001Thank you. Sarah, can you please conduct a roll call? Thank you. Miss Hamilton >> present. >> Mrs. Simonetti, >> Mr. Ready >> here, >> Mr. Doby's here, >> Miss Sharp >> here, >> Miss Actton >> here, >> Miss Hunt >> here. Thank you. At this time, I would entertain a motion to approve the agenda. >> I move that we approve the agenda. >> Motion and support. Any discussion? Hearing none. All those in favor of approval of the agenda say I. >> I. >> Any opposed? Motion carries. Thank you. Agenda item number five, citizens uh requesting to address the board. None today. We don't have anybody present. And agenda item number six, we have with us here today Mr. Palmer and we are going to conduct a followup succession superintendent transition work session and welcome. It's
002good to have you back and we're looking forward to this opportunity to indulge in this um information that you provided us and see what our next steps are. Thank you. >> Great. Great. Well, uh, good evening and thank you for the welcome back and um hopefully uh hopefully I can get information to you that uh will be helpful for you as you work with your new superintendent. And um please if if something's not clear or you I'm hoping this can be a more of a discussion um if you have questions, please ask. uh because uh um I want to make certain that I'm here to serve you and uh I may forget some things. I I've uh to be honest, I took on a new role since we were last here. And so I work
003in Kazoo every day and drive back to St. John's and so it's a little crazy that I left the house at six o'clock this morning and I'm here and hopefully I got it all down for you. Anyway, um so I hope that you I know you received electronically uh the PowerPoint for tonight and you should have had received our roles and responsibilities of the superintendent and and and board. We'll talk a little bit about that and a superintendent onboarding um that we'll refer to. So uh if you have all that, if you don't, I notice I I there are hard copies back there if you'd like that as well. So, um, and I'm having a hard time, uh, I'm not going to be able to switch back and forth, it looks like, between these documents
004and the PowerPoint without shutting everything the PowerPoint down and then getting it's just it it uh doesn't work that well and take time. So, some of the time we'll just referring to the hard copies that you have in front of you. So, hopefully that'll work out. Um, so anyway, um, glad to be back and hopefully, uh, you've had a couple of board meetings already and it's been a nice warm summer. Um, and we're here to, uh, get the 25 26 school year started real well. Why is this? Oh, I have to get over here to there. Now I do. It's my I use my button here. Good. So, our plan tonight again is to review our roles and the responsibilities of between the board and the superintendent. Just kind of look those over a little
005bit. Um, I know that you're all very familiar with most of these roles, especially um I know most of you I was with you on the uh evaluation process last year and so I know that uh that's outlined there, but it's always good to review those and just to just to keep in mind um where we're at. We want to we'll explore a little bit this um standards on the superintendent evaluation. Uh just so just as reminders, it may help for development of some goals. Um you know, again, we went through the training. I'm assuming that any of the any board members that came on since I was here last August have been through the process on how to do the evaluation. Um because you did have to do that with your previous superintendent. Um,
006we also were kind of look at we want to look at uh your current goals that you have in place as a district and the reason for doing that is which ones we want to continue to carry on for uh Superintendent Patterson to work towards um possibly uh develop some new ones or just to as a reminder look at those and then uh we want to look at what would you see some expectations for Superintendent Patterson in the first year. All make sense? Perfect. So, um I like to just when we talk about roles and responsibilities, um we know you have your role, the superintendent has his role. Um however, you do really work as a team together. Um it's it's uh your district will have a much better chance of being successful if the
007superintendent and the board can work and trust each other and work together. And so that's a important piece of it and it's a balancing act. There's no question about it. um as we look through um you know there's there sometimes I'm even I serve on a board and there are times when I want to go over go in and tell someone this is how things should be this is my issue um but I have to remember to go through the proper channels and uh which would be talking with my superintendent about it. So, we all kind of got to figure out and stay in our lane, so to speak. And um so that's kind of that's why I say it's a team. You work together with the team. So, let's take a look at um
008well, first of all, let's look at this sheet here. It's a superintendent on boarding. And I just wanted to go through a few of the highlights here. You know, I feel like in a lot of ways, some of these are um these are just tips for you. And some of the things when we look at it, like facilitating connections, for example, I believe Mr. Patterson's been in Jackson for quite some time and so he probably uh I think he knows the connections. So, um that makes things a little bit easier for you. Um but again just as some reminders and this is more just tips for you. Um you know make sure that you get familiar with the evaluation tool um even more than you have. Just as a reminder as you're thinking about goals
009for the year. Um I don't know if you've ever done a a board self assessment but uh and if you have maybe you want to review that and I don't know um if you plan to do it again. Some some boards do it once a year. >> We have no members now. So I think it would be a good idea for us to >> okay >> complete another assessment. >> And that is as a reminder the the board self assessment. It's you just have you have to sign up for it through MASB. It's on the website but it doesn't cost anything and and they'll give you the results and and you can you can have somebody come in and facilitate reviewing it or you can actually look at it yourself either way. So um I
010think it's important to uh go down to the third bullet there or the third box. Um support professional development. We're all no matter what stage we are in our professional lives um the world of education just like everything is constantly changing and so I think we should be um supportive of our superintendent going out and getting professional development relevant to being a leader to being a um uh uh being up to up to date on current educational practice and so on and so forth. So, and you know, it's mentioned here, uh, the MASA's Horizon Leadership Academy or the New Superintendent Leadership Academy. I believe that Mr. Patterson's already done one or both of those. I'm not really certain. Not with this organization, but I did the um, Superintendent Leadership Academy a few years back and
011I've participated with MASA uh, their professional development for the past three years. >> Right. Okay. Yeah. I I was thinking that you had that the uh Soups Academy was it through MLI? I believe >> that's correct. >> Yeah. >> So, good to know there. And and uh if you uh were able to set yourself up with a mentor or coach, you know, in the superintendent field, you know, that's I'm sure you're on board with that as well. So, >> that and we have the county superintendent that meet regularly and we've been in communication. >> Good. Good. the facilitate connections. I think we kind of talked about that is is uh I think Mr. Patterson uh pretty well knows the community of Jackson. Um so probably you won't have to do a lot of introducing um
012him to key members or key people in the community or key groups. So I think we're we're set there. Um you yourself as a board uh take advantage of workshops and events. Um I think the probably the most um the rest of these are really I see as most important. You know you have a new a new superintendent and particularly in this case a a firsttime superintendent. The fortunate thing is he is familiar with the district but um do your best to be supportive of your superintendent. Uh I think it's important again as you work as a team um when you show show support for each other as a united front that uh always helps the district um have a better chance of success overall. there is a superintendent's uh kind of a planning calendar
013and there are different organizations that have that whether it's the MASSA and I or MASB um you can go on and there are key dates throughout the year that this should be done or you know whether it's pupil accounting or this budget development that sort of thing it kind of helps your superintendent and as a board stay on track um to make certain that uh you are um hitting all the highlights and all the things that you are required to do. So that's a make time for that. Um again allow for transition. Um even though Mr. Patterson has been here, it's still it's still a different role. It's different transition. So um sometimes we have to give our superintendent grace and in the same way um reciprocal with new board members and things like that.
014We have to give them an opportunity um to transition into into the new roles and maybe the last one and you may have already established this but and we can talk about tonight if you haven't but uh communication between the superintendent and the board of education. What is the protocol that you want to go through for that? Some sometimes Some districts the board uh superintendent does a a weekly update on things that are happening in the districts. Just some highlights like a one pager. Um some people do it once a month. Sometimes it's just okay if something happens to the district. How does each of you want to res send information out? Um you usually have your quick ways with a text sometimes or sometimes is a phone call. So, um, I think that's important
015to discuss and I don't know if you've had a chance to even talk about those sorts of things. >> We've had some in-person meetings as well outside of the board. Um, not obviously in total there's been some communication, but not a formal plan that I'm interested in understanding, you know, what the preferred method is, if what's currently gotten started is working well or are there other things that they want to know. So that is very important how you all like to be communicated with. So uh I have a standing Wednesday meeting with our president and vice president. I've reached out and uh communicated what I think are important things invitations that you should have in addition to you know having the board packet in advance. I think the Thursday before the board meeting has been
016our practice thus far. But anything else in addition just let me know. And I think that again if that's something that you we'd like to talk about a little more, please let me know. >> Yeah, I would like to because I mean we're all here to do, you know, we all have a responsibility. So I think it would be good for us to discuss and put something in place. I know I was exploring a um tracking um like a a document that would track any trustee adding a question and then um we all would have eyes on that document >> and then um superintendent would report back out and so we all would be in the know at the same time. >> I can share that with you. I just came across it as a
017tracking um communication tracking tool. So, I thought that may be something we could consider. >> Okay. Um, so I guess there's a couple different things we were talking about here. You know, do you have a communication when you have um a board member or some board members have questions? Um, and it is always important to respond back to everyone. I mean there's occasionally something that's like that's is something small that's you know the data something that may not be that important or something like that but quite often if there's issues if there's a question that board members have that should go back to all board members. So, um I guess would you want to talk about that now? What you'd like to do or >> I think Jeff did that. I would expect that Jeremy
018would also do that. That way we can see all of Maryland's questions, all of your questions. remember you you would ask questions of Jeff or Marcus would reply and then we would all be educated on like four pages of stuff. >> Yeah. I feel like that's helpful because some things I'm not thinking of like as questions until I, you know, see them replied to another answer. >> So that sounds like a process that's you've used before. Is that are we all comfortable continuing to do that? I think like organically that kind of has just been it kind of morphed into that. But to state it as being um something that we will expect today, I think that would be great. Like moving forward, this is what we should expect every time someone on the board
019asks the question. Maryland typically and then even Trusty Hamilton, several people will ask questions and there's a series of questions in their emails and so it requires a robust explanation which benefits all of us having that same information in one email. So that would be great to continue >> regardless of who's asking the question. Just full transparency, I'm also comfortable if like someone up here wants to ask questions in confidence. Obviously, everything is subject to FOYA, but like if you're asking a question of Jeremy that you want answered just directly to yourself, I think it's reasonable to uh have that expectation that it's not sent back out to the whole board. But I think individuals can uh qualify those questions on a case- by case basis. There there likely are things that come up that
020don't really proistwide or something that that may not be warrant um something for the whole board. I can I could see that happening. Um doesn't happen a ton, but I can see it happening. Are we comfortable with that? >> In the instances of um those types of uh communications, I think be beneficial to have cell phone numbers. Do we pay for your cell phone or no? I don't know if Do we school pay for your cell phone? Okay. So, it' be beneficial for us to have your cell phone number. Um some of us just communicate better that way. Um so, if that's okay, you know, text, cell phone, you know, calls, whatever. Um but I want your cell phone number because that's easier for me. Um, you know, especially if it's something that's simple, easy,
021you know, quick quick question, quick answer, and you might have given it to me. If you have, just give it to me again because I don't have it. >> I believe everyone has my cell phone number. >> I don't, so I want it. >> The last um, email communication that we went back and forth, I added it there, but I'll send it to you again. >> Thank you. >> You're welcome. Okay, I think we're good on that part. Um, okay. So, if we could take a look at um my next couple slides are on the roles of the board, the role of the superintendent. And I think it's kind of easier to look at them in tandem. So, I'm going to give you a little homework to do right now in class assignment because we're
022not going to take it home. We're do it right now. Um, so on one of your sheets you have uh uh the front one says the role of the superintendent and the role of the board of education. And then there's a second one that's kind of a table. It's a little easier to read. Um, if you could take a few minutes and read down and you can go sometimes you go side by side or you may go down whichever works best for you. Um, and as you look at it, uh, underline some key words or think of some key words in each each that that stand out to you, um, and a difference between the role of the board and the role of superintendent. Now, give us a few minutes to do that. Does anyone
023need more time? So if I'm looking at this and just overall if I'm looking at the superintendent's role in all in these uh six or eight six or seven areas here um what are key words that you always that are common on the superintendent side that you see come up? >> Assess, advise, recommend. >> Yeah. manage implement some of them maybe develop is in there. Then if we then we look over at the board role side, what do you what are key words that you see on the board side? >> Establish, >> review, So again, it's you work as a team, but I think it's just trying to reset the idea that you know the the and we'll talk about this with this slide here shortly, but the superintendent is kind of doing the advising,
024the recommending and say, you know, for example, in policy, we're having this issue or this this legal thing has come out and we have to change policy. he sees how it fits in with your district um brings it and advises the board on that and the board is the one who adopts it. Um the kind of I think like the the that's the the board's role is really to oversee and approve things that sort of thing with the advice um and the recommendations from your superintendent. Now, when it comes to like your goal setting, um that's kind of to me a little bit more blurry because there are some things that um Superintendent Patterson may bring to you that these are issues we need to work on, that sort of thing, and advise you on
025and help develop those goals, but ultimately you're kind of working on the goals together and then you as a board will um as you know, approve those. So, um, that's kind of one where the blow they get a little bit more blurry. Um, you kind of go into both areas. I think, uh, um, the the big one though, if you go down to evaluation and and we all get to this as board members, um, we just have to remind ourselves, we evaluate one person um, and we hire one person. And so, and that's that's a superintendent. So keep those things in mind. Um and it's up to um your superintendent to bring in to manage uh make sure that all other employees are evaluated and make recommendations. Ultimately you you uh approve hiring of of
026people but obviously through his recommendation um that's how you do that. So, uh, I just thought this is a good side by side as reminders and I know most of you are very experienced board members and you understand that. But with anything, it's always nice to have the reminder of of where we stand and what we do. So, um, it's all about getting to the bottom of our slide here of building trust. And again, this is another nice little way to look at it. Um the school board's concerned about the end results and the superintendent for example when you're looking at the focus is what are the means? How are we going to get there? How are we going to get to those um end results? Um when's it going to happen? What are we
027going to do? That sort of thing. Um so when it comes to if you set a goal uh whether it's a school improvement goal or um student achievement goal whatever it is what is your superintendent going to do to what actions will he take strategies to get to that goal. So that's his role to do and then ultimately uh you evaluate how it turned out when when the results are when the results come in. So, um, and again, I think it's one of those things also where your superintendent should be advising you along the way or keeping you up to breast about things that are happening. Um, maybe that's again through communications or the regular updates, whether it be the quarterly one for your evaluation or um or maybe you do a monthly newsletter, whatever
028it is, just some highlights on how things are going. So, any questions on roles or anything like that as we look through this? Um, again, you can it's kind of I I look at this and and I it's nice to have the comparison. So, you do have this um in your this this PowerPoint kind of spells it out really pretty well, I think. But you can see again um it's all you set the you set the goal superintendent does the strategies the the the procedures set a policy how is the superintendent decides how that policy is going to be implemented implemented um within your building. though. Here's another nice little This is kind of what we've talked about. It kind of helps you. It's if you look at the left side of the red line,
029um really the when you're developing goals, when you're um whether it's the board of education goals or superintendent's performance standards, um you guys really work with that together. But it when it comes to the plans um school improvement plans um how how are you going to strategies to implement those goals that's on the right hand side and really these should all fit into your uh district goal. So I think uh we pretty much understand those as well. So, whoops. I don't know why that's weird because my computer is showing different things in the screen up here. So, do you have districtwide goals already in place? And I don't know. I I I'm going to be honest. I failed to make certain that you might want to have those handy. Um, but Um, so they're in
030place. Can you give me an example of a couple of them? >> Improving student attendance is one of them. >> Have a district-wide partnership agreement. And so it's not just one particular building, but it's across the district. And there are academic goals and reading and math as well as nonacademic goals. I think was just mentioned was uh attendance and discipline and um teacher retention. So there's a 15 indicators on this district improvement plan that we've been working on for this is the third year now. >> So we it sounds like you feel pretty entrenched and good about where you're at on the goals right now. I guess that's what I'm getting at. We feel >> part of what we discussed is we are being successful on this plan and the goal is to not just
031fall off of this plan but have a continued strategic plan moving forward. And so that's what we found to be successful is while we're attaining these timely and measurable goals, we don't want to stop when we get to November should we fall off what the state is asking us to do and have kind of our plan moving forward after um that date. So once we you know that'll be part of the districts superintendent that was a long-term plan that we're at the end of that. So having this board to be a part of the process moving forward on establishing is it a continuation of the plan or are we moving in a different direction or a combination of both? >> Okay. So what you what you're basically describing is what here this you you you've
032got the information you've ga gathered the data analyzed it you've developed the plan and you've implemented it and so you just keep going that continuous um process is what you're saying right here. Right. Okay. That's correct. >> And so the Did you say the partnership is supposed to end this year, but you may you have to decide? >> Yeah, we'll come to the end of the three-year plan once that state data is released. We have all of our um kind of rough data the way that we've looked at it uh from locally, but there's some state data that hasn't been released yet to determine what our school index codes are, etc. and we'll know that officially in November whether um we're reassigned another label or if we're in a better situation all together where we're
033not required to be part of the partnership plan. >> Okay. All right. So somewhat you you really you have to keep those goals in place anyway. So >> that's correct. >> Perfect. All right. um you're really in a you're in a really good spot because you know sometimes I'll go and like there haven't been any thought about any goals and so it's good to it's making this night a little easier and faster I should say. Um so as we think about that I know I know which rubric you're using. you you use for the superintendent evaluation, you use uh the MASB tool and you're going to continue to do that. Um, one thing that uh we you may want to establish this evening um that I think you should all agree on is the uh
034the cycle of the evaluation process for your super for superintendent Patterson. you have been on the what we recommend the January to December cycle and you but when you hire a new superintendent in July they start in July which happens quite often obviously you're kind of in this weird spot um for one year it's it's kind of a a weird spot to be but for six months I should say but we still recommend that that's the the best cycle to use because again that's when typically new board members come on in January and so you don't have a new board member coming on to do an evaluation of the superintendent um that they may or may not even know um and so it's just like I said this first six months it makes it a
035little bit hard but I think that uh that is the the cycle to stay on um and when you look at your tool tool that you have um you know you have the five standards there are going to be things in there in which um you may not know an awful lot have enough information about for uh superintendent Patterson at this time when or in December when you do that um so what we you have but you have to do every indicator on the on the um evaluation tool if you don't then the math will never work out and just automatically get a low score. Um, and you don't want that. But you're going to have things that you can't u may not be able to effectively evaluate um after 6 months. There's going to
036be things that maybe couldn't be accomplished. Um, for example, when you look at the um budget really, Superintendent Patterson wasn't he was here for that budget. Um, but he he really wasn't may not have been part of developing that budget. So, can he be responsible completely responsible for the budget comes up in and when it comes up to rate them on that in December? That's kind of going to be something you kind of need a year under your belt to really rate that. >> Yeah. >> So, what we recommend that you do are those ones where you really feel like you don't have enough in enough information on is we recommend that you go with the three the effective um in the first for the first six months. um because you can't really you don't
037want to give them a a low score unless you have good unless you're confident in the data that you've seen or a lower score. I shouldn't say a low score. Um but um if there's not enough information for that first six months, we just say we recommend putting the three the effective range in any of those areas because again you have to do every single one of them. So, I think it's more important that maybe between now you have some some things you would like to see out of Superintendent Patterson between now and December. Some some tangible things that yes, you have to do the evaluation tool. You have to use that. You have to use an approved one. But there may be some things that you wanted to see that he could come back
038and report how he was doing on those to you in December or you could give him feedback on how you see him doing on those things you wanted to see happen in the first six months. It's not necessarily something that will show up on the tool, but it may be something that you can kind of have on the side. So you can give him the communication to know you're on track or or we'd like to we'd like to see you're you're not quite where we thought you'd be and how can we how can we help you so to speak that sort of thing. Um does that kind of make sense on how to do that? The the one thing you don't have to do is you don't have to do the formal midyear review that
039would have been happening in in June um the formal where you have to have it in writing since he started in July. It's essentially he was at the midy year. So that part doesn't have to be done. We recommend that you do the quarterly. When you do a quarterly update, you kind of look at it in um in this case it'll be like end of September, October, somewhere in there. Just give an update on on how some things that things are going in the district, you know, some goals that he may be working on. um how are they progressing? And then once you do the evaluation, you get to the month of starting January, we're going to start all over again. And that's when you as a board should probably have a workshop or at
040a meeting. you establish a calendar of when you're going to do the evaluation, when he's going to get things to you, what are the goals going to what are the goals to work on um for the next year, whether they're districtwide or maybe some some specific superintendent goals that you want him to work through. So, um but that's what we'd recommend. You look like you have a question. >> Yes, thank you, Mr. Palmer. I would just add that I'm comfortable either way whether uh have a final evaluation in December because I have been here and I have been doing um all of the goals that were set for last year and the year before that. Like I said, we've had a robust three-year partnership agreement and that includes um student attendance that includes student leadership
041andor if we change that that includes bond program that includes student achievement that really has only had a very minor tweak for this upcoming school year. So, I think through the lens of the district, um, having consistent goals is is good for the district as a whole, not just the superintendent, but I'm comfortable with being able to provide evidence in December or I'm comfortable in May. I like feedback. So, it being my first evaluation, the sooner the better for me. And also just remaining consistent. And I think it's even more of a benefit for board members who may, you know, get onboarded in January. Have they had enough information to go through the process? Is that what are your thoughts on that process? I'm good with either way. I'm very comfortable with December would be
042my preference, but I'm open if you have an an opinion or a suggestion that's different. I'm good either way. I've always my the majority of my career I've been evaluated from the start of this the school year to the end of the year. So I'm accustomed to that. But I believe I don't want to say the goals are the goals because the goals can always be changed and now would be the time. But with this robust plan, I think we all understand that's the big rock. This partnership agreement, the district understands that plan. myself as superintendent and the team are already executing. The plan is in place. I do believe there's some adjustments to that, but I'm interested in your opinion. >> Um, I don't see this being a big issue for us or Mr.
043Patterson, but out of curiosity, is there an option to go 18 months? There is, but I we don't recommend it. Um because mostly for the community to be able to show the community that you're you're evaluating your superintendent. You can you could choose under the new system for this year um to choose the extenduating circumstances um clause so to speak and that's between the board and the superintendent. There's can be extenduating circumstance. It's not defined what it is and so the superintendent is not evaluated um for this year. If you stayed on the the six-month cycle, even if you did that, I would still look at some have some sort of evaluation in December. Um whether you're maybe a more of a informal one um because you want to let superintendent know how you think
044he's doing. there's something that really needs to be corrected or um um or is just not meeting what you expected, that should be communicated and let them know. But you can do that. It's again not the recommended way to go, but you can choose the choose for this current year. You have to have an evaluation for every person um for your superintendent at least one time a year. Um, so yes, you can do that. So, there would need to be a score in the rep, but you're saying what would be documented in the rep since the last superintendent was evaluated in December that there would be just an exemption due to unusual because I know that's what it always comes down to when we evaluate is we all have identifying professional numbers and there needs
045to be a score regardless. If you're an employee, there needs to be a score attached to that role. Teacher, principal, administrator. That was my same understanding for superintendent. >> Yes. Because the the rep window goes from it's open from January until the end of June. So, you have it in for this school year. Um, you would have with your previous superintendent and all your employees by the end of June, you had to have everything in the rep. Um, and so now you have to put something in in the uh if you chose to use the extenduating circumstances. Um, you have to put something in the rep. And I'm looking at this Q&A right now to see if I can find the correct answer. >> Yes. Perhaps to simplify this since the superintendent has volunteered himself
046to be evaluated in December and because we provide uh evaluations every time that we talk and some of us evaluate during board meetings. I see no reason to change our intent that we had a discussion sometime in spring when Jeff was still here about >> um moving to a two-year evaluation and we decided to continue the evaluation into December. So, I'm comfortable just keeping the evaluation in December and then evaluating in December whether we want to move to a keep a year or move to a two-year process. But if Superintendent Patterson is comfortable being evaluated in December, that was our intent along and we're having this discussion now. we might as well just keep it and then we don't have to, you know, >> I I want to recall what your um I feel like
047we post postponed his evaluation because of Elena and Sua if that is that correct? Am I recalling that correctly? We postponed an evaluation being done. >> No, >> they weren't hearing Okay. Okay. >> Got it. >> That's what I was Okay. I kind of misplended that. I didn't hear what you said. >> Okay, Cheryl. >> Um, I think the intent of the two-year evaluation is based on the individual, not the office of the superintendent. So, if Jeff Beal were still here, he would be eligible for the every two-year evaluation because he had three high factories. Mr. Patterson has had zero. So, he has to be evaluated every year for three years. >> He can't go to every two years until he also has three effective evaluations. Is that correct? >> That That's correct. You go
048every other year if >> if the board chooses. Um but it has to be in he would have to be in the same position at the same district for that for three consecutive um to get at least a satisfactory effective for three consecutive years. So, >> so what what's the the appetite of the board for evaluating superintendent in December? >> I'm fine with agreements. >> I'm fine with this. I I support December. >> Okay. Well, if something changes, I think we can talk Mr. Patterson about what you put in the rest. >> Yes. So just I will share a document with you this evening or tomorrow which has been relatively consistent with our partnership agreement and our plan which includes um student attendance. I've heard that a lot and that's what makes a successful superintendent.
049We know that will impact our student achievement student achievement um our partnership district. this will be an opportunity and we'll have that news and I have been a part of this plan all along >> and so that's part of the evaluation um the student um data component and then >> I need to go through and do a self assessment and communicate that back to you regarding the professional practice areas. I have one other area of discussion before I think it's final because in the past agreement was the importance of student voice which I still think is important but we have had discussion about kind of student governance and going to the students as well as community outreach. So I know that will be a big part of the bond program. So what I'm asking you
050is one of the goals that you would like me to identify for myself stay with student voice stay the course or look at this student governance piece on connecting the board and forming the board with what the students are doing in the classroom which was kind of where I was headed or I know the big rock for the district is a successful bond program campaign and the amount of community communication and outreach that's going to take. I also think that's a big rock without giving myself too many goals. Um I would ask in addition to the partnership, in addition to student achievement and um student growth data, what would you identify between those things I discussed or something else if I'm being clear? If not, just let me know. >> Yep. So, community outreach, student
051governance, and what was the other one that you said? The bond. >> Yes. Or say the course of student voice now would be great. Well, personally, I'm not in favor with the stay the course on student voice because I don't think we've achieved that milestone. I think we have work to do on that. So, I I don't think there is a course to stay on there. Um certainly I'm in favor of community outreach and the student government. Um myself same thing community outreach because the bond is very very important right now that's a high priority nothing comes into mind because we want to do a lot of things to do a lot of things we need the bond to be passed. So that's my my take on that. >> So you said community outreach. What
052other ones were you in support of? >> Um, community outreach and student government. >> Okay. >> Yep. >> Student voice. >> Yep. Student voice. Yeah. >> No, no, not student voice. >> Well, just clarify, student voice mean stay the course? >> No. You said that that needs to still be a goal. If you said we haven't met that goal yet, that's you were in support of keeping that on and maybe >> I was not in favor of staying the course because I don't think we've gotten anywhere with that. >> I was in favor of community outreach and student government. >> So if we haven't accomplished that goal, do you find that there's no benefit in discussing new strategies to accomplish that goal? I think that we accomplish it through student government >> and and I
053would say that it's still going to be a thing whether it's the superintendent whether it's the big rock of the district that looked like there's all these things student voice will continue whether it's a direction of the superintendent or not that's in place and it's going to continue but so like I said I don't get too many things all at once to prioritize size. I don't think the bond was discussed at all when these goals came up. Now, how high do we want to elevate that? And I hear a couple people saying that needs to rise to the top, which I would agree with. That's why I kind of brought it up. If we take off a goal and add a goal, I'm just looking for that input there. >> So, Jeremy, I'm a little
054confused um on where we are. Um are we talking about like progress toward districtwide goals? Is that where the three are fall falling at where help me understand where we are >> on progress towards district-wide goals? I think I heard keep improving student attendance. >> So saying maintain that. That's not a question about that one right now. >> I think so. >> It is a question. It's not a question. Tell me. >> I don't think it's a question unless you all tell me otherwise. >> Nope. I just I'm trying to understand where the student governance and give me a minute and bond goals like where those fit within. I'm just trying to understand where they are. >> Yes. I think we're having discussion regarding replacing number two. >> Okay. >> Do we stay the course
055as it's written or do we go to the bond program which includes community outreach? That's all in one. that's not a separate goal. Or do we kind of tweak the student voice and kind of that student leadership? Because we've had discussion about student government, student council, students being present at board meetings. Do we look at that as a top priority that kind of evolves from the student voice, if you will? >> So, Jeremy, one more question for you. Um I'm looking at number two and you said two is morphing potentially into bond conversations. Um is three remaining staying the same or is that >> Yes, I think that's >> so two is the only one we're considering right now. Okay. >> I think so because the school partnership agreement is the big deal. That's been
056the three-year big deal and we're kind of >> you know just I'm just trying to understand you know the exclamation is good once I understand it. So it sounds like number two we have two options for two. We're leaving one. leaving three but two we're saying do we want to do bond bond conversations or student governance is that what I'm understanding or is that not correct >> keep it the same bond or morph it into kind of like the student leadership yes >> so keep it the same or student governance or bond we're only talking about two >> I think so thanks that helps that helps >> are all of the um percentages that or are those malleable as well? >> Yeah, so the percentages are set >> just with >> regarding to total the
057100% of the superintendent evaluation. So 15% the 5% 5% 5% those are set but those um academic numbers that you see at the bottom >> 20% and 65% are set that we can't change those. Is that correct? I seem I seem to recall there was like one that the 15% was maybe I'm remembering that wrong. >> No, I think the 65% is bottom is >> I believe >> 100%. >> Yeah, I believe those are negotiable. Is that correct, Mr. Palmer? >> I I'm trying to follow exactly what you're what they're saying. So, so on the evaluation tool itself, you're asking, >> so you when you score district-wide goals, that's 15% of the evaluation tool, >> correct? >> So, >> can we make that 40%. >> What's that? >> Can we can't make that 40%. >>
058Correct. >> We can control. And that that's kind of what I'm asking. The 15%, 20%, 65%, those are numbers that are set. Yes, >> we have discretion within the 15%. >> You you can choose the like are you saying like okay we have three goals and one goal we're going to make this is 7% of that 15%. Okay. Yes. You have this question of how you want to measure that 15%. You can divide that up how you want. >> Gotcha. >> Um same way of student growth it's 20% but you can decide what student growth you're going to use. Um, >> so I don't know if that cleared it up or not, but >> yes, >> you decide how you're going to, um, I would, you know, most of my rest of my presentation was
059on developing the goals, which you already have done. So, um, really you just want to, I don't know what you have in front of you, but you have a way you should decide, and this may be something that, uh, you need to think about a little bit, Mr. Patterson. um and bring back to the board of how what would it look like to say you had success with the student government goal or the communication goal? um that's or or how will you measure that I guess is what I'm saying and or the attendance goal how are you going to and that may be set um and then you can divide up how are you going to measure it and then do you want to put more weight on of the 15% do you want to
060put more weight on what some of those three goals than the others >> you certainly can do that Yeah, >> there it's kind of a little inconsistent on the sheet. Um, where professional practice is 65% there. They took the 65% and divided into 100% part of the 65% on the top >> they they they showed it 5% 5% 5% instead of 100% taking the 15%. >> So yeah. Yeah. >> But that's true. >> Yeah. So the um but if you can play around with the 15% I think um right now is the is the time to discuss. If not if you want to leave it the way it is. >> So I might make a recommendation that the professional practice of 65% is equitably distributed so that they're all as equal as possible. Does that
061is >> does that even matter? I mean >> how >> Yep. >> this 65 20 and 15. >> No, >> that equals uh 65 85 >> 95 100. So that equals 100%. I don't know that we need to I don't know that there's great benefit in talking about the professional practice. That's where I'm at. Mhm. >> And then looking at governance and board relations, community relations, staff relations, business planning, those percentages that they put in there. I don't think that there's much benefit for us in >> in evaluating or attempting to I don't think that's really a space that we need to work, you know, work >> the the I don't think that that's what we need to be looking at. I mean, it just those are established and just because they don't match 100%
062with the 65, I don't I think that's a conversation that's that's not relevant to the work that we do as a board. it just but okay so question for you Jeremy though um the school improvement partnership district that's the 5% that's the number three um there's no consideration right now to change that can you just kind of help me what help me understand what that one is getting towards and I see the you know things under here update the staff and then review a table but kind of help me understand what that um what that entails and also why we are not looking at potentially changing that one as well. Yeah, I think this is the big rock of the district because we've been identified as a school that needs to improve overall. And we
063have a robust, not just a school plan, but a district-wide plan that we've been working on for three years that all schools will improve in these 15 academic and nonacademic areas. So Jeremy, you know, whenever I whenever I know that I've asked the question wrong, I would like to jump in because, you know, you'll be wasting time explaining something that I'm not, you know, so this is why I'm jumping in. Yes. It's not you, it's me, okay? I asked you the wrong question. So the question is, and and if I, you know, I'm going to try to say it differently. >> Um, >> I understand that we're a partnership district >> and I understand that, you know, we have accountability and we're required to do certain things because of this partnership district. I'm trying to
064understand number three's goal that we have on here. Um what exactly is it? Is it simply you giving us an update um to for the staff and is it also simply just reviewing the table or is there something else with that? I know you have your goals that you have to meet because of this requirement but what exactly is three? Is it just a you know just an update or is it something more than that? >> Yeah, I think it's a successful completion or meeting and exceeding those goals. So for example, the last time we said we passed 14 out of 15. So that would be a successful completion. If we stay the course, we're good. If we regress, not so good. And so we would clarify um whatever the success criteria for exiting that
065agreement to said you have met and exceeded your goals in those 15 identified areas. >> Okay, that's very helpful, which is why I now understand why we're keeping that one and not playing with it. Thank you. >> You're welcome. I still think in relation to Kesha's comment that number three needs a verb. >> It doesn't if you read the statement number one is improved, number two is improved, number three there's no verb. Understood. So that's what I will bring back is what does it mean to successfully exit the partnership plan for Jackson public schools? Do we currently have data to kind of see like the forecast of what that outcome would look like? >> Yes, we we have kind of the preliminary data >> that has shown um we know the exact target. uh we
066know where we were at the midpoint and we have a projected it's not finalized because they haven't released that data yet but we know that we are on track because we've been progress monitoring for the past three years. So so we have we we know we're headed in the right direction and with the one area that we weren't we've make some corrective actions and are now seeing success come out of that area as well. So yes, >> thank you >> madam chair. >> Yes. >> Uh given that uh first a question um this would be the year at the top is in uh bracket I would assume that this is the 2025 superintendent evaluation that we we would be kind of editing here giving feedback to superintendent Patterson and then kind of using it the
067in December. Is that what you're looking for, Jeremy? >> That's my understanding. >> Yeah. Okay. Then I would um because we're making progress on some of these and I think um looking at you know successfully educating or exiting the school improvement partnership. Uh I would keep that as a five. I would recommend adding uh the uh a successful bond campaign as a five um because I do think that that's incredibly important um and educating the community about the bond campaign um and uh whatever we can do and the superintendent can effectuate legally um to educate the public. I think that that um is a big component. And then I would drop uh improving student attendance. I would keep both of the other two, but I would drop those probably down to student attendance as a
068three and uh district level or um student voices down to a two. I think we've already had a lot of conversations on uh student voices uh that Superintendent Patterson has listened to um that could probably um incorporate something uh of that feedback by the end of the year. But I do think adding the bond campaign is is important and hopefully that reallocation of some of that 15% is instructive to where we should be focusing our time. So, we're not removing things that we've spent time and and been talking about, but just kind of um adjusting the percentage of that priority in terms of the evaluation. >> So, community outreach, the bond, you said 5%. >> You're suggesting 5%. And you said attendance 3%. >> Yeah. Uh school improvement partnership district 5%. the bond 5% that's
06910 and then break up the other 5% into three for student attendance and two for student improvement. So, one more question. >> Yeah. Well, a question. Um, yes. So, this this about this this information that we're gathering right now for you, >> you're um suggesting potentially possibly that we change the goals for this six-month period. Is that what we're >> Yeah, I'm I'm >> No, no, no. Nope. Talking to Jeremy and and not Derek, you're fine. But this question is really I just want Jeremy to I want to understand is that what we're trying to do this for. So, we've changed your goals for the six months. Is that what >> we're just trying to create the goals based on goals that were already established and so my initial question or comment was I believe
070that we have some of these big rocks and I heard from this board improving student I I think most of us had said yes um and most of us have made comment about adding the bond program because that was not part of these goals. So that's the biggest change I've heard thus far. Keep the partnership district is what I'm hearing. Now trustee Doby's has made a kind of another recommendation to add a fourth goal which I was asking for feedback on. Is it student council? Is it student voice? Stay the same or kind of morph it into a new goal. >> And again, this is regarding the next six months. We're not because we're going on six month evaluation. So that's what you're this is what we're talking about for six months, right? >> Correct.
071So, one more question for you, >> Madam Chair. >> Go ahead. Yes. >> Are you the chair? >> Okay. Um, I would simply suggest adding that because as the superintendent said, um, it wasn't part of this process and then we took a vote in spring to add it uh to the November ballot. So, I think that became a priority at that time. We probably should have um gone back in and done this with uh Superintendent Beal. It's great to be able to do this now. Um, but then, you know, I think that that is, you know, like a a temporary uh insertion as a priority. You know, that we'll know by December where we landed and, you know, pass or fail, we'll be able to evaluate, you know, what you did, right? um if it
072fails, it's not, you know, entirely your fault, but um have full confidence that it'll pass. Um and then when we do this in the future, you know, we'll be talking more about the implementation of the bond program, stuff like that. So, >> um Dar, can you repeat those percentages, please? >> Yeah. So keeping number three at 5% um inserting you know successful uh bond campaign or something around the um communication and public information campaign around uh the bond proposal at 5%. And then you know student improving student attendance at 3% and improving centering students voices at 2%. You know I could go 4% for student attendance and 1% for student voices. I don't think it's going to matter all that much, but just to make it fit within that 15%, I would do three and
073two. >> Elena, >> um, all the all those are good things to have our superintendent focus on. I just think we need to be cognizant of having him try to focus on too many things. I personally think that student attendance is important enough to merit staying at 5%. um as a teacher it's absolutely huge and everything in the classroom depends on them being there. So we have to we have to pursue that in my opinion. Um and the bond is huge too. So I would just put forward to for now um student voice and student governance is important but maybe we just I also think that you know having a student representative here does not necessarily need a superintendent goal to happen. we could just invite them here. Um we don't need to make that
074a superintendent goal. Um so let him focus on student attendance. This bond is huge. Let them focus on that. Let's get out of this um partnership situation and then when we get to December, then we can see where we're at and then if we need to further pursue student governance or student voices, then we put that in there. But I I definitely don't want us um spreading too thin, especially when it comes to these two what I consider as a teacher really really really important things. >> Thank you, Elena. Marilyn, >> um I'm in total agreement with what Elena just said. I'm I'm totally we attendance should stay at 5%. Thank you. I agree with you, Elena. >> Thank you, Marilyn. Any more discuss? Cheryl, go ahead. I agree also with keeping it at three,
075keeping them all 5% with attendance, community outreach, and partnership. Um, so I agree with uh Derek um around changing the numbers. Um so a couple things that I wanted to ask about. one I think it would be and Dererick defines a little bit uh what successful means because you know pass or fail I don't know that we should uh determine that as successful which like I said Dererick alluded to that. So as long as we're not you know basing the final result on um his performance um you know in the score um then I think it's okay to add that as uh another one. Again, I just want us to make sure we're not uh saying that if the bond passes that means you've been successful. I think that's unfair. But, you know, obviously the
076work that leads to it would be what I think would be evaluated. That was other question I had for you while I was asking about the bond and with this six-month where it was at the next question I was going to ask which Derek answered is that the bond is on this November. I didn't know if it was a April or May, you know, conversation. I'm like, why are we talking about it right now? Let's put it, you know, but that was the question I was going to be asking. So, it makes sense that um the bond would be a um conversation now and that this is why you want to add it in. >> Um I again, like I said, don't want us to get away from student voice. Um I think that student
077voice, you know, um could be a huge indicator um and huge partner with student attendance. Um you know, if we're hearing from students as to why they're not here, that we might have better attendance and if we're kind of focusing on things and maybe that could be a dual goal. I don't I don't know. Um I do think that um if we're going however we change it, I think understanding what the goal what the outcome that we're or a potential outcome that we're looking for is helpful. Um because just to say, you know, um improve, you know, bond community, okay, what exactly bonding community, what exactly are we looking for? or is it just you know and we can define it you know I mean but I just want to know you know or say
078I think it would be beneficial to kind of understand what the expectations are in the course of pursuing the goal and accomplishing it you know what I mean again um I like the numbers that Dererick gave the threes the twos the you know however they were set up um and also keeping student voice um I think it's important for us to to name that you know >> thank you any other discussion question on the percentages and I'll just recap. Um, so we have a couple board members currently that are in support of the 5% remaining for the attendance, the community outreach 5% and then maintaining the school improvement partnership district. And then there's another um proposed idea for attendance being 3% student voice slash student governance uh 2% community outreach 5% and the school improvement
079partnership. So any more discussion before we make that decision? Do we want to keep community outreach is the 5%. School improvement partnership 5%. And attendance and student voice will equal the 5% one being 3% one being 2%. >> More discussion. >> Yes. Yes. >> The other thing that I think um was good to consider um I I can't so it might be beneficial to understand what it looks like to give 5% to something versus 3% to something, >> you know. Um and the reason why I'm saying that is because um to Elena's point, the bigger concern that we that that I wonder that we should have would be are we giving you too much? Because in my mind, whichever goals we're giving you, you're probably going to be giving a 100% I would imagine, you
080know, of yourself to each of those goals. Now, mind you, we know you got a team, you know what I mean? So, that's good. You know, your team will be giving, you know what I mean? Um, but again, what does it look like to give 3% to um attendance versus 5%. You know what I mean? Or is the bigger issue that you've got four goals versus three? like what's the you know and if it's not a bigger issue then maybe we can have all four you know I don't know but again maybe just understanding that >> yeah I I think there's so many things that are the work of the district that are not identified here and so whether it's three goals or four goals we're we're going to do the work you know so
081I I like to use the language big rocks so if we if we did a ranking which three would rise to the top and if you say go get it but I hear student voice is important and how it transcends not just student voice but other areas too I agree and so that's why it will continue to be a priority whether it's a superintendent goal or not and so this is just giving me focus it's not that one thing is going to get dropped or I'm not going to give 100% or utilize my team to do the work that we've already been It's just an opportunity for you to prioritize for me. This one is a little bit bigger than this one. And in the short term for me to be as consistent with what
082we're already doing to stay the course, if you will, because moving the target on a whole district in a short period of time is a challenge. >> Madam president which this is if we did nothing it would be staying the course because this is what we have laid out >> currently >> as a as a district. So um the bond campaign is important which is why we should insert it here somewhere. I don't think any one of us wants to uh take a vote to remove centering students voices um and like vote to remove that. Maybe folks do, but like that's why I think it makes more sense for us to slightly modify the numbers to indicate to the superintendent kind of, you know, where it's not even like where to spend his time. It's,
083you know, how to prioritize some of these things. And I would say whether it's 5% or 2%. I mean that the scoring uh rubric is the same of like a one of two or a three. So between a one or a two or between a two or a three presuming that you do a good job in all of these 2% of like the split between a a two or a three is going to be honestly negligible in the grand scheme of the evaluation. So, I just I I think that student voice is important. Um, and we've gotten uh, you know, to almost nine months out of the year of having done this. Um, I don't see a reason to remove it. We can evaluate ourselves at the end and add the bond campaign as a
084priority. um and stress that you know over the next three months here. >> Are we are we planning to vote on anything tonight? >> Is that is that the idea or is that expect Okay. So if we are then I just have another um another uh thought to add to the conversation. Um considering you know whichever ones we put in there >> um these three I think it would be beneficial at least for me to understand potentially what that could look like. So, for example, >> um when I'm thinking of student voices and again back to Elena's point of you know the different how how you know so many of them and ensuring that your plate is not overloaded for me um I might think a successful student voice particularly because you're new um goal
085would be establishing a a potential plan for how this could look you know in the next year you know so some type of report something short you know this is what we've done this is what I've heard about this is what I suggest we do you know to me that could be a goal that I think that could be easily accomplished. Um, and that also will be beneficial towards establishing student voice, you know what I mean? Um, again though, bond bond community, bonding community, what what exactly are we looking for, you know? Um, in that goal, um, same thing for the student attendance. Is it just simply you sharing attendance data or is there something more to that? You know, I mean, like it would just be helpful to kind of get an idea of
086um, like you did with the student partnership. You know, we know that these is these are updates. this is, you know, whatever. It might be helpful to understand that before we vote. >> So, since I think we're like in a work session mode, >> I have a sloppy copy. What I would like to do is present this to you on Thursday with the rest of the packet so we could vote >> at the board meeting and add this to an action item at the board meeting. And so, that way we can clear all this up because we're having a great discussion. But I think that will put everything in writing that we can give further feedback and then ultimately vote at the board meeting. >> I like that. >> Okay. >> Yep. So what I
087heard um Miss Hamilton ask almost what are the action steps when we're talking about measurable goals, smart goals. So in that when you bring that to the packet maybe we'll have those action steps of what community bond campaign looks like and then what student voice and attendance. So exactly what does that look like >> and when I send this to you if you'll please just give me feedback so that I can make any tweaks along the way so that I can get it right by the time we get here to the board meeting. So when I send it to you doesn't mean it's final. It's always a work in progress until it gets approved. All right. Thank you. >> Will you be sending it on the suggested format that uh Shelanda mentioned initially, you know,
088where people are asking questions, would it be on a format like that kind of like a Google doc? Would that be something that you'd be able to do so we can kind of see what other people are uh questions or tweaks that they're having? Could that is that possible or >> I think for the purpose of this we could create a document for this. >> Are you madam madam president? >> Okay. So yes, I'll I'll share with you. It's a It's like a Google doc. So, Trusty Hamilton, all of us could put our questions in there. They all would be sent to you. If no one has any questions and then as you are entering in those responses or whatever, we would have some idea of what we're coming into. >> Yeah, I'll I'll send
089it to you. >> There you go. >> We we meet >> workshop. Madame President, >> yes, >> that would violate the Open Meetings Act if we're all collaborating on the same document. If we are >> we can all submit our >> individual feedback to Mr. Patterson and he can make a recommendation at the next meeting. Um if everyone is also sharing uh their feedback directly to you that's also a violation of the open meetings act. >> So what happens through email? What's the what's the email you know that when he act when when some one a person asks a question and he reshares it to everybody is it because he's just sharing >> it is a question and is shared and there's not discussion that's different if we're if there is deliberating deliberation towards a
090decision is a violation of open means act like that that's not the purpose of this document I think is to ask questions to hear what other people are saying just like the email chain does is not to make a decision through email or to you know it's to ask the If you're if you're editing something that is then going to be voted on, >> that is deliberation. >> We need to open that person here to >> Yeah, I believe we can ask the lawyer that correct. I'm not I'm not an attorney, but I've been in that boat before. And >> whether it's a roundrobin phone calls or if you're >> making edits going back and forth, that would be considered deliberation. Whereas if a question is asked to the superintendent and the superintendent just responds
091back to everyone and that's just that's not deliberations. It's just giving out information. As soon as you start making changes back and forth not in the public um then it's a violation of the act. I'm sure. >> Let me ask this. So if there's a document where only everyone's questions are sent to him for his review, that's still violation. There's no back and forth. There's no dialogue >> to to to simplify this. Uh, Superintendent Patterson should take our feedback from this evening, produce something that that he thinks is appropriate that can be shared out um to all of us >> whenever to all of us, >> okay, >> individually. Um but even uh even things like scheduling a meeting uh if it is sent to all of us and we're all replying to it um
092that is a violation of the open meetings act because we're deliberating towards a towards a decision. So um the the best thing to do but Jeremy Patterson because he's not a voting member of this um is not subject to that. So he can talk to all of us as he forms a consensus on what he thinks would behoove the board and then send that out to the board and then our deliberation would have to be in a open public meeting. >> That's interesting. After two years, four years being on the board, um it might be beneficial then tonight for folks to give you some suggestions kind of like I gave with the you know, the student voice, you know, a a small report would be enough for me, you know, maybe that's beneficial, you know,
093but like I said, two years, four years later, >> I think I I think I have a >> I didn't get your last comment. What did you say? I >> I think I understand the guidance from the board on the percentages, the suggested areas, and the >> Action steps to prepare the goals. Okay, thank you. >> Any further discussion? >> Yes, I'm sorry because we're now, you know, uh we need to do this in public, which you know, I'm always game for, but the student attendance um what exactly how exactly does that what what potentially could that look like? And maybe maybe it's just what it has looked like, but what are we looking for? What's the expectation? What are we evaluating? And I'll be asking that about each of them except for the uh
094student voices because I kind of gave you a suggestion for mines. >> So we want to see a reduction in chronic absenteeism. And so >> is that just a report? >> Yes. >> Okay, that's good. You know, you know, we can be quick with it, you know. >> Yes. >> Okay. Um so the bond, what what potentially that does that look like? You know, what are we evaluating in the bond community? potentially >> a successful bond passing to do all the things that um we had um shared that we intend to do with the successful completion including the superintendent communicating and informing the community and um garnering community support >> and and just so you know Jeremy I do feel like you know the board should kind of be answering those for you. But that,
095you know, just so you can get an idea, but you know, you're fine. Um, >> so, and again, for me, just so you know, the bond passing or failing wouldn't be what I would evaluate your performance on. I would be looking to see, you know, what you did to get it to pass or fail. So, just so you know, you said the pass or fail and I'm like that I just think that's unfair. You know what I mean? But, okay. And then, um, the student partnership is just a matter of just sharing that docu that information with us. Is that what would be >> Are you asking the board or you asking me? >> Well, you're answering. So you know you said you got all their answers. So >> I'm just checking. Yes. Um the
096the successful exiting of the partnership agreement by hitting the success criteria about meeting and exceeding those requirements. >> I would agree that I don't think the goal should focus on the passing of the bond but the community outreach piece of that. >> I agree. I support that. Any other discussion? >> Nope. >> All right, >> back to you, Mark. Well, pretty much the last half of the uh whole presentation was what you all just did. So, um and I was just think, okay, we're going to wrap up, make sure we covered everything. And even in the green, I think um what wasn't completed, we have our assignments. I I believe that uh Mr. Patterson's going to write down what he his understanding of what you all discussed as far as the goals and the percentages
097um and what it will before the next board meeting I believe it is looks like. And um I also think I did hear perhaps you may want to give some suggestions of what the criteria look like of what is success. You know what is how the board you may want to give them suggestions of how will the board uh score you so to speak on the uh bond campaign. you know, not we know it's not going to be pass fail because you can't necessarily control that, but maybe this is what would be to show that I was successful as a superintendent in trying to get the bond to pass. It's those are kind of things that are hard to quantify, but um it's >> I think we could evaluate a successful um public awareness and
098marketing campaign. >> Yeah. Yep. Oh, I know. >> Uh, our next board meeting is next week, which is the day before school starts. And you have like eight open houses and opening day. So, maybe a little more time. >> That can't be excused. No. No. >> To develop those? It kind of sounds like a robust process. So, would it be like a September meeting be more appropriate? >> I'm good. >> Okay. >> I'm good. Well, thank you for your consideration. I >> I know it's a whirlwind of >> full transparency. I probably won't be at every open house. I was at a couple today, but um I'm I'm good. But thank you. >> And to your point, Elena, we have in our weekly discussions been um kind of leading up to this conversation for today.
099So I think he's ready. Thank you. Uh super >> move to adjourn. >> Oh, do you have >> He had his light on. I didn't see a comment on here, so I didn't know if we were doing. >> All right, I hear a motion. Move to adjurnn. >> Support. All those in favor? >> I. >> Any oppose? >> Motion carries. Have a wonderful night. Thank you everyone for your contribution to this workshop. >> Thank you, Mark.