001Um, so we're going to go ahead and start the policy meeting. >> Not really. >> Oh, not really. >> Planning. I'm sorry. Thank you for the correction, Linda. Thank you, Sam. Why did you say something? I've already talked a lot this week. I'm good. >> I'm sure I'm gonna talk more about it. >> All right. Um and I don't see anybody here for public comments. Um so we're going to do the strategic planning update with Jason. >> Sure. Thank you. Just to get us all on same page with the handouts. Uh you should have a copy of the agenda. Uh there's a copy a hard copy of the uh student engagement survey for later just so you have it and then some referendum literature for later as well just so it's easier to talk. >>
002I just wrote down four things around strategic planning just to keep us thinking about our strategic plan. One is that uh our our director team meets every Monday morning and when we have the meeting on the fourth Monday, it doesn't always work out, but on the fourth Monday, we spend dedicated time thinking about the strategic plan pillars and chronicling the things that we've acco reflecting on the things we've accomplished in the last 30 days and writing down some things that we will accomplish in the next 30 days around those action items for the year. update. Uh, should have done it earlier, but I caught myself. I asked Melissa. Melissa put our end ofear strategic plan slideshow on the website, I think last week or two weeks ago. So, that's available to our public to see
003our progress and the things that we're working on. Uh we're going to talk about it more, but uh Chris Mallaloy and I uh finally identified our window for our student and parent engagement surveys, and that'll be the third and most of the uh fourth week of April. I wrote down April 21 to April 29, I believe. That's that's right. But we'll average start advertising that soon. And then always uh what's exciting for me is working continued to work with principles individually and collectively around their goal their building goals. uh what I mean individually and collectively is that I meet with each principal every at least once a month and one of the conversation pieces always around action it their action plan and their their data that they are collecting and then at cabinet once a
004month we do a reflective exercise individually they partner up and then share some some thoughts about their work around their action plan every month. >> Okay. >> So just some updates there. >> Any questions guys? >> No. >> All right. So then we'll go to referendum 2026. >> Take go ahead. >> So just a couple updates. I always want to start with gratitude. So I want to thank the board for the support of the $4.5 million operational referendum. I I also want to thank there's the leadership team that meets every Wednesday. And so that's the directors, Dr. Burke, Lynn, and Melissa. And so that team was instrumental in this work and Melissa is certainly the backbone of that. So thank you. >> Um this week we really feel like it's a pivotal week in in
005solidifying our our referendum messages. And so uh you know that leadership team met an hour or two ago and we got some uh feedback on some of the very literature we're going to look at today. We're hoping to get some feedback from you with the goal. Melissa and I are connecting both Thursday and Friday. She's going to get tired of it. Um to really say these are finalized and we say I say pivotal because some of these very messages will be cut and paste into other literature, right? We we want to really establish a clean, clear uh succinct message in this initial uh message uh goround that we can then use for the remainder of our our our time. Uh today uh we want to we really organized kind of changed the order of it
006but we want to go through some things with you that we want to get ask you for if you have any feedback. So, a couple things that we want to give some feedback. We want to give you some updates. And then finally, a couple reminders. And so, with that, the first thing we'd like to do is direct your attention to this one. I think Melissa is handing this out. This will become a front backer. So, this become a flyer. Um, I'll give you some a little bit of history of it. And then I'll turn on Melissa. And again, if you have ideas, questions, or suggested revisions, this is one of the things we'd like to finalize in the next two days. Right. >> Okay. >> So, just a little bit of history. I'll turn it
007over to Melissa. This uh this has gone through I don't know Melissa uh could probably tell you exact, but it feels like at least 27uh iterations, right? So, we find something, we change it, and then we share it out with that leadership team. We want to make this really informational, but also uh really uh uh easy to understand. And so, just the layout of it, and I'll turn it over to Melissa. Why, we always think about the why, what, how, right? So, the why is referendum. What's causing what a successful referendum look like? There's that bell ringing piece there that is is is bell ringing for with purpose. Uh certainly in this exact ballot language and where to get more information. The back is heavy on graphics on purpose, right? We know that that draws
008the attention to our stakeholders and then some literature about what what's at stake if the referendum doesn't fail. I'll turn it over Melissa and then really uh would love your feedback uh to make this even better. So, thank >> Well, thank you for summarizing that so well. I don't have a ton of time. >> Um, one thing we did just add this afternoon though when the admin team met was we thought it was important on that first page under that first section of why is a referendum needed in the second paragraph we're going to say funding from the last approved operational referendum. >> Yeah. ended in 2023 period. And then that's going to cause this first arrow bullet under what is causing the budget gap to get just rewritten a little bit so we can
009point to that 2018 last operational referendum. But I got to make it fit. So I got to work on it a little bit. >> We just want to make sure it's clear to our stakeholders that operational piece. Yeah. And that's something we're trying to, you know, always last year two be very intentional about is the difference between an operational and a capital referendum. >> Is the the plan of the flyers is this like what the board's going to have at the events and potential like what would be mailed out or >> Yes. So So we'd like to have the flyers everywhere. That flyer will become an 8 and 1 half by 11 poster as well by taking, you know, information from the front and back and putting it on the poster. Um the first mailer
010we do will actually have three and a half areas with pages to cover. So all the content from the flyer would be included in the mailer. It just might be laid out a little differently. >> Okay, perfect. >> That again reminder of that's why this is so important because you know we will do some cut and pasting, right? Because uh that's just I think good planning >> and this will live on our website. um it will be there both as a as has images to look at. People can download flyers from the website if they want, but we feel like I mean there's there's really no way there's no good way to say what we need to say probably in something smaller than this >> except for a little handy cheat sheet that's forthcoming, but
011this really is is the core of okay of what we're doing. >> Okay. So, just every Please go ahead. Well, just uh a lesson uh in writing when you have a lot of long sentences and you have one short sentence, you notice short sentence. >> Yes. >> So, it has great effect. You see the one short sentence? Yeah. >> So, good job. >> I'm not on the committee, but this is really important and I I saw it earlier and I'm just going to tell you I what thing that impressed me is how positive it is. I I thought that there was a really good effort to make this as positive as possible and I thought these graphs were phenomenal, especially the one that showed with if the passes that we still stay below almost everybody
012else in these that we compare ourselves to and what the so I thought that the graph up or the table up here that showed the impact per month on household was was very Well done. >> I I honest the only thing that surprised me in game just correct me if I'm wrong but what took me by surprise did we talk about eliminating full day K4. >> Um yes I think it was a potential >> wow that's a huge cut. So >> yeah and we conversate to that point a conversation with the leadership team this afternoon about ensuring that the people connected to this have had some exposure to this being on the literature and so you know we're confident as we can be at this moment that we've covered those bases. So I think that's
013important as well. We also talked about this afternoon um just because of that estimated mill rate if the referendum is approved um is comparable to our other lowest mill rates >> under the um green chart since I've got two bars from 2019 2020 and 2020 21 that are the exact same they were at the same rate taking off the first one and making space to also add the orange colored one over here to show how little cage there would be >> that wouldn't be a bad >> we determined that that is a burnt >> se you'd still get a a sevenyear picture you should do that >> I left also >> um so I think that there's a lot to like about this flyer I agree with Julian I really appreciate the effort to use
014uh positive framing language things of that sort I love the estimated property tax impact uh graph that you have there I think that that's very helpful um That's exactly how I would want to see it if if I were out there and how maybe I would have wanted to see it in the past when other referendums were going on. Um the only thing that I have caution about is at the bottom of the back the graph sheet the side that has the graph when it talks about what's at stake if the referendum fails. I'm a little cautious about that because one of the big things that uh we had feedback about from the community last time was the sense that the district wasn't being straightforward about whether or not they planned on doing some of
015these things regardless of whether or not a referendum passed. And so I know that we've talked about, you know, we we've talked about how there's a potential closure of schools in the future regardless of referendums passing. And I'm I'm not trying to propose a huge change to the flyers because like I said, I think it's about 90 95% of the way there honestly. But I almost wonder if we should split that into two categories of these are things that will only have to be considered if the referendum fails versus these are things that are being considered for cuts in general. If that makes sense. for people to get the impression that um we are immediately going to close three elementary schools or that we aren't going to close any elementary schools at all because we
016haven't made decisions on that one way or another. But there has been discussion about the long-term economic prospect of the district in in regards to those things particularly. Um, I think things like eliminating 4K like Jul would be a little bit more on the side of this is really only a likelihood if the referendum doesn't pass. But talk to I'm not sure if Jared's on. I hear a little bit. No, but I but I am uh Sam I >> Yeah, I I I'll say that I own part of this and and and the reason for that uh I was approached yesterday about about this lower section here and it said um the board of education will need to implement deep reductions that may include but are not limited to and at the time um it
017I it just felt I I felt we were I was discussing this with uh Linda um and Jared at the time and I said, "Well, exactly the points that you brought up for the very same reasons, but I but the way that I articulated it was that it's a touchy situation and I felt like um we were trying to be very cautious in not coming across us as threatening to the community about about things while still being able to communicate to a public that as to not create a shocking situation. should a referendum not fail because I think both are kind of equally important to communicate out in the sense that hey listen if if a referendum does fail um I I don't really want constituents coming out of the woodwork that that's that are
018in general support of of the board coming out and saying you know what you didn't do enough to try to notify us that this is a strong reality in this particular area. So, so that's kind of my perspective and and I I respect I respect where you're coming from. So, I just wanted to I wanted to explain that part and and see if maybe maybe there is a a different way of putting it that that we can um we can agree upon. >> Yeah. No, I actually do agree, Craig. And I think that the way that it's phrased is appropriate. It's about as respectful as you can get when you're talking about something unpleasant like cutting potential programs. Um, and again, my my issue is not so much with the inclusion of those uh notes.
019I think it's good to include them, but I think that clarifying that there are going to be changes made in the district either way and only listing for the under the the heading is what's at stake if the referendum fails. We should really only be listing those things which will happen without a referendum but will not happen with a referendum. Do you understand what I'm saying? >> You you get me? We don't quite know what >> it's Yeah, totally. I know it's tough and it's almost like better. You're almost better off explaining like here are some things that are perspective. They might happen, they might not happen. So, I'm wondering if you could actually take that bottom section, which is one section, and split it into two sections. Here are some potential changes that need
020to be made in the district with coming cuts. here are things that are likely to take place if there is no referendum. You know what I'm saying? >> So, could you help me identify what is safe to put in each column? >> I will do my best. I mean, if we can talk with if we can talk with Craig and and Jared about that as well, I'd be happy to. >> Yes. >> Well, I wrote that as an action item. Thank you for the feedback. Melissa and I are scheduled tomorrow and Friday so we could talk, you know, get with Jared and uh play with this and share it, right? We just want to make this the best it can be. >> So basically what needs to happen regardless because we do have budget cuts
021coming >> and then if the referendum is not successful, what are the deeper reductions that the board will be considering? >> Exactly. >> Yes. So, I have a grammatical um editorial thing that I would suggest that you take the colon off estimated property tax impact at the top of the back >> on the on the table. There's no need for that. >> Oh, >> see it. >> The other thing I question is I think I know the answer to this, but it's not on here. And if I'm if I were looking at for the first time, I would have the question on the area school tax mill rates in the middle of that. the orange line that goes across. >> Is that state average? >> It's state average. >> We don't say that anywhere. >>
022So, I have a column for state average, >> but I can also add a little arrow with a line pointing that out again. >> Yeah. Um, that just to me makes sense. >> I was thinking about that, too. And by would it be redundant to have state average twice? There was a recommendation from our leadership team to have a state average graph bar in there. And that's what the 709's both on. But yes, >> I see why you have I struggled with that. >> Yeah. And I see why you have the state. To be honest with you, just reading it quickly, I did not see the state average. That's on me. I'm not saying that's a fault of the design, >> but because it said school. >> Yes. >> I'm looking at individual schools. >>
023Yes. >> So, >> I will um what I might do is just maybe um after area school tax mill rates, I'll repeat the dotted line and say state average as a key. >> Yeah. Just like a key. Yeah. That's great. Thank you, Melissa. >> Sure. >> Yeah, that's great. >> I'm with you on that, though, because I went back and forth on it, too. >> Something that came up Monday night at the library when Melissa was there, this is really a neat thing. The uh the 96 cents per $1,000. People were estimating >> like that our group that was there was like trying to think. So, Melissa had offered to put a calculator on uh what the QR code so that it sounded so good. >> So that way people can calculate their own >>
024their own. Yeah. And it you know what when it becomes more interactive like that there's you know what there's a connection then even more so then because they're personal they're that interested enough to click it and then >> it's going to be unique to their situation, you know. I will try my best to figure out. >> It sounded wonderful. >> I wanted to give you the credit. >> Any other feedback? >> No, I think these are great, guys. Honestly, thank you so much for the work that you did. >> Crystal clear. >> Transition us to this next uh piece that Melissa handed out. So, I'll set it up and te it over to Melissa. Melissa had this great idea of having um a small card uh that Jenny Boris reminded me we're not promoting littering
025but we could litter across the uh area right and the idea is that folks we would distribute this to any number of people they could keep it in their pocket and if they get on an elevator for example by floor between floors one and three they could key in on these messages Right? Quick, simple, important uh messages. Another way we thought about it is if someone were to find one of these on the ground, they could read it and understand enough. So that's kind of the context. And so I'll turn it over to Melissa more details and kind of the vision. Thank you, Melissa. >> Um actually give Jason credit for thinking of this. It was Jason's idea. So this is small. It's 3x4, but I wanted something that I could comfortably fit in my
026wallet and that people could slip into their back pockets. Um, I'd like you to take a look at the copy that we'd like to include on here. Certainly can be updated. Um, and then I would have these printed on a thicker paper like a business card stock and we can hand these out. >> Maybe we can put them in the Walmarts. >> Yeah. Yes. Yeah. We could put them everywhere. You know, I was just thinking, do we have any of our literature here in Spanish? >> Yes. Yes. Yes. And yeah, we'll have it all in Spanish. Actually, I've got the referendum flyer front in Spanish already. >> Okay. >> I have this wonderful contact within the district and all I have to do is share my Canva document with this person and the magic happens
027and it comes back and the formatting all stays the same and everything. It will all be it'll all be in Spanish. >> Thank you. and and on the website um however the end user has their language selected they they read all that copy in their preferred language too transl >> um so we could end up doing the same thing I was thinking about this so we have if the referendum fails on the back side of this maybe we need to u I don't have a lot of room but squeeze in something that said um reductions will be taking place you know regardless again And here are just a couple of the things that will be actually identify some of the deeper cuts if the referendum fails. I think we need we need to make sure
028we're prefacing that no matter what happens, we are going to be making cuts within the district, >> but with a failed referendum, they will go deeper. And I'll I can massage that with Jason and Jerry. >> Go ahead. Sure. >> Okay. Just a couple of things on the front side. >> Okay. Um, would it be wise on the first sub bullet point on the first bullet point to put operational? >> It just did. >> Okay. The the rest of this you have to excuse I have an English ed background and it's just a pain for everybody. Okay. >> So, we have a subjectverb agreement issue on the second bullet point. >> Okay. >> The cost keeps increasing. >> Okay. >> The cost because and we either have to say cost keeps or cost plural. Then
029keep the and then you can keep increasing. >> Which do you prefer? >> I don't I don't know that I I think keep cost singular and just make um keep singular. >> I can do that. >> Okay. The other thing about this is >> keep them both singular. >> Yeah. >> Okay. >> Which is which is right now you got a plural verb and a singular noun. >> Yeah. Where else >> the second bullet point? >> Second bullet point. >> The cost of >> Dan can back me up on transportation keep increasing. Yeah, people just hate me in my English background. >> Wouldn't it be keeps increasing? >> Yeah, wouldn't it? >> Well, it should be. It should be cost keep. Take everything between cost and keep out. >> It should be the cost keeps
030increasing. >> So, pluralize keep. >> Got it. Because that's just a prepositional phrase in >> Okay. Oh, so you're looking to remove food, utilities, and transportation like the >> That's how you check, right? >> Okay. That's just a little trick. >> Oh, I see. That's a trick you're sharing. Good. that I will I'm not a literature major. I need all the tricks. >> So the other thing is if you look on the back side >> under the second bullet point at the top the sub bullet point does anybody see the end punctuation there but it doesn't appear anywhere else even when we have complete sentences. So like um state and federal funding is not keeping paid for inflation period. >> Okay. the cost of food utilize keeps increasing period. We've already reduced the 25 period.
031We either don't use periods at all in this kind of thing or use them where they need to be. >> But then there's some areas. Oh, so because I I took the periods off because it looked weird. >> I know. >> So in some senses, yes. But but in like increase in required services for students. Okay. So the other thing is you can take it off the one on the back side on the sub bullet on the sub point under the last >> I marked it. So if if you want I can do half. >> Well no that's right. >> Well I would just be consistent. >> Just take them off of everything. >> Yeah. Just take them off of everything. >> I got I'm going to tell you there are purists out there that
032will read this and say this is a school district that doesn't know how to put a period at the end of a complete stud. I know that's >> these things. I think about it too in the morning. Like >> no. And I would also move remove the colon um before the QR code on the back of the Okay. >> And it's just not necessary. Just takes up room that you don't need to take off. >> Take it up on the flyer, too. >> Yep. Oh, yeah. >> I have a suggestion, >> Sammy. >> Yes. >> I got a suggestion, >> please. >> Nationwide decline in school age population, including WSU. Sure. >> That's the last bullet point. >> Okay. >> Have the phrase including the W USA. >> Great. >> That will fit. >> You
033have a double space between referendum and need. >> I do. You know, >> noticing a double space is quite >> something like so. This is like this is okay. You guys aren't chopping up my copies. >> You guys did I think it's a great job. >> Yes, you guys did an excellent job. >> I would it does look very nice. I would like to I would like to uh make the informal motion that any further grammatical questions we have uh we we we allow Gelain to we allow Jane to take a fine tooth comb to it. And I will I I would be willing to vest the authority in her to make those decisions without me having to authorize. >> Dan has that Dan has seniority. >> I missed all of those. >> You didn't
034have more into the creative side. I hope I still passed your classes. >> There actually is one more. >> So the colon after the request front side small thing is over one extra space. >> Yeah. was request request. There's a there's extra space in there but before the colon. So just back it up >> on the posted note. >> Posted note on the front section. >> I see it. Go to eagle eyes. All of you. >> Well, for years, Linda and I had to read this kind of stuff. >> I did. >> I know. >> All right. Any other pieces there? And if you see something later, again, the goal is by the end of the week, but it >> it's great. >> All right. Couple updates. Uh, one is that we created a January
035key messages document that we've been sharing with stakeholders. Um, and our our goal is to have a February key messages as well, then March. >> Okay. >> So, we'll just keep doing that. Um, we uh have I think we spoke of this, but just a reminder that we have partnered with a local videographer uh for really two videos um and um we're really excited about the work and I'll turn it over to Melissa for some more details on that. >> Please. >> We have filming dates booked. Our first one is the 22nd of January. >> Oh, nice. Uh we've worked with our leadership team and determined three schools that we're going to be in. So we worked with those building principles to have them brainstorm um three to five locations to film within in those
036buildings between classrooms and something that would be more like extracurricular fun. We are going to craft a voice over. So we're at about a minute 30 to minute 40 for this first video now. So, we're going to craft a voiceover, but then interspersed within the voiceover is going to be teachers and some students individually saying something positive about the Watertown School District. >> Oh, that's wonderful. >> So, this is our vision. You know, we're still mapping it all out, but we would like that to have a shelf life, you know, hopefully five years. Just great for district promotion on our social media, on our website. Um, we would like to have that launched sometime around the end of February. And then we'll be filming a second video on February 6th which would be more referendum
037focused and that would be testimonials. So we have um made space available to do eight testimonial interviews. We will help the people who will be participating in that with script and with some prompts. Um, we'll we'll do uh we'll do the testimonial interviews with all of them and then we will let our videographer edit, you know, down maybe, you know, one person or one couple might have a little more air time than another, but we're going to make it balance out real nice. And that will be probably no longer than a three minute video. >> Okay. How many uh testimonials are you still searching for? Have you secured any? >> Um, we have we have a list that was added to a little more today. Okay. Thank you. >> Yes. Um but uh I know
038that we are looking for suggestions still but by the end of this week by the end of this week >> for suggestions. So if you anyone has suggestions >> the tough part will be how to narrow it down but we're taking all suggestions. >> Okay. Um do you think that Well, I guess um I'm okay with you guys picking. I'm just Are you at eight? Are you not at the eight yet? And it's fine if you're at the eight and you're still looking for more. I totally get that. But I'm wondering if we're under the gun with >> I think we're closer to 28 right now. >> Okay, that's perfect. Okay, so I don't have to worry about No, we didn't get enough people with testimony. >> Sorry. Of course, we're looking at, you know,
039you know, one testimonial from current district parents, one testimonial from, you know, members of our senior community, one testimonial from a teacher. Um, we talked today, you know, could we incorporate a a senior in high school, you know, as a as a testimonial. Um, we have we have we have to narrow it down. That's the most challenging part. >> Okay, perfect. >> Right now, we're committed to really focus on the uh piece for next week. Get that settled and then we're going to focus on that. >> Okay, perfect. >> Who do we have the contract with for the local videographer? Who is it? >> Sure. It's H&I Collective. >> Oh, okay. >> Which is Isaiah and I um Isaiah's company put together the u beautiful videos that were done for Watertown Tourism. Oh, cool. um
040a Spanish speaking person >> be great >> to to speak in Spanish. >> Yes. Yeah. Just throwing it out there. Maybe student >> who could speak English and Spanish, >> right? >> 30 seconds a piece. >> In that first video is one of them. um the dual language school that you guys are currently planning for like the school. >> We will not be in the we will not be at the dual language. >> Okay. Yeah. >> We uh we challenged our principles to give us some names and they have until tomorrow then or tomorrow to give it. So we'll we'll look at that but that' be a nice addition to it. So thank you. >> And these videos will will have um dubbing over them or closed captioning. So um any parts that are in
041English will be translated. they can be translated to the end user in Spanish. So, I do like your idea. It' be fun to have someone, you know, have a student or someone, you know, whatever it is that they're gonna say if they're just gonna say, "We're all gozlings say in English and say it in Spanish." >> Be great. >> It'd be really fun. >> Good idea, Dan. >> I know. >> Well, don't be surprised. >> I'm not surprised. You're full of great ideas, Dan. >> Any other questions or comments about the videos? I'll just keep giving you updates. Uh, next one is that we have uh sought across the community a referendum volunteers a group just to help distribute some of this very literature that okay >> and so I think we're at 15 folks
042that uh we followed up with yesterday saying thanks and uh we'll have a kickoff meeting on January 22nd at MATC that night and we talked about our agenda. will do a little get to know you uh piece. We're going to uh hopefully have a slideshow done by then. It's on the list. Uh but that will be the education of that group around all things referendum. And then our idea is to really uh emphasize that that group is uh really not for advocacy but it's around information sharing facts and distribution of literature. And then our idea is that we'd have, you know, the flyer, those cards, and I believe the essential or the key messages in stacks of 20 or 25 and ask folks to take as many stacks as they are comfortable taking. And their
043goal is in the next 30 days to distribute those. >> Okay? >> And so we'll meet uh the third Thursday of January, February, and March to kind of replicate that. So we're excited about that. questions on that. >> So they they can go anywhere. They can go to the bowling alley. They can go Yeah, >> it's a great idea. >> That was your wife's idea, wasn't it? >> Me. >> Yes. >> I had um mentioned to Melissa on Monday night that I had met with someone in the community who suggested children, you know, that are going to school go accompany their parent or whoever they're going with. that those people that would be answering the door that might be older that don't have any children or anything in the community might, you know, might engage
044with the child or student to see what they like about school or that or that the kids just kind of volunteer that as they're passing out the literature because, you know, how can you resist? >> Good idea. I like that. >> All right. Thank you. And then I have two reminders. Uh just refer related reminders. One is that we have that community events spreadsheet. So uh two reminders. If you have any ideas, please funnel those to Melissa and Lyn. >> And thank you for signing up and keep signing up. Right. We're going to continue to add uh events to that. So thank you. Once these documents are finalized and ready to go, that will free up some more time for Lynn and I to make calls to create engagements at the bowling alleys. I know
045letters would like to have us back. >> Yeah. >> You know, and other places like that where we can go to the public versus expecting them to. >> Okay, perfect. Will we have those? I'm doing Friday. Uh Tammy's also doing Friday night. Will we have the newer one? >> I'm that that is the goal. >> Okay. Yes. >> I mean, >> that is the goal. >> You just tell me where to meet you. >> And um if if we haven't quite sorted out Yeah. what we want to do with this back section yet, then we'll make sure that you have the most recent version of the front section. >> That's fine. That's fine. >> Yeah. I will I will bring um the table will be set up and I will make sure that the materials
046are there for you. >> Okay. You be in the front. >> Otherwise, I can stop too. Whatever. >> Okay. >> Well, okay. So, I'm at the carnival. >> So, do you want me to drop off the table to Linda or do you guys have multiple tables? I'm cool with whatever. I'm just trying to >> um uh call the carnival. >> Um Shers will provide a table. >> Okay. >> Yeah. So, I will Thank you. I will make that call. All All we just All we do is call the building secretaries and make sure it's there and um I will drop off materials are there as well. >> Okay. And I can even come and pick them up if that would be easier depending on that. Okay. If you're looking at that, come for sh and
047sh is Friday. >> Yep. Sh is Friday. And then I'll probably swing by around my lunchtime on Friday. >> So you can um if you run into anything in your day, Melissa, I can really adjust my schedule to whatever. I have no interviews scheduled on Friday. So I can take my lunch if you like run into something need to leave. If you let me know, I can I'm seriously five minutes away so I can swing by. >> So clarifying, am I getting materials from you or you? >> If you also would like to come here and pick them up on Friday, we'll have the box. >> Yes. Could you prepare a box for me as well? >> Where are you going to be? >> I'm going to the town town halls. Drop them off there.
048>> Yeah. Um, are you going to be spending time there or just >> No, I'm going to talk to the clerk and the various clerks and copies. >> Let's make sure then I'm giving you the most the one that includes the back information. Yeah. So, how about early next week? >> Okay. >> Would that work? >> Sure. >> And then um for Saturday I will be starting Friday. >> Yep. your Friday and then I'm Saturday at the library all >> Linda I'm actually going to be at the high school on Thursday night for parent teacher conferences. Okay. >> So everything's going to be there already. >> Okay. >> Sounds great. Perfect. And where do you like where do you want me to check in because it's 7 >> then what? >> Um will you so
049wrestling? >> There will be a table set up in in the main entrance way when you come into the high school. Okay. >> And it will just all be ready to go. >> Okay. >> Yeah. Everything will be on there ready to go. >> Perfect. Thank you. And >> and make sure you're wearing your your name tags when you go. >> Yeah, I have mine at my front door. I forgot the first time. >> Last piece on that is we have a nice system working with Tammy, Melissa, and Lynn. So, thank you for that work just to promote those and and establish those gatherings. Thank you. >> Then the last reminder is there's also the documents linked in the U board docs. Uh just a reminder that we have a road map kind of November
050to April still a work in progress. We're adding subtracting by the minute sometimes but that's our road map for some of the things that we're doing. So that's all all I have for referendum. Thank you for all your work. >> It's a lot. >> Thank you guys for all your work. >> All right. So student engagement survey. >> Yes. Thank you. >> So we have this draft here. >> Yes. There's a draft included in the uh board docs and also a hard copy that I believe Angel passed out. And so just a couple reminders and then I'll get us started on kind of the uh the update. So just as a reminder, last year was our first year um partnering with school perceptions um for the student and parent engagement survey. Previous years we had
051a different vendor some of the same questions not all. Uh last year we uh asked school perceptions or challenged them to align their questions with our core values so we can look at that data. They they said they got it and they indexed the questions. When we got the data back, Chris Malloy and I were very uh much on the same page that it didn't align with our core values as we had hoped. >> Okay. >> And so since then, we've Chris and I have been meeting with Derek Gotney who's been with us before. So really challenging him to help us better align a question or questions to our core values. And this uh hard copy there that you have is a reflection of that work. And I'll call out where where those things are
052different. So the whole survey is is the same minus uh six spots and I'll call those out. Okay. >> So if you look at let's do this. >> Yeah. I not so I believe it's on page five. My notes are correct. >> Um >> it is empathy. >> Yes. Thank you. On page five, there's a question about empathy >> and um >> it's down here. I actually >> Thank you. >> This one doesn't have page. >> Can I have the header at the top? Gers. >> Okay, perfect. >> Thank you. So, classes and teachers. That bottom one, people at school show empathy on a regular basis. That is an addition. >> So can I say so >> because this is going like the Can you tell me the ages that this is going or the
053grades? >> Grades 4 through 12. >> There are some people that are not going to know what empathy is. So I put down Could you please put an asterisk up there and down here and break it down? >> Sure. >> Thanks. I will bring that to Derek. >> Well, that term is widely um interpreted. >> Right. I was gonna ask for a definition of >> you know what you know what it is your hurts in my heart but I don't know that that would be like that you put that there but >> we'll I will talk >> uh also on page five above the empathy question uh people at school are honest so that is an addition okay I'm going to move us to page six and Make sure that um I'll help you. >>
054Yes, thank you. There's integrity. Yes. Page six. So the header is life at school. >> We have two questions that are additions. Uh one is students treat me the the respect questions and then integrity. >> So I I did asterisk. I kept respect. I figure that's >> but integrity for >> a younger kid or >> Yep. Thank you. >> Sure. >> So again, these are just additions. Everything else is the same. If we look on page seven, uh just make sure that yeah, thank you people around me is the header. Thank you. Uh persevere perseverance there is is an addition. >> Um divide. >> So I define and then >> for number two, how much time do you spend on social media? >> Yes, >> there are so many other apps. So I this is
055too limiting here. >> Okay. So, I put or other apps or accounts because >> um maybe it could be something. How much time do you spend on digital technology to encompass everything, Linda? You think maybe >> the digital technology might be school. They might be doing their homework. >> Well, they could be doing their homework. >> It says such as it doesn't say these are the three that we're asking about. It does say such ads, which implies that there are other ones. And Tik Tok, Instagram, and Snapchat are the big three. You could put Twitterax if you wanted to because I think that gets a different demographic. But uh uh I mean I I hear what you're saying. >> I don't think you want to open it up to just digital because this is really
056getting specific to bullying on social media. So it I think it has to stay on the social media platforms for this >> and the insecurity dopamine loop that happens with them too. That's pretty unique. Like video games aren't really the same thing. Although they have their own problems. >> They can get pulled on video games. I guess >> video games. >> I mean yeah they can they can live games. >> They get pretty intense. I hear it through Brad's headphones. I'm like, >> you should tell that 14-year-old it's past his bedtime. >> I will bring all these pieces to Derek. He's a a great partner. And then the last one I have on page 11. Lind tell me if that's true or not. >> Well, there's one before that like Okay, so this was you
057know. Okay, so this actually this this goes with the thing can't can't see the board that's on page nine, but it's also on a whole bunch. >> Okay, tell me if I'm right. Are there still boards or I mean like wouldn't it would it be >> white board screen? you know what you're I get what you're asking is >> I'm sure that they would know what they mean as well and in all honesty if we're being honest with the heavily use of technology I'm assuming that teachers don't rely on the board as much as they used to. >> Uh I would say that you if we said board to me 10 years ago I would call it a whiteboard or chalkboard. I think now we would say an interactive board. That's >> okay. Like where
058they use it. Okay. >> Yeah, like a smartboard. Okay. >> So, I'll bring it to >> uh on the last page on our school is the header. That's another addition. And so, uh our core values it starts with >> that's an addition. And so, it's kind of a open ended question. So my question on this question is >> which values do you see people I don't need I don't think you need the word off showing off you know I mean I think showing the most >> good >> or showing I mean >> explain >> I don't think showing off is what you really want it to be. >> Yep. Well, it did come when I read it the first time at home. I'm like showing off. Well, >> did you have a little red pen?
059>> So, again, thank you for feedback. Um, if the if the team is comfortable, I would bring these suggested revisions to Derek and then call it finalized and then execute the uh the survey if that's okay. Yes, please. So I I just need some help interpreting something on page will it be page one of the actual questions. >> When you get down to pa to question a little it's under a little about you number five that's not for the students right that's for that's for some administrator building person or something isn't it? number >> five, six, seven, and eight. >> Yeah, that that's for our our background. What happens is Yeah. Um we work with the tech team. They upload that. >> So the the kids don't see that. Okay. I thought that was probably
060the case. >> Y any other questions or feedback? >> Um no, I'm comfortable with it moving forward. How do you guys feel? >> Good. Yeah, I think uh I think that's consistent to have questions about the core values of the district. Yeah. >> Okay. >> Thank you very much. >> Okay. So then we're going to move to um uh the board of education visioning visioning survey and the board of education commitment surveys. Um I'm going to discuss C and D together but they are two different surveys. Um the first uh board of education visioning survey would be delivered to the entire board in April after the election cycle. Um uh we're trying to develop something to help us um find out what everybody's goals and objection objectives they're hoping to get during their candidacy. Um
061my thought on that is if we can find goals that are aligned, you know, like a high number of people with the same goals, then we can strategically start focusing on that to like get it out of the way or to address whatever that goal is. Um these have not been developed. Uh so we would need board members to develop it. Um so volunteers, that's great for essentially it's really just a get to know you survey, right? like I was on the board for this. these are the goals I'm hoping to establish throughout my candidacy and then every April the board would have ever other such surveys you know um when we take the time to develop the survey we can discuss other questions but it really is just an introductory welcome you know welcome
062to the board you've been on the board let's reset what are your goals now for this year Jason please join in at any time if you want to add any commentary thanks Um >> so sitting board members >> uh all well yes it would be after the April election. So it would be the new who whomever the new board dynamic is um everybody would get a survey. Uh I most likely the timeline would be probably the May the May planning. Um and then we would try to have it back to the board a full discussion of planning maybe June, right? Because then that those board members are settled and we would know. >> So it would be the four new ones only. >> No, it would be the entire board, right? Because if you think
063about it, let's say um this half of the table had all the same objections objectives in April and we tackled those objectives. The new April you might have new things that you want to focus on. So it would be the entire board and then the board of education commitment survey uh would be similar to the one that was initially corrected and that's what we had discussed the board initially had um to go over if we um you know if you feel that the board is working within the commitments that we had applied to ourselves. you know, kind of like a review kind of scenario. Does everybody know the lingo of a 360 review? >> Okay. Okay. So, we're just No, I don't. Okay. So, a 360 review is where usually at the whatever set time
064of an organization, uh, you get a survey where you survey um your b your boss and your peers. It's a 360 review. So the whole office says this is what we're doing. So it's somewhat be set up like that where it would be a survey going out to the whole board. Um we do have a jumping off point. Um with the previous board had one. Um, that's not to say we can't look at it and make adjustments that we feel are necessary and then bring it back to planning next month to get it approved to go to the full board for a vote if that's necessary or to stay in planning and vote to move forward with the surveys, but we would need some volunteers to help develop the survey. I'm happy to help or
065do it all by myself. Nobody wants to volunteer. >> I'll volunteer. >> Okay, perfect. Dan and Jelene and I do would you like to add anything Jason to that? >> I think the only thing I would add is that I believe we talked about the commitment survey would be executed later in the year. So if there were new folks they'd have some time to get acclimated to them. >> Correct. I we were planning like the November was that like I think it was uh April and then November would be the cycle for the surveys. Thank you, Jason. And then I will reach out to you guys and have Jason in the email so we can schedule a time for us to get together and hammer out potential survey questions work for you guys. >> Say
066that again. I wasn't paying attention. Um, I will give an email to you and Jane as Jason added so that we can schedule a time for us to get together, >> okay? >> And get the questions together for the survey. >> I would have volunteered, but >> Well, if you'd like to do it, by all means, you guys could all do it during the day. I cannot get until after 4:30, >> but I'm not going to be on, so is that fair? >> Well, yeah, sure, it's fair. >> Yeah, it's fair. You can help develop the survey if you'd like, Linda. If you don't want to, you don't have to, but >> I would like to. >> Okay. Okay. Well, then it's going to be Dan, Julene, and Linda that are going to work on
067the survey, and that way you guys won't be hindered by my work schedule. Can meet freely however you'd like. >> Good. Do we have to post it because there's three of us or >> Um, it's likely it will be posted. Yes. >> Okay. >> So, connect with Jason about that. >> Okay. I will get the email out to the three of you with Jason involved and then feel free if you'd like to remove me after I do the initial email for you guys to do the planning. I don't need to like oversee the communication or anything of that nature. >> But should we open it up to have other >> Everyone can always show up to whatever they want to. So I mean, you know, post it and then if people I mean I'll probably
068be at work just like she will, but yeah, people can show up if they want to. But even if you weren't there, we show you what we have and you might want to make an addition. >> Well, it would come back to policy or come back to planning next month for the whole board to or not the whole board, but this committee to look over. >> Okay. >> Um and then we can make adjustments or whatever at that time. And then I believe the committee would have to decide together if it's something that we want to bring to the full board for a discussion before implementing, which I don't think would be a bad idea to let the whole board weigh in on the questions that we're going to be asking one another. >> Yeah,
069that's good practice. >> Legalities like So we we have to meet at a public place then, right? >> Um I'm thinking unless you're comfortable with people coming to your house, >> right? They might they might knock and be like, "All right." >> Just checking. >> Thank you. >> And anything else on that, guys? Questions? Nope. Okay. So, then we're going to move to the February 11th planning committee meeting referendum focus. >> Yeah. I think we're um this is an ask. Okay. our our typical cadence would not have us meet in February. And so I think you and I talked about >> Yes. >> would it be uh a good idea for the planning committee to connect in February? Uh and it would be really focused on referendum just keeping the team updated. And if that's
070a good idea, one idea would be for it to be on February 11th uh FI30. >> Yeah. So two questions. Should we connect for a referendum? And if it's a yes, then does this date work for the team? >> I personally feel that we should meet just in case we need to pivot. We can we stay on top of it. I I' I'd like to not hear in March that we would have it would have been better with the pivot in February, but we didn't have a meeting scheduled. So, I'd rather be proactive than reactive most. >> So, then on that because aren't we flip-flopping I mean, we're we're usually flip-flopping with policy, right? Or not. Is that >> I do not have my February fee February calendar filled out yet, but Jason and I
071did look at it and I did not think that we saw any conflicts when we picked that day. >> And even if you do, we can always just adjust policy or we can do policy after or before. You know, we we we can always move that. >> Yeah. Because Sam and I are both on I don't know if you're on planning, but I'm definitely on policy. >> Yeah. So, we're both on planning and policy anyway. So, if it needs to be a backtoback meeting, that's not a problem. >> So, what time? >> 5:30. >> What's the date? >> The 11th of February. Does that work for you, Melissa? Okay. >> Is that a Wednesday? >> Yes. Yes. >> Yeah, that's usually good. it. Can I ask a question that maybe this is out of the
072scope, but maybe we should bring in discussion to see if um >> Dan, do you look at the school calendar? Do you look at the the program with school calendar? >> Um, yes and no. >> Okay. Well, then never mind. I was going to say maybe I could start a school calendar with all the events on there that the board could see like in Google Meets, you know, but >> it's not going to be utilized then >> we don't want to beat a dead horse or anything. >> You mean like the digital calendar? I certainly would not have a problem with that. I would certainly like that. >> Well, don't let me stand in your way. It's a helpful tool for you guys. Well, it would be a place where the board could go look
073and see um what community engagements are scheduled throughout April and um what days conflict with board meetings. So, you know, if you can make that event, you know, not that you would be I would take over the responsibility of manning that calendar, Melissa. I wouldn't put that on you, but >> it would be nice because then you could just send out invites to people and they could click yes or no and then you would it'd be a lot more streamlined than getting an email, sending an email, getting another email, sending another email. >> Okay. I think before we I I'll touch base with Lynn to see how that might mess up her. I don't want to, >> you know, yeah, talk, but I would I would like to see that personally. >> Okay. Okay. So,
074we're going to move forward with the February 11th. All right. And then we're on action items present. I don't unless my >> I have a few that I can cover just to make sure. I have uh Jason and Melissa uh will work on the suggested revisions on the flyer and the uh smaller document. >> Okay. Um uh I will bring the suggested revisions to uh Derek at school perceptions. Uh that number three is then finalize the survey to execute it. Number four I have is that uh Dan, Linda, and Julain will work on uh board of ed visioning and commitment surveys and I'll help get that posted. >> Okay. Could is it possible Jason that you could just send Linda um and Julene and Dan a copy of the commitment survey to see what we
075currently have? >> Absolutely. >> Okay, perfect. Thank you. Okay. Um I I uh so um we have three folks that will work on those two surveys. I'll help get it posted. I have I will work with Lynn and make sure that the February 11th uh we have a planning committee get on the calendar for 5:30 p.m. And I heard I wrote down that Tammy will work with Lynn about a shared board of ed calendar. >> Yeah. Well, I'm going to ask Lyn. I'm not going to say we're going to do this, but I'm going to say how will that mess with your, you know, because she manages a calendar and I don't want to do anything that's going to make it difficult for her to. >> Yep. >> You know what I'm saying? >> Yep.
076And then the last one I just add is I'll send that commitment survey the previous one. >> Cool. >> That's what I have. >> All right. Perfect. And then the past action items, I think we're pretty on point with it. >> The only thing that I would mention that's still relevant is the 60 seconds video. Um, I did the one last month. Uh, someone else is going to have to do it this month. Who wants to? >> Dan, do you want to do the 60-second video this month after? So it would be you've been scheduling it the month the Tuesday after the monthly board meeting. Correct Melissa? >> Yes. >> So I show up here. >> Yes. >> And you can go on the Facebook and see Sam and Craigs. They've been great. >> I'm
077just going to wing it. >> All right. Perfect. There we go. We got Dan. >> What time do you want me here? >> Um so that is going. So uh let's just say 8:30. >> 8:30. come here >> and I will make this very easy for you. >> All right. >> You just have to know what like the three things are that you want to talk about that will take no more than 60 seconds. >> So your introduction and your closing do not count toward your 60 seconds. >> You can ramble at the beginning of >> I I will we'll talk. It was the best of times. >> Okay. I'm feeling like Okay. So, if does anybody have anything that they'd like to add to a future meeting that they're aware of or No. Are
078we good? >> Good. >> Well, wait. Okay. So, Dan and I met with >> Tina or Tina Chris, >> right? Hi, Tina. Tina, are you saying something or not? Were Is this where you were going to say something or not? >> No. >> Okay. All right. Sorry. >> I I didn't think that we had anything finalized. >> Well, yeah. I wasn't She had offered. >> Yes. So, Jason and I actually talked about that in the planning session that I was going to touch base with you and Dan to see about that professional development. >> Okay. Um, so maybe we can add to um March's agenda since February will be focused on referendum, right? And maybe if you guys are done with like the surveys by then, but I thought that we wanted to focus on
079referendum >> during the planning meeting, right? >> February. >> Um, yes. So, I don't know if we want to bog it down with talking any professional development. So we can maybe add a discussion in March's um planning about professional development and in the interimm I will speak I'll touch base with Dan or Linda to get in contact with >> Tina >> you and I should talk before then and maybe we can when we're doing the survey. >> Okay. >> We can kill two birds. >> Okay. >> So to perfect. >> Yeah. So, just another to-do would be for uh you and I to make sure that the March planning committee agenda includes board of education PD, >> a discussion about it. Not that it has PD, but a discussion about what's up next. >> Thank
080you. Future agenda. >> All right. Well, then if nobody's got anything else to talk about, I'm going to say this meeting is adjourned at 6:35. Woohoo! Guys, 8:00 instead. >> 8:00. >> See, Dan, >> why can't you're moving too much? >> Cuz Dan does the heavy lifting. >> No, Dan. Dan Dan has I think Dan has the single most I