And then again, our teachers, they kind of that they're they're already rolling, right?
043They know what they're they're looking for, whether it's MSTEP or Dibbles. Okay? Every district's doing it a little differently. Again, it's decided locally. This is a first slide on the midyear progress. You'll see as we go through our time together, some of the slides or some of the information kind of duplicates itself. So, um, as we go through, we'll we'll kind of skip over those if we we get the thumbs up. The legal requirement, superintendent is provided a midyear progress report. This never happened before. Okay. Last year was the first year that superintendent had any kind of written um midterm. >> So what's considered midyear? >> That's for you to decide and we'll we'll look at some examples. Um again that's that's a local decision based on whatever cycle you're you're working off of. Um,
044we should have, you know, and it might be as vague as continue with performance goals for the remainder of the calendar year. There's just not a lot of meat to this new tool. Uh, yet again, goals should always be developed with I consider you a team of eight, right? There's seven elected. We have one that's hired, but it's a team of eight. And there again, include the recommended training. It's not a negative. It just gives you something to put on your form if nothing else, right? Uh legislators again that first bullet there um all administrators. So your building administrators had to go through some kind of raider reliability evaluation training as well by September 1st of last year. So I'm glad we're getting this all done. If for any reason, you know, Deborah hits the
045lottery here and she decides she's moving to Costa Rica to, you know, grow pineapples or something, we have an open seat. Okay. We would want to um ensure that anyone joining your board from maybe this year or next year um takes the training as soon as possible. You'll also see they've added that caveat um every three years. Um it used to be right. It was a kind of a one and done. Check it off. You could serve on the board for 30 40 years and not have to redo the training. Bless you. Now it's every 3 years. So stay tuned as to what that might look like. Clear and consistent set of evaluation criteria. Again, you have the tool in front of you. Um, it's available uh at MASB's site as well. Uh, do you
046I think you even probably have it listed on your district website under the transparency reports. Okay. All right. So, it's she's looking at me like maybe. All right. Um, clear expectations for what we're looking for. We're hitting that third bullet there. training on the evaluation process tonight. We're going to do some calibration exercises tonight as well and then that ongoing support. Again, you can always reach out to myself or anyone else at at MASB Brad um you know his his legal advice um as well. So there is another little caveat there is unevaluated. If the superintendent works less than 60 days um for your uh district in that year, the superintendent's evaluation results were vacated through an appeal process. Um that is also new. There never used to be an appeal process. Our legislation has
047added that verbiage. Um, and then there are perhaps maybe extenduating circumstances and the school district agree to designate the superintendent as unevaluated. Um, yeah, if that were to be the case, the superintendent's rating from the year prior would be the rating they receive. >> I have a quick question. So, everything that you've talked about so far says we evaluate the superintendent every year. Before it was if they got so many highly effective they could take a year off. Is that not the case anymore since there's no highly effective? >> There's no highly effective. >> So three effective wouldn't deem them to get a break here. >> I'm thinking >> it does. I say stay tuned. >> Yeah, it does. Okay. >> So you So we're off last year. If I'm highly effective and again hang
048in there. >> Yeah, it could be. >> Well, that's why I was just questioning because it >> hang Okay. >> All right. Yep. She's she's >> Oh, toration by Okay, I got you. Uh and you mentioned don't let me forget um there there is changes that need to happen in contract language as well. >> Okay. All right. So you'll see what those are. Okay. Here you go. Board may choose to conduct an evaluation by annually. The off years are still reported as effective. Remember that rep report is still out there that requires something to be inputed every year. Uh and then it does say if it slips below effective then it has to be done annually. All right. Here we go. Little bit of contract language. um contract language must include this is new an
049appeal process. Okay, so we got that covered. All right, don't forget that the evaluation process has to and Beverly kind of hinted on at this one earlier with the open meetings act. So the evaluation can be done in a closed session only at the request of the superintendent, not because Heidi wants it in closed session or Nathan wants it in closed session only if the superintendent asks for a closed session. The final evaluation approved in the open session can be subject to FOYA. All right, here's that uh link. Um, if we need to update something, I mean, it's all done for you. So, we can check >> on the on the transparency. >> It is. No, it's not on our transparency. We have links under the HR section and all the evaluations are linked there.
050>> Perfect. Okay. So all of that information has to be um provided and it is part of that link that is there. All right. What do effective superintendent do? So I thought I had a copy of this with me tonight and um I don't but you can and still get it. Um, it does say 2015, but if you were to dig through those standards, uh, you would agree there's really nothing that needs to be updated, right? Um, there were over a thousand educational leaders involved in the creation of the professional standards. U, we got some acronyms up there. NSBA is the National School Board Association. AASA is our superintendent association. NAESP is the national elementary school principles and then the national secondary school principles is NASSP. So they have all been uh contributors have vetted
051the document and these are I'll share this the 10 standards that they came up with. Standard one, mission, vision, and core values. Effective educational leaders develop, advocate, and enact a shared mission, vision, and core values of high quality education, academic success, and well-being of each student. Would someone like to read standard two for us? >> Thanks, Nathan. >> Ethics and professional norms. Effective educational leaders act ethically and according to professional norms to promote each student's academic success and well-being. All right. I think they have standard 10 on this slide just because it fits with word count and all of that. Like what? Okay. Who wants to read standard three, please? >> All right. Standard three, equity and cultural responsiveness. Effective educational leaders strive for equity of educational opportunity and culturally responsive practices to promote each
052students academic success and well-being. >> All right. Standard 10 talks about school improvement. Effective educational leaders act as agents of continuous improvement to provote promote each student's academic success and well-being. Anybody want to tackle curriculum standard four? >> I will. Um, curriculum, instruction, and assessment. Effective educational leaders develop and support intellectually rigorous and coherent systems of curriculum, instruction, and assessment to promote each student's academic success and well-being. Thanks. Standard five, community of care and support of students. Effective educational leaders cultivate an inclusive, caring, and supportive school community that promotes the academic success and well-being of each student. Anybody want to tackle standard six? Thanks, David. Professional capacity of school personnel. Effective educational leaders develop the professional capacity and practice of school personnel to promote each student's academic success and well-being. All right. Standard seven. I'll
053do it. Professional community for teachers and staff. Effective educational leaders foster a professional community of teachers and other professional staff to promote each student's academic success and well-being. Standard eight, >> meaningful engagement of families and community. Effective educational leaders engage families and the community in meaningful, reciprocal, and mutually beneficial ways to promote each student's academic success and well-being. Thank you. Standard nine, operations and management. Effective educational leaders manage school operations and resources to promote each student's academic success and well-being. >> So each one of those supports ends with the same sentence. Students academic success and well-being. Every >> is that why we're here? >> Standards. Yep. >> Yep. That's why we're here. >> It's all about those kiddos. Uh there was also research completed by the mid-continent research for education and learning. You can see
054almost 3.5 3.4 million students uh were part of that research and the key finding would you like to read the key finding for me please Dr. Wilcox? District level leadership and length of the superintendent tenure has an amp impact on student achievement. So that district right that I was a part of that had four superintendent in 12 months did we h have high student achievement what's your guess >> no right we had classrooms full of kiddos without teachers when you've got that crazy going on right your families are not enrolling their little queens and princesses and they're going to take their kiddos elsewhere. So, if we can have leadership that's stable, has some tenure to it, research says that has impact on student achievement for the better. All right, some other key findings here. collaborative
055goal setting. Effective superintendent include all relevant stakeholders which means our staff, board, administrators. Okay, we're also usually as part of strategic planning, right? We we're asking for a parent voice. We're asking for community voice in these goals as well. We're establishing district goals. have some goal statements behind you on the banner, but monitoring these goals to ensure that they're a driving force falls onto our superintendent's responsibilities. In districts with higher levels of student achievement, our local board of education is aligned with and supportive of those goals. um worked worked with um recent uh district and before I entered the boardroom, they had um their board norms, right, posted outside the door. Everyone signed them except for one. What kind of flag does that send to the community if we can't get a team of seven
056to agree upon how you know we're going to act as a board um governance, right? If you can't agree to something that all of you can't sign in support, then we shouldn't have it up there. we we need to keep talking, work it through, right? So, that's kind of what that one's looking at. Effective superintendent ensure that the necessary resources, we're talking time, we're talking money, we're talking personnel, materials are allocated to accomplish district goals. Could give you another example. just got off the phone with the superintendent uh this last week and he's like, "Penny, I'm a little nervous." Why? He's like, "Well, the last day of school, we like gutted all of the classrooms. They were ordering, right? We're using some bond money, ordering some new furniture." He's like, "We start school in 12
057days. We have no furniture." Okay, that's a good time. Again, that was over 30 years of research. You can Google those documents if you care to. Talks about those 10 standards we just went through, but that's what that tool is based off of that research, those standards. All right. So, your tool itself has five categories. You're going to talk about governance and board relations. There's a category that talks about community relations, staff relations. We have a business and finance section as well as instructional leadership. So, if you want to pull up your tool, and I think it shows it right here, too. It's a rubric, right? So, there's there's no guessing along the way. it's more objective. It provides that road map. So as an example, a up there, remember we have five sections. So
058this first one here, yep, has um the governance and board relations. That's the performance category. The performance levels are across the top. So we have that needing support. You get one point developing that center column there and then the effective column. And then you have at the bottom are just some examples maybe of some artifacts that your superintendent could provide to give you evidence of which rating you would have along the way. Let's look at uh A5 there board questions. So the numbers that you see 27 and 9. Remember we just read through 10 standards. So that's referencing standard 2, standard 7, standard 9. So that's where those numbers are coming from. And if we look at the very we'll say left, I've had folks say, "Where would you start in doing this? Where where
059would you start?" Um I always when I uh had the opportunity right to evaluate um as a building principal I'd have my colleagues we'll say next next to me right we didn't sit across the table we sat side by side we would talk about and work our way from left to right so needing report. Board questions aren't answered fully nor in a timely manner. Okay. And then the next one in the middle there, most board questions are answered. All members aren't deprised of all relevant questions and answers. And then to the far right, board questions are addressed with followup to all board members. And that is our recommendation from MASB is that if Nathan were to ask uh Dr. Wilcox, you know, after reviewing your board packet like, hey, you know, I got a couple
060questions. Best practice, right, is to share that information with all board members because maybe Darren just hasn't had an opportunity, you know, to ask that he was thinking the same thing. Okay, makes sense. And I don't know how you do it here or you don't, but All right, >> that's exactly how we do it. >> Okay, any questions on that? >> Listen, uh, who decides what questions are relevant? >> You're going to you're going to go through and give a rating for each and every one of those. >> I I most questions are answered. All members aren't apprised. Who decides what's relevant? >> Oh. Oh. Oh, you're asking. I thought you were asking. >> No, based on like Sorry, how off topic a little bit. >> You know, that's something for you as a team
061team to talk about. >> Yeah. >> And we had a a resolution, if you remember, a policy that we did where if the superintendent didn't answer something, the board member could go to the board president and the board could vote on it as a whole. That was to try to limit the ongoing questions um that might be way down on the dance floor versus up in the balcony. All right. Okay. So, let's look at we have the subcarriers. We just looked at governance and board relations. We've gone through some progressive performance language taking you from left to right along the way. The board relations category may be more familiar to board members regarding performance and evidence. Okay, let's look at this one. Community relations that talks about that's B in your packet that talks about
062communication with community district image media relations along the way. See oh it's not up here. Let me grab mine. Looking at that, do you have any questions about category B? For those of you that don't have a copy, uh talks about communication with community and parents, community parent input. There's a section of media relations, district image, and approachability. And then you know you do have you see the the next page there there's opportunities for comments. Our suggestion is those comments again are as a whole. You would kind of Deborah or Beverly would kind of create um a statement maybe as a board comment on the evaluation. Okay. Same with staff relations. This doesn't go to that, but it look it seems to me that there's less um categories like there's only five. Community relations seems
063like there was like eight or 10, but the finance staff relations. Let's see. Well, that one's that one's got a lot >> your governance and board. I guess my question is are these things are these shorter shortened like from >> were there more categories before? >> Yeah, I think I think it's very consolidated because I thought there was five across too. >> One, two, three. There's only five under business. >> There were four across, right? Because there was highly effective >> and so it went meetings highly effective. >> No, I mean downside. >> Yeah, they they could have they could have >> just seems shorter. >> Yeah. Yeah, >> they've certainly have cut one off the top. Okay. Because there's only three columns now. They took away highly effective >> off. They they may have
064Yeah, we'd have to pull an old >> uh governance and board relations. That's weighted at 20%. You can see B and C are uh weighted at 15%. Community relations, staff relations is 15%, business and finance is a 20% score of the whole evaluation. So, we're talking about resource allocations, facility management, budget reports, and then this last one, instructional leadership. because again right it's it's about our students and our kiddos and are we learning and that receives a rating of 30% of the whole evaluation so because you know our one employee right responsible for curriculum professional development staff development okay your heads are spinning any questions so far's Nuke. I'm good. Okay. I like the rubric. >> What is a curriculum audit? >> It's under um evidence artifacts. >> Is it on the instructional leadership page?
065>> Yeah. Under section E. curriculum >> curriculum you have MTSS superintendent professional development curriculum audit and I don't know how it might look here like in in this district um you know a lot of districts they may just be concentrating in one subject area cuz curriculum is a beast right >> so you know maybe we're looking at just math >> so an audit would be looking at maybe the materials that we have K12 seeing how things do they flow into one another do we have holes somewhere that is what your three-year plan that Dr. much gives to you is the curriculum audit and the process that you go through with a team together, you pilot something, then you bring it back and then you um uh write and then you roll it out. So this
066year you're rolling out math. Last year you rolled out social studies, but there was a process that they went through in order to do that and it's indicated in her handbook. So the one piece with curriculum that I just suggest to board as a whole, right? Because curriculum is besides staff is probably one of the largest monetary things you're voting on along the way. So if we're dishing out hundreds of thousands of dollars on a science curriculum, two years from now, three years from now, do we ever talk about how's that going? you know, is was our money invested? The other piece with curriculum is you always have to ensure that staff professional development is a piece to that. Doesn't do our classroom teachers any good just to hand them the new materials unless there's
067some training along the way. So, that's the other part. All right. Evidence. So you're you're digging down in there again after the after the training maybe at a future uh time that you're together you need to talk about now Heidi what's your expectation of evidence going to be and so that there can be agreement at the beginning of this process and not waiting until you know we're all gathered around doing our score. Oh, well, Heidi was expecting something different than what Monica was expecting to see versus what Debbie was expecting to see. Okay, we need to have those discussions at the front. I don't see a standard 10. I'm looking up the standards. I don't see 10, eight, nine. It got um back up of me on one of the slides. >> Yeah, it was
068out of order. >> Okay, I'll keep looking. >> Yeah, it was it was like um >> like that third one. >> Well, as long as I know. >> Okay, we'll Yeah, it was up there. >> Items. Okay. found it. Perfect. Thanks, >> Beverly. >> It's under number three. That's >> right. I I I don't know why. I think it's just because the word count fit on that slide is why they put it there. Um, again, talk with your superintendent at the beginning as to what evidence is going to be pulled together. Okay? You know, I've seen every thing from three ring binders to everything is electronic and a portfolio. So, whatever works for this team. All right. Remember, I said we're going to practice. So, here we go. You're going to need your rubric, your
069evaluation instrument, and you need to find if you need to help each other, that's okay. Policy involvement. The section that talks about policy involvement. Where is it in your tool? A1. Okay, you had a help. you had a hint evidence. So, here's the evidence that's provided. Okay, so you're looking at your rubric. This is the evidence. There was um attendance at policy committee meetings. Superintendent has been proactive regarding certain new issues to develop into policies. There have been meetings held for adjusted and new policies due to law changes. The policy approval process is thorough and timely. Reviews new and adjusted policies with the board and administration. Effective dissemination of policies to staff. So looking at your descriptors there under policy involvement, where would you score them? Everybody has to show me with a one for
070your is it needing support. Two effective or three developing? Oh, two. Sorry, I'm reading upside down. Thank you. Without my glasses. Two developing. I'm like that didn't make any sense. Three effective. >> It looks like it would probably be at three. >> I agree. >> Okay. What you think, Monica? One, two, or three? >> Okay, Darren. >> Okay, you see it, Beverly? >> I don't have an answer. >> Look through it. There's our evidence. There was some attendance at policy meetings. The policies are disseminated to our staff. There's meetings held. >> You see which one you would rate? I'm honestly I don't understand what you're asking so I feel stupid. >> No, no, no. That's this is what we're doing. Okay. So, here we are. So, if this is the evidence, this is makes decisions
071without regard to adopted policy. >> Yep. Or would you go to this one or >> Oh, you want me to pick one >> based on this? This is the evidence >> based on the evidence using Yeah. Which how would you score that superintendent? That's why I like a rubric. It's just kind of spelled out for you. >> I hope you're not waiting on me. Somebody else can talk. >> No, we're good. >> We fell. >> We got We got They >> Go for it. They all have think it's this one. So if we look at effective, does that kind of describe the evidence that has been provided? A1 needing support. It says makes decisions without regard to adopted policy. You would score a two if the evidence shows provides correspondent prop from policy provider with
072recommendations for adoptions follows as written or number three is actively involved in the development recommendation and administration of district policies. They kind of build on one another from left to right. So in this example, the superintendent would receive a three because they are actively involved. Make sense? All right, let's try another one. This one talks about budget reporting. Where are you going to find that information? That's okay. I can, but you can. All right, everybody on that page. Page 10, maybe. Okay, we good. Here's your evidence. No regular budget reporting is done at the board level. Budget to actual reports are just not readably available. You might ask Darren, you don't get a response. Audit has issues and the man management concerns unsure of status of finances when requested by board. So in reviewing your
073left to right on the column, I'd go for one. Somebody say, can I give a zero? Right. Got a one, Monica. Yeah. >> I have a two or one. >> One. >> All right. So, going from left to right, budget reports needing support doesn't report financial information to the board except with the annual audit. Developing is reports the status of financial accounts as requested by the board. And an effective rating would be reports to the board concerning the budget and financial status on a regular basis, monthly maybe, quarterly, maybe as agreed upon by the governance team. And if you said one, that would be an appropriate score. All right. We've got staff input to look at. Everybody found it. OC1. All right, here's your evidence. There was a staff perception survey sent out, but the
074results are not consistently utilized to adjust any practices. We can say, "Yep, we did it. We sent out a staff perception survey, but didn't really do anything with it." Staff meetings are held on a regular basis and a curriculum review process includes staff members but their ideas are not utilized but their ideas are utilized inconsistently. >> I'd go to two >> two gers. What do you think? >> I don't know. I think this is um first of all, what kind of I'm between a one and a two, but what kind of proof? Okay, so if the survey went out, what kind of proof would be provided to say that they are using it? that >> this would be subjective because >> it would typically be like in in evidence the superintendent might provide. They might
075they might give you the results from the staff uh perception survey and then they might give you some evidence say you know based on blah blah blah in the staff survey we've implemented x y and z or okay the evidence the same as artifacts >> okay and and those are just some examples it's not an exhaustive list by any means. So those that needs to be talked about again like I said at the beginning of the process like what do you want to see Deborah in order to be able to give an effective rating. So they know at the beginning what you want and not at the end of the process. >> And I think in some of the meetings some of the collaboration that we have with Dr. Ding and even Dr. Wilox, they'll
076bring it up certain things that like scores and stuff or or uh their rubrics and stuff. And they'll also mention the fact that the teachers were um surveyed or they were highly involved with um the collection of the data or trying to help the kids because uh I've heard of that in the past meeting. This is also included in my weekly letters to you which are pretty detailed of the things that are going on. So um you know one thing that we used to do to make it easier along the way was rate what was happening kind of say that would be in the evaluation. I'm not sure if that was used by everyone. It's very time consuming already on the weekly memos but that is something that can be done as well if we
077agree upon it is that um some of my peers will rate their weekly memos and bullet like this was this was C C2 this was C3 um and all the things that come through >> and don't you think maybe we might get some input from the new program that we're having launching at the um junior high you know to tell us um how that program is going I'm hoping, you know, >> I was just saying that would be hard. What kind of evidence? So, you'd have to provide the the input and then you'd have to provide something that shows you're actually doing it. >> Yeah. Now, typically, maybe things have changed, but if a district received title um funding, it was a requirement, right, that you had to survey your um students. even there was
078a parent survey and there was a staff survey. Now, that was the requirement. What you did with that information afterwards, um, who knows? But, >> and you know me, I I can't go on with the meeting without saying something. So, I might as well >> I I think one of the things to think about is we utilize our teachers when we write the curriculum. So, they're actually writing it. Um, and so even providing you with um, we've determined math is what we're doing now. The teachers were involved in writing. Here's the committee that was involved in writing that. And then here's how we survey them to feel how it's working in the classroom as another way to show how we work with the teachers. I mean, the teachers are involved in all those committees as
079we move along the way. So, you can decide as we can talk about those and decide some of the things we're doing, how you'd like to see them. I just I think I just don't like some of the language in the rubric. But that that because to me it would be a one because even though you heard they heard that they accepted it but they didn't do anything with it. To me that would be a one because you're not really accepting it if you're not. And so if this was the real scenario, right? We this was our final meeting. We're rating the superintendent and you're like, "No, it's a one. Everybody else is a two." Well, that generates conversation. Monica would state why she thinks it's a two and Beverly would state why she thinks
080it's a two. And Darren, you would state why you think it's a one. Have that conversation, right? And you're like, "Wow, I didn't think about it that way." Okay. Yeah. The idea is, and we'll talk about it, is that you develop a consensus amongst the group. >> We're not averaging out our scores. So, it's like a the majority. >> You you want to kind of come up with a consensus. So, Beverly or Deborah is like, "Oh, yeah. I can I can say it's a two." or if somebody just flat, you know, I've worked with some districts, right? Um where it doesn't matter how much evidence you provide to an individual, they're just going to one. If I could give them a zero, I give them a zero, right? Doesn't matter. One, one, one, one, one,
081one all the way through. Then you as a board have to have to decide how to move on from that process so that you can score and sometimes it is leaving that individual out but at least they had their say. Okay. You come up with one score. >> I was just thinking I think maybe the confusion for Debbie is like this isn't our school. This is just like a hypothetical. Yeah. So, if it was our school and we sent it out and the results weren't back to us, so we didn't see anything from it, it would probably help her decide her score better. But it's not ours. >> Yeah. >> Well, that's what I'm saying. It accepting input or engaging teachers based on this. This person sent it out, but they didn't use the practices.
082So, did they really accept it? That's that's my problem. Did they really accept it? They sent it out and they did nothing with it according to this um description. >> So to me that that word in there is is a little >> Yeah. But that's okay. >> Well, that's why you have these conversations, right? And again, you know, at the beginning you're like, "Okay, this is this is what I want to see in order to give that an effective rating." So, what was the answer in your in your book? >> Two. All right. Test is over. Okay. So, now we're going to talk about like the whole planning, right? Give you some scenarios of when should we do midterm. What time it is? Do you guys want a break? Do you want to keep going?
083I have that. >> That's okay. >> Take five minutes. >> Okay. Let's let's take a 10-minute break and then we'll all come back together. >> I'll make a motion to take a 10-minute recess. >> Okay. >> All in favor? >> All right. It's a lot. support. >> Turn your mic up. >> Okay. >> Please talk to the mic. >> She's not having my humor. Oh, I make a motion to come back to regular session. Support. >> Okay. All in favor of returning to regular session say I. >> I. >> All right. Here we go. So, this is the part you'll need to spend a little time uh talking about evaluation timeline. Make sure get those dates just scheduled um along the way. What are the performance expectations? Midyear it is required. When are we going
084to do it? Um talk about those evidence and artifacts that want to be seen. All right. So this is kind of the whole cycle of evaluation. Right. Defining those performance expectations. It's where the rubric comes in handy. So we're not kind of like guessing, right? Monitoring for progress. Oh, let me back up. That regular two-way feedback like number one rule, right? We don't want to surprise our superintendent and she should not surprise you as the board either. Need to have that open dialogue back and forth. There is a self-evaluation piece to that to portfolio creation. Um, typically we suggest our superintendent provide 3 to four weeks prior to that evaluation where they're providing you with their self evaluation and the whatever evidence that they are sharing for that score. And then that fifth piece is
085the formal evaluation. All right. So here we go. clarifying what the board expects of our superintendent reviewing district goals and priorities. It sounds like we have something in place. There'll be a strategic plan revisited at some point um where again you as a board you set the vision, the mission and the goals for the district and then ideally our superintendent's goals follow along those guidelines. Building administrators goals would be following along those guidelines because the strategic plan is your road map. Okay. The board adopts the vision, the mission, and the goals. >> That that doesn't mean that we we write it. >> No. Oh, no. There's there's quite a process. Um typically I don't even know the percentage but a lot of time and I mean that's work that MASB that's work that I do
086for um districts. There are several consultants with MASB that will help facilitate that work. Superintendent already have a lot on their plates. So, um, just to give you a little synopsis of what that looks like, like we would hold input sessions with staff, community, students. Um, there's an electronic survey that is, uh, created and open. It's typically put on your district website. Um, we also would compare Hazel Park schools to five comparison districts somewhere in the state that look like you student enrollment wise, um, special ed count, those there's some criteria there. So, we look at that data as well. We come together about 40 people on a Saturday typically um and we review the data. We talk about and by the end of that day you may keep the same mission statement. Some people
087scratch it and start all over. But you board members are part of that process. Typically administration or cabinet is part of that process. Teachers union uh community members parents are part of that process. So, it's not just, you know, the seven of you creating something, handing it over to the superintendent. It's a it's a community process. Um, goal statements are developed and then I work with the superintendent and administration because that's the work of the board, but then it's up to our superintendent to like make that magic happen, right? This plan lives for five five years typically, three to five years. that first year. What are we going to do? You're not part of that. That's her responsibility. But we assist with that. That's kind of okay. It's in three four months process >> and
088that is the process that we did when we first came and those main goals are the ones that were developed and then every year we bring to them the strategies underneath that we're doing >> um and adjusting in the meantime. And um then our that's the same process we've done with portrait of a graduate. We invited everyone to come and join us and then uh the administration looks at it, the teachers look at it and it'll come back to you for final approvement and then we'll just determine as a board what direction of support that you want to rewrite the plan utilizing the portrait of a graduate like okay. See, people thought this work of the board was just easy, right? Wow. There's a lot going on, a lot of wheels turning. All right. So,
089we need to talk about superintendents and boards that there's clarity on those categories that we went through, the five categories. How are you going to measure that student growth? So maybe when you meet again we can have an answer for them as to how the teachers, how the building administrators are getting that piece. Again my suggestion is not to recreate the wheel and then how are we going to measure progress on those goals. This is just a little graphic kind of talking about um that key work of the board of education. It's that strategic plan, right? You're setting that road map, the direction. Ideally, superintendent goals mirror what your district goals are. Uh if you have not heard the acronym there in the little gold box, my is the Michigan Continuous Improvement Plan. Uh MD's
090just changed the language. It used to be school improvement. So, this is a requirement of the state of Michigan continuous improvement plan. And that's submitted once a year. And and again, ideally, we don't we want to stop all of these silos that used to occur in education. And everyone within the K12 system or preK system, right, is working in the same direction. So, how are we going to monitor that? Are we going to do it quarterly? What are we going to measure? Where's the baseline? What data? Midyear. Yep, there's that. Midyear. We've talked about that, right? That's that new requirement. Discussion has to be done in an open session. Okay. So, even if we have that closed one, we still have to come back into an open session and discuss the goals. What's we going
091to use towards progress? And again, often it's going to be okay, continue with the goals. We're not changing per se different goals midterm. But hey, continue the work on the progress for our goals or you know maybe you got a suggestion self- evaluation piece. superintendent is going to use that same rubric that you have to evaluate themsel. And again, typically we suggest at least 3 weeks before whatever that final date is, you would have that information so that you can score, right? Because the whole intent is you're going to take that rubric. You're going to come to the final meeting with your scores already laid out. Whether Beverly is doing it or you bring in a an outside facilitator to navigate that process, everybody's going to report out the score and then that discussion comes
092into play if we're not all in agreement. Okay. Let's see. Yeah, I mean the self-evaluation, she'll provide information, be open to any questions along the way. I always say, you know, evaluation is not to be used as a gotcha tool. It's a growth tool. So, that's where those conversations need to take place um along the way. Do you know in the state of Michigan and maybe it's nationwide um what the tenure for superintendence is currently? I last I heard it was even lower than that. Now it's like 2.4 four uh years that superintendent are staying um in districts. Couple of different things going on there. Um they do say the number one reason that superintendent um will leave a district is that uh lack of trust or not being able to communicate amongst the board.
093But also it is, you know, there's just a lot of competition or a lot of availability out there. So, you know, districts know their superintendent's going to be retiring in a year. I mean, or they're looking, right? Um there are very, we'll say, few candidates available. Um just like, you know, that whole trinkle down effect. It's been very difficult to find bus drivers. it's been very difficult to find food staff, custodians, um, let alone substitute teachers. So, that whole pipeline of teachers and building administrators has gotten smaller and smaller and smaller. When I was interviewing um, for teachers as the elementary principal, it was nothing to get over a hundred applicants for a position. Now, if you get 10, maybe you're doing good. So, that's just it's just kind of dried up. So, the intent
094is, you know, if we can work with who we have, great. And help develop and and grow them along the way. Great. I I had a a trustee say, "Penny, it's just it's just time. It's just time." I said, 'Well, okay, but just know the grass may not always be greener out there either. You may get something to walk through the door that um is not better. Again, just saying if we can work, if we can use the evaluation to grow an individual and not use it as a gotcha tool, that's the intent. All right. And then the formal final year end the board completes it using again that one voice. You may come that night with differing opinions but the intent is and you're going to report one evaluation overall rating. Again we've seen
095we this information. And these are some of those duplicate slides along the way. Do you have any questions so far? Darren's like good. Okay. Again, if if you so need choose, you can ask to have a facilitator come in that final session, help you walk through it if you haven't used this tool before or this process. The self-evaluation and evidence meeting it can again be in a closed session only with the request of the superintendent. So let me see we're going to it it's on one of my slides. Okay. So this little note up here. We'll get to that. Heidi don't Okay. Um, I did have a group once say, "Honey, we we want to meet as a board, but we don't want the superintendent there." So, you the response is always going to be
096from MASB, then you shouldn't be meeting, right? This is a governance team of eight. Whatever Heidi has to say, Dr. Wilcox can't get any better unless we're having these conversations. Okay, so that's just a little note up there along the way. uh public body may meet in a closed session again only if that said person requests it said person can resend like you might get to the meeting that night expecting a close session they walk in and say we can do this in open session and that's and that's their prerogative all right open phase so these are what we can talk about. Scheduling the evaluation, choosing the instrument, all those bullets on the left there. Determining the process, voting to go in a closed session, training on the evaluation tool. Again, the closed is only
097if requested by employee. We talked a little bit about the consensus, right? The idea is Deborah's coming in with a two mindset on some in some of the rubric. The rest, hey, we're a solid three. So, it's that, hey, can you live with it after that discussion? Okay. So, you're sharing your evidence. Beverly sharing what how she perceived it. And again, there there just are individuals out there, whatever rhyme or reason, they're just going to vote one on every single entity and then you as a board have to >> Can you just I'm the only reason why I'm asking this question is because there was issues prior evaluation where it's consensus, but you know, you have three or four three that say I want to give her a one. Three that say I want to
098give her a three and then one that says, "Oh, I want to give her a two." So, how do you break that? How do you break? You got three and three and then you got a one. How do you break that? Again, it's it's all about that conversation back and forth. >> The problem with averaging, right, is kind of what would happen. It just doesn't provide that clear direction to the superintendent. So again, we have to have that conversation. What are you seeing that's a three versus what are you seeing that's a one? If and if we know that individual is voting one on every single thing, it's just not going to budge. That conversation takes place amongst the rest of you. >> But how do you break that? I mean, if no one's willing
099to budge, how do you break that? How do you how do you wait? How do you give her how do you give points for that? >> You might want to bring in a facilitator. I It's all about that conversation back and forth. And may you know if you have some contentious areas that you're thinking of or maybe that area that occurred in the past, it's something you want to be very um tight on at the very beginning like this is what we expect to see. This is blah blah blah blah blah blah. Okay, start at the beginning instead of waiting at the end. Well, I thought we were going to get this. I thought we were going to get that. But it's it's it is it's about that conversation and this evaluation. Okay, you have
100a midterm, but you also have two quarterly. Let's see. Let me see. there is an Excel um instrument. So if one of you or maybe you are recording that night, you can actually go through and fill out the tool. Um it's available on MASB site. So it's an Excel document that will tally this along for you. So here's to Heidi. She asked, "Well, we were in close session. Now, what do we do? Okay, so we're coming back out. You have to reconvene into an open session. So, the suggestion is board president and it's it's spelled out there. A motion is needed to approve the superintendent evaluation as presented or as completed in closed session. After receiving a motion and support, the suggestion is a roll call vote for that. After approval, the board president can
101announce the overall rating. So, Dr. Wilcox has received all rating. Board President um then can work with our superintendent on a joint statement. >> I have a question. >> Sure. >> Okay. As presented. So like let's say um we come out of close session and as presented you can't make a decision in close session. So >> she said or completed in close session it's in parenthesis. >> Okay. So we would know what we came out of by the close session. >> Okay. Got it. >> Yeah. >> Okay. And I think this advice has gone back and forth in the 10 years because I taught this when I first came um here to a statement. Remember we started with a statement and then when we had this training before they said announce every single rating in
102every area and now it appears that it's back to just a statement again. So I just want to point that out. It's gone it's gone >> back again to the recommended piece where you just state the rating. >> Whatever that final statement that's what gets reported that's what's in your transparency report. That's what's in your rep report. The final evaluation is foyable. So if somebody wants to see. Okay. So after board president signs after superintendent signs. >> So her final evaluation is ployable. >> Once it's once it's gone through and been adopted. What we have done in the past is have a letter to my file and that would be foyable but they did not come out with the final avail. So I guess there's some clarity needed on that pay legal. Um you can
103see that two copies are made superintendent board president both signed. One copy goes into the personnel file. The other copy superintendent holds on to the evaluation rating has to be in to the rep report. And again, somebody's taking care of that for you. Whoever is entering all of our teacher, all of our building administrators ratings is taking care of that. All right. So, we've talked about a calendar. I don't know which cycle you're on currently. >> We've done both, but we're currently on the July to May time frame >> and our dates are kind of July to June that we've done in our board protocols. >> Okay. So again, that's that's up to you as a team. You can see some um possible cycles. The middle column, which is what you're on currently, it does
104align with the school year compatible with that, you know, flow that April to March. Um superintendent, all your employees really have that 90 days notice if you're not going to renew. So that's where that um scenario would come into play. And there are some districts that are moving to a January to December just because that flows with the board um your seats, right? If you're you're in your seat until December um of the year. And so that's kind of comes into play for some districts. If they know there's going to be a lot of turnover on a board. Um, and you know, they're the ones that have been working with the superintendent for the past year. It's often not fair to then bring in new board members in that July to June and then have
105them evaluate a superintendent with less than, you know, typically 5 months under their belt. So just something again that's a local decision. >> Local decision. >> Yeah. But I mean it's not I mean if we we're having this in August it's not is it to do an evaluation in November. Does that make sense? >> You wouldn't be able to this year. >> So we would have to wait a whole another year. Well, so if we went to the January to November cycle, >> we'd start in January developing the goals and go back through and my next evaluation would be >> when it have So there would not be an evaluation this year. >> Correct. >> If you were to switch to that. >> Okay. I'm I'm just asking. I'm just clarifying. >> And you couldn't
106do the uh third one, the May to March because it's already past that time frame. And quite frankly, we're kind of off in the July to June as well. So, I mean, that's a conversation of agreement that we would have to come up with and and reflect whether or not it's in my contract. I don't think it is, but I don't have the current one up in my computer. All right. So, that's something that needs, it sounds like, to be decided rather sooner than later. Okay. school year is going to get underway and things just get crazy when you're deciding right where we're at at the beginning of the cycle. Again, a calendar. I'm going to emphasize that over and over. Get those get those dates down. You already have a blank copy of the
107instrument if you ever need them. They're right on MASP's site as well. Got to come up with some goals. Okay. Um, we're going to bring back some information on what is already being used for our teachers and building administrators regarding student growth. Need to look at the superintendent's current contract. I would suggest even pulling up like your board policies. You know, when's the last time we've looked at board policies? Um, does do they include the new legislation and all of that? Okay. And then yeah, I mean, you're looking at I would say a good hour, maybe hour and a half to to get that whole planning piece underway. So, here you are, August, you got to talk about what do we want to be accomplished? What do we what are our expectations? Get that schedule.
108Get those documents. So you'll have two informal sessions like quarterly along the way. So you have your beginning 3 months in you're going to have an informal check-in super it's it's just informal right superintendent's going to provide some updates. Hey things are are going smoothly or you know it's one of those oh crap co kind of hit and everything is falling apart. Okay. And then you're going to have your um midyear again going back. We want to provide that feedback. Hey, you know, you're doing a great job. Continue doing blah blah blah. Oh, can we do a little less of XYZ? There's your midterm. It's no more than an hour I would plan for that midterm evaluation. Okay. You're going to then al have a second informal about 3 months before that final. So you
109can see why it's important to get those just get them get them on a calendar. Say it again. And then the year end. What questions are do you have floating around for me right now? We've thrown a lot of information at you. You kind of have a honeydew list. You said something about the president tallying up the scores. Some in some districts, you know, on that formal evaluation. Sometimes the board president is doing it along the way. Sometimes the secretary, your vice president is tallying it. I've I've seen administrative assistants that are keeping that because board president's role is to keep that conversation and discussions going, right? So often it's helpful to pass off that Excel sheet where they're actually putting the whatever number we've agreed upon. >> Okay. >> Yeah. Have you used the
110the this tool? Okay. So, this is it's just all the legislative changes. Yeah. >> Okay. So, did we >> just say just for a minute and for those of you that are new, usually I give you a quarterly written update in all the areas of tasks and information that goes with that. So, that's kind of how we've done um that part is that and I will set up a Google Drive if that still works for everybody. As a matter of fact, it's already set up and I'll start lifting documents and examples in there. And when you narrow it down, then that's even clear. So, um you usually have access to all of that all the time. We over give you information. >> Okay. Oh, okay. So, here's my question. since she she didn't wasn't evaluated
111after she's presenting or evidence. Is it from the last time she was evaluated till now? Is it the past six months? Like what is a um whatever time frame you decide you decide on? Yeah. You can't be digging up stuff from a year ago, two years ago, 6 years ago. It's from whatever time frame whether you go January to December what occurred in that time frame. So in that given year so it's not from the last time she was evaluated it's from whatever our time frame is within this >> correct yeah and some some boards superintendent they do it annually it's you may not agree I think it's a it's good discussion right it's we're developing but if we have a solid a solid team okay It's one less thing that needs to be done.
112>> So even though they're not evaluated every year, >> they should still get goals and things to accomplish. Correct. >> We should still be giving them goals. >> Yeah. You're one employee. Your goals again should be driven from the district goals. You want you're driving this train. You want everybody to be headed the same direction. Yep. Okay. So, we've gone through your requirements and what the law is also requiring. Talked about those 10 performance categories. Identified some, we looked at evidence, some artifacts as well. coming up with that plan, whatever cycle, you know, maybe take muddle through at your next meeting. I would do it sooner rather than later. Um, get those cycles and checkpoints calendared out. You've gone through the tool tonight and we've practiced uh the criteria as well. All right. Any last
113questions, thoughts? >> So, if you go with the like January to November >> Mhm. >> that's still like what 15 16 months away. Can we make say okay these are your goals and we're giving you we're going to evaluate you for these 16 months. So if we start the process now instead of starting it in January and saying we're only going to look at 10 months and we say we're going to start it now but it's going to be an evaluation of the last 16 months because we can't really go into the July or June or the April to merge. You're going to have to look at contract language, look at your board policies. I might just say if I was teaching I would say this is based on research and when you veer off
114the research you veer off an official and evaluation process and so you would want to ask your attorneys as if you choose to do it differently have you unvalidated the process. Our training for administrators would say we've unvalidated the process and they would have a reason to say our our evaluation is not there. you you have discussed the goals for the strategic plan. Then you will have a chance to look at items up and underneath there and and approve not yeah strategic plan and then which is aligned to our district improvement plan which is the MYIP. You may look at those goals, but we we would set the goals in January for that following year, which if you >> for those 11 months, which which may be helpful to this board to think about doing
115that so that we get the audit done in completion and some things done in the meantime, clear up some other things and go forward. That's a discussion we'll have to have because we really are off the time frames due to the fact that I didn't come back until June. Okay. All right. You have my contact information again. Reach out. Um, sounds like some of you may be taking advantage of the conference um, this fall. Brad Banisk, he's through MASB. You also have your own attorney, but you can call Brad anytime, ask him uh questions about this process. Okay. Again, sooner rather than later. All right. Have a great rest of your evening. I'm going to pack up. Okay. Thanks, honey. Okay. Um, we are back to public comment. Uh, this will be for three minutes.
116We have Kalia Walker. Please state your name and address. >> Is that mic? Need to restart the clock too, please. >> Hi, my name is Kalia Walker. My address is 20145 Detroit Reley. The last time we came up here, me and a group of other students talked about how much we cared for coach and how good of a person he was. Today, I'm here to shed some light on some other things. The first thing is those posters that my friend mentioned the last time we were here, some of them went back up. the ones that are most recent, the ones that we got from last year and this year. But by posters, we meant all of them, all of the ones that were hung up in the room originally before, the ones from 2008, 2007,
1172006. Um, also I went home and continued watching the board meeting and I saw it seemed like a lot of the kids were talking but a lot of the adults were not listening. I'm here to say I feel like that is an unfair thing to do. All these kids coming up here speaking to you guys and it seems like we aren't heard. The reason why we came here is to be heard. We already know coach is a good person. We already know he's a good coach. He has been trying and trying to continue being a Hazel Park citizen for I don't even know how long, over a year. My thing is there aren't a lot of people who want to be in Hazel Park right now. His Park is not the best community. It is
118not the best school. And it isn't even the best place for sports. But for some reason, Mr. McInness has continued fighting for the city of Hazel Park. Only reason I can think of is because I know he loves it. He grew up here. This is his home. And you don't want to be moved out of your home at this point. Yes. He has been pushed out and even then he has still come to multiple board meetings fighting to be let back in. I came to one previously. I'm already tired of talking. He has expressed his his line of duty. He has expressed everything that he's loved. Why he's up here fighting every time he talks to you guys. And again, it doesn't seem like you're listening. So, please let me know if us expressing our
119opinion and what we're doing is a waste of time. Are we wasting your time as the voice of the students? That's all. Thank you. Uh Montree Parker name and address, please. Watch. Hey, I'm Montre. So, I feel like this is all unnecessary cuz he think like he care about us the most out of any coach I had. He one of the best coaches and like he don't only think about his start players. He think about the people that's under him. Cuz like other coaches for other teams, they only think about the people that going to be out there on the field and going to get them looks and about the other players. They they most likely won't look at them, but he look at everybody that's on the roster and he give everybody a shot.
120And I I just never met somebody that want to push as hard as he do and want the best for his people and his students and his players. So yeah, I just have highly respect for him. Thank you. Uh Don McInness, >> like I said, we came up here, Don McInness, 1337 East Granite. Uh like I said many times, um you know, the the amount of everyone not doing You shouldn't get a job for being your friend. You shouldn't get a job for being in a click. You shouldn't be a job for any of those reasons other than being qualified for that job. Okay? You have a qualifications for a reason. You guys have all these people in order. You guys said last time you were up here that trust your staff, trust your thing.
121Well, it is broken. You do not have you had a superintendent that was out half the year. You had athletic directors that who are not trained as athletic directors. You do not have the people in place set in place that are qualified to do those things. You do not have a qualified HR. You do not have a qualified some teachers are not even qualified. We as a community has to be better than that. You guys have to look at the bigger picture. There's no way that everyone should be able to say this is my friend. This is my 13th family member in the school. There's issues with that. You guys have to see that. And then when things are documented, when I went through all the steps talking to my technically boss, then my boss's
122boss, and then above, where do I go next? Where did anyone go next? Why does everyone have to go through this? There's no reason for it. There's no reason that I have not done what I was supposed to do and get treated the way we got treated. Last time we were here, we had six Hazel Park coaches speak to you guys. Six that all said the same thing. There's a problem in the process. Let's fix the processes so this doesn't happen to any other coach, any other staff member again. I came up here when we put the superintendent on leave asking for change for procedures to be in process. Where is that today? We are 6 months almost 6 months from there. Where is it? We need change. Are you guys going to fix it?
123Thank you. >> Uh, Benjamin Zek. >> Yeah. >> Good evening, guys. My name is Benjamin Kek. My address is on the paper. Um, where to start? I don't even know. Um, I've been following a lot on social media. Um, and it's just ridiculous to be 100% honest. A school board that can't even figure out a wrestling coach with all the other stuff you guys have amongst you guys. I look at you guys and don't really know a lot of your guys' past. But I know one person on that board that I think stands for the kids. The rest of you guys don't. My kids don't even go to Hazel Park anymore. Me and my wife didn't had talked. We would refuse to put my kid our kids in Hazel Park high schools, let alone elementary
124schools yet junior high. You guys have to figure it out. I mean, I bleed Hazel Park. I love Hazel Park. I can't even put my kids in the school because I don't know if shit's going to get done. You guys have to figure it out. Come into to Don. Let bring another coach up here. Let's see another coach fight and show how hard he works for these kids. I've seen it on almost a month and a half of stuff on social media now. It's ridiculous. I've not seen one other person come here and fight for the kids. This kid is This guy's fighting to be a coach for the kids to better the the school systems. Hazel Park is known for wrestling. He has multiple wrestling titles from Hazel Park. He lives in Hazel Park.
125He works in Hazel Park. He works for Hazel Park. If you guys don't see that, then I don't think you guys are going to see really anything past the change. You guys have done nothing to change anything. And yet, we keep coming to these meetings for what? You know, I work 60 plus hours a week. I had to fly home, take a quick shower, make dinner for my kids and my wife to get up here to come speak for three minutes to say, "What the hell's going on, guys? I know it's stressful. I know it's not easy, but you guys are put in this position to handle it. You guys need to figure it out. That's all I have to say. Thanks. Thank you. Okay, that concludes um our meeting up to board members and
126administration comments. Um board members, anyone? >> I only have one. Um I only have one. I just wanted to talk about the enrollment the other night. I came up here um as board member to see how it was going and I quickly got pushed into helping. Um that door was backed up and out the door until at least 6:45 when I got up. And they were still working hard, but they didn't need the extra set of checking people in. Um this whole room was stacked. Everyone was fighting for computers. Some people left and just did it at home once they finally got their password. But um it was a great night watching the kids jump on the bounce houses and I just want to say it was packed. So >> thank you. Anyone else? >>
127Dr. Cox. Yeah. >> Yeah. Uh well, one I just want to say it is very difficult to come up, but it's also difficult for our board members because they can't respond and nor can the superintendent from up here respond as well. Um when we announced last time, I just want to talk about the posters. Three were put up. Um I the three that I found the older posters I think Dale Hart's team or what have you were asked to be put back up. They were in a room and I believe previous coaches were talked to about those. Um so all of those should be back up. If they aren't those other three I wasn't able to stop by there today. Um we'll take a look and make sure that they they are. >> Thank you.
128>> You're welcome. Okay. Uh motion to adjurnn. Make motion to adjurnn. support. All in favor? >> I