10/20/2025 Human Resources Committee Meeting

001All right. So, we're going to the consent agenda. Does anybody have any questions about the consent agenda? >> I'm hearing no. >> No. >> Okay. So, then we'll go to B the employee handbook update plan. >> Margaret, you're just going to give us like a brief overview of that, right? So that is um just a an outline of the plan that we have put together to u update the staff certified staff employee handbook. I talked about this last month that we have an old handbook. We have a new draft from Neiola. We have ne new policies and so the handbook needs to be updated to align with the district policies as they are today. And so this is just an outline of the plan that is um in that I just put together. We had

002talked about, you know, what what level of review did the committee want? And so I built in three reviews of the draft before it goes to the board. There's enough room in there to extend an extra review in there if that were absolutely necessary. The idea is that we get the handbook done and to the board so that we can have it implemented and approved ready to roll out on July 1st of 2026 which would be the start of the new contract year for um for year round employees with the you know with the school year employees starting the following month. So this builds in a couple of times that I would be bringing a draft back. In between the draft, we would have both central office reviewing the text and cabinet reviewing the text

003and then select a team of certified staff members to also review and and discuss and revise drafts to provide um you know a time for questions, a time for um input, a time to like get any any um clarifications that need to be made kind of done. And so so that when we go live with the handbook, it doesn't result in months of questioning about what is this, where is this change and things like that. We are working on a a draft of a a chart that will show it was in this is the topic. It's in the old handbook here. It tracks to the new handbook here. And then also the it references all the new policies. So, we're doing like two different types of comparisons and and we'll figure out how to put

004together a communication plan that answers things from both of those perspectives. >> Okay. >> So, then you can expect that we would have a your first review on December at the December 8th HR committee meeting and that is is I will send the draft out. I will try to get out at least a week in advance. Um, employee handbooks to people that aren't necessarily in HR are not the most riveting documents to read. And um, and so I just want to uh, why are you laughing? >> Because they're not. Um, so I will get that out so that you have enough time to read through because it is more of a lengthy document and >> it's not like the whole policy book, but you know, it's a summarized version of the policy book. >> One

005of those funny but true, Margaret. >> I know. I like that. >> That's why we were and I was the only one who giggled out loud only because I saw Jane shoulders do this first. I like them. So, so that would be the plan for the u for the employee handbook. I don't know if you have questions about the timing or I I think it's a it's obviously an amazing undertaking. Only thing I would say is um probably on the bottom of page one, you want February 16th of 2026 for the second review. >> Right. Right. That was the review that occurred. >> Yeah, that's fine. Um, it is interesting. Is there any way I know if everybody will note at the end of this schedule? It is after the election. >> Is there any

006way we could >> figure I know I there's no I didn't I didn't think that. >> How long are you with us? Well, four of us are only here for sure through April. We're four of us that got appointed this summer. >> Really? >> So, is there any way we could wrap this up earlier in April without putting a huge drag on you, Margaret, and your team and or does anybody care? I maybe I'm >> we would actually have to have it done in basically March then to go March. Is that just un not feasible? >> I don't know if that's feasible. That's >> Well, I'm asking if it's something that's important enough to do that or if we just let it ride like it is. >> So, I mean, the policy language, no disrespect

007intended to um whatever happens at that level, but the policy language doesn't change during that time period. and and the um so the handbook is supposed to be a reflection of the policies that would kind of follow regardless of who was on the board until the board decided to change the policies. >> Okay. So I >> I do f I do appreciate the commentary and in traditionally I mean within the last se three or four years of of the board operations um it's always been the intention of the current what the current board is working on to wrap them up prior to the new board taking seat taking their seat. um simply because well I mean >> you guys have been on the conversation that's what I was saying >> right so if you have

008the new board that comes in and they're they're going to vote for something that they haven't been really privy to the entire time >> and and expect not to have any conflict um about that topic I mean that it's really kind of tall order you know so I I do I do think it's it makes sense to try to wrap things up before um before election time. >> So you'd want the actual vote to implement July 1st, 2026 to take place at that March final board meeting essentially is what we'd like to shoot for anyways >> to shoot for so that so that it is one thing that's wrapped up. You know, who knows what happens, you know? So move the board adoption up by one month, >> right? >> And then just adjust backwards

009on the on the date on the timeline. I >> mean, it can always go both ways, right? You know, I mean, new board might just decide that, yeah, this is not the direction we want to go. We can change that. >> I completely agree with what you're saying >> and I agree with you. >> Thank you. should be done before. >> Okay, Margaret's making notes there that she's going to try to get it done before. >> Thank you, Julie. >> Sure. Any other questions for the timeline, guys? Are we ready to move on? >> Move on. >> Okay. Okay. So, administrator evaluation process overview. I think Jason's going to take it away. I think I skipped one. I >> think we missed >> Oh, did we miss one? >> Oh, yes. I'm sorry. I did

010have that open, but J but Jason's still taking us away with that, right? Okay. >> So, I always want to start with gratitude. So, I appreciate board's continuing support of educator effectiveness. We know how powerful the conversations are. I also want to thank uh Dr. Burke. a uh was a great thought partner as we thought about and put this culturally relevant piece together for you tonight. And so just some context um just so we're all on the same page. Last month I joined the team and showed uh some documents the process and documents related to certified staff educator effectiveness. And some of those documents that were in there were screenshots from example uh conferences or example documents within frontline. And there was a question regarding culturally relevant as related to assessment. And so as we

011thought about what what that meant put this together for the team and I'm not ever going to read things to you but I'll walk you through it. And so the first the first part there key principles uh really two parts there. One is the focus on understanding not just judgment and I think there is there are really two parts that are important to me to highlight. One is that um finding the reasons underlying reasons for students performance. So I underline that because we know that assessment the goal of assessment is really couple fold. want us to capture an understanding of the why like where are folks and why and then uh we want to celebrate hard work but also identify gaps so we can close those gaps and that's what that bullet really talks about

012really focusing on inquiry and feedback to do that. The second bullet really uh talks about there's been a traditional model of assessment many people think about standardized tests as the way we assess. We all know that's not the only way, right? And so that second bullet at the top there really talks about a using a variety of assessment tools and methodologies to capture an understanding of of where students are and uh allowing them to demonstrate their growth. Um below that the examples are simply that examples of ways that culturally relevant assessments are used. And so we know we this is not a comprehensive or exhaustive list but certainly things that we've talked about or think thought about. We know that performance-based tasks are one one way that we can assess. We know that portfolios are

013another way. Peer and self assessment and then culturally context prompts and there you know that I think there's a nice example there where math problem might involve uh using data from our local community. When I when I connected with John Schlender around this conversation, he told me a great story that really summed it up for me and he said that when the WKC test was coming up, we remember that, right? When it first came around, >> yeah, it was fall testing. >> Fall. Yes. And that there was a writing prompt when it first came out around what's your favorite season >> Of the year, right? and and those tests were collected and shipped, I think, to Florida for an outside vendor to to mark up and grade it. And they uh Wisconsin, many students in

014Wisconsin fell below the benchmark because they wrote about deer season. And so that that reminds me, right, highlights the fact that what we're talking about is true, right? And so that's what we talk about culturally relevant assessment. That's what we're speaking to. And so there's just feedback there. You know, I I committed to getting some feedback, so I won't read things to you, but here's uh this is a cut and paste from John Schlender's email, right? Then on the back there are a cut and paste from uh some leaders in our district. uh really speaking to I think very that very piece is that we're using a variety of assessments connected to standards to uh really assess students where they're at where they've been and identify some gaps we can close them questions personally I

015never had much success with pure and self assessments. >> Yeah, I think we've all had some successes or maybe some not so success using these different strategies. So we're saying on the um where the building leaders have weighed in that this is how they are interpreting that for the entirety of their building and encouraging teachers to assess accordingly. Craig. Um, so even even one of the building leaders, it it seems like there's less of a focus on um culturally relevant assessments. Am I am I not mistaken? I mean, it it it's there, but yet we're still utilizing it to evaluate staff. >> Well, you have to remember that um when we talk about this, right, and we are using the evaluation system and the evaluation system covers a number of different standards and within those

016number of different standards a number of ways you can get at but it also takes those standards and talks about the key that you're working in right so your goal if your goal is to work on assessment sure we're going to have some discussions about uh the culturally responsive assessment piece and as to what does that look like in your building. What changes or things are you thinking about doing to uh have a better assessment schedule or to meet learners as they are? For instance, uh uh you know um we've seen this uh many many times throughout um school career, right? Trying to understand the assess what you're trying to assess and is what you're trying to assess really evaluated. For instance, this comes up a lot with um when you have a math assessment

017that um really is very um based on like story problem um pieces that are put together, right? For a cultural learner that does not read well, are you assessing their ability to do the math within that story problem or are you assessing their ability to read the story problem first and then do the math? Because if it's just the math, then help proctor that in a culturally responsive way, which is to have somebody help read that problem to them and then judge their ability to do the math. Don't judge their ability to do the reading. Those are the kind of conversations we would talk about as it came up in their building and say, "So, what are you doing? How how would you like to how can you get better in those practices? um where

018are some where are some instances you might have seen something that uh we can think about and improve and it will improve your practice and it will improve your teachers practice because it's improved your practice. Does that make sense >> a little bit? But of the definitions that are used on page one, um or the examples that are being used on page one, I I'm I'm uh trying to wrap my head around because they they awfully do seem very subjective. you know, it's it it doesn't give you a definitive um uh assessment of where a child is at necessarily. >> Yeah. I think the the the struggle in this piece for everybody and has been for a long time, right? Um certainly, you know, with me and I I will tell you that my background

019in assessment, I'm steep in it, right? I was on the statewide assessment team, you know, um, thinking about ways to help, uh, you know, do the value added research project to help the latest report cards we have, right? trying to think about each person as an individual when you're applying an assessment that has national or state standards, right, for everybody to come to and making sure that we are working within assessments, writing assessments or proctoring assessments or even thinking about what they are looking to get at. That is a whole body of work that is ambiguous, Craig. Right? And that's why we try to talk about and get better at it as a practice in our evaluation method, right? Is we are trying to get better as an organization about having meaningful assessment and making

020sure that what we're getting back from that is actionable data not only on the individual but also as a group. That's what this whole thing speaks to, right? That's that's what we're trying to get at here is to recognize the individual within a group but also knowing that that that assessment is not only for them but for us as an organization to continue to improve practices for everybody else. I guess I guess that's that's the question. Um as we as we is ambiguous beneficial we're moving the needle. Um I mean that that's that's what I'm gathering. No, I I think what we're trying to do is makes take something that is ambiguous >> and make it less by putting practices in place. >> Okay. So, can I can I jump in, guys? >> Okay. So,

021I will say this. I'm the one that brought this question up to Jason because I was wondering why this language was even on the assessment at all. Right. And per John's feedback, the reason the language is even on the assessment is because they're required to have that language on the assessment per DPI because it's a D because the program is a DPI like extension. So they have to have that verbiage and language in there. So, if it's only on there because of DPI and there are building leaders that said, "Hey, we're not even told to focus on this as far as it goes to assessments >> like as much." >> Um, I if the building leaders are saying, "Yeah, we don't even really it's not even part of like it's on it's on the platform

022they're assessed in because there's certain verbiage that needs to be included on that platform for that platform to work with the Department of Public Instruction, right? But I think that the district is not hamstrung to heavily assess based on that >> standard. That hasn't been our focus. Right. No. And and I don't think I don't think any of these things are are bad to consider. Um I just I just don't know that it makes it makes a lot of sense to uh make it a significant part of the evaluation process. Yeah, I'm just telling you the history and why it shows up on the form. >> Okay, >> that's what they're trying to get at. They're trying to take something as ambiguous as assessment and all that it brings and they're trying to uh have

023that craft get better. That's why it's showing up on on this form as one of the things to evaluate practice over, right? We haven't there's a lot of other more important work for us in this district. we haven't focused on it much and you can see by the principal's uh discussion points right that it's not necessarily this piece on this form is not top of their mind for sure >> I suspect one of the reasons well first of all it's the it's the wording that raised the question correctly relevant >> um which so I suspect that it is um it's ambiguous for everyone um and so when our building people are looking at that they aren't sure exactly what it meant. Anyway, so they just basically didn't pay much attention to it. Um I also

024though based on what you put down for definitions and what Schlender said and some of those other things I suspect that it's happening that we are the word cultural there is is a I think it's a problem because really what we're it's not always a cultural thing like something with a reading problem to me that's not a cultural disadvantage unless it's ELLL okay then maybe that would be >> uh English language learner meaning they're not a native English speaker. >> So they have a culture there that >> right? >> So but I suspect that our teachers are already looking for different way I know of some um I know of a student who has a reading problem and so when this person takes a a test in social studies the test is read and then

025the student responds I don't know if students responds orally or in writing but I do know that that happens. So they're already doing this. I think it's just it's a DPI requirement. It's on the form. It's it's I think I think I'm fine with the explanation and they are working on it. Greg, I don't think they're doing anything that is specific to this that is um significant enough for us to >> keep going. I didn't seem to gather that based on that. I just was confused by um the requirements and the focus on >> Well, I think I think part of it is a phrase that DPI used. It's >> yeah, it's not a helpful phrase at all. >> I don't think we can get away from it. It >> the platform we're using is

026saying it's required for them to even >> the basis of this is, you know, came out of the late 80s, early 90s, the phrasing culturally responsive assessment, right? uh and it's just has stuck in but but the I just want people to understand what they're trying to get at is we're trying to make things um relevant in practice. So that way when we talk about assessing, we talk about not only what we're really trying to assess, but to also talk about barriers from either a a you know, and this is where the word cult comes in, right? A standpoint of Watertown in the bigger world, right? Um your family within Watertown or you as a learner. All of those impact how you're going to show up that day for that assessment. trying to understand and

027unpack that. So that way we have good assessment practices that lead us to data that come back and are helpful not only for that individual but also how we change our systems to be reactive to teaching better is the important part and that's that's really all this is about >> and I am only I'm grinning over here and chuggling because I think the deer season story is absolutely on point. And it is >> totally completely on point and um it's a great it's a great illustrator for you know you have to be sensitive to that when you design an assessment you hit the key I think are you actually assessing what you think you are and teachers don't always >> or are you seeing the response in the >> the light of where it came

028from >> you know >> and I think there I think a key word is also using varied assessments right if we only and always using portfolios that would be a conversation right or if we were only and always using essays that would be a conversation. So I think that varied is is also important. >> So this is down in the weeds but I mean >> you go there because as much as I don't like reading those things you want to talk assessment we can gel for a long time. >> Let's talk blue sexy man. >> Sure. I'm all I'm all in. >> Going back to 403bs. >> Yeah. Sarah Margaret. >> Okay. >> I think I'm fine with >> I'm good. I'm good with the explanation. Anybody else questions, concerns? We're ready to move on.

029>> Yep. >> All right. Now, we're on the administrator evaluation process overview. Take it away, uh, Jason B. >> Thank you. Yeah. Oh, thank you. That's Yep. That's the anchor document. So, I'll start with that and then there's a few links that I'll uh at the end. Okay. And so, um, the first, uh, much of this is, uh, very similar or the same to the anchor document that we talked about last month when we talked about certified staff educator effectiveness. This is a certainly focus on administration, but many parts of the why, what, and how are similar the same, right? And so again, I will never read things, Steve, but the ROI there is really we know that educator effectiveness is in place as a way to improve student outcomes in student learning. That's why

030it's there. Number two really talks about that the foundation of educator effectiveness is really in that continuous improvement model, right? We we want to grow and see growth over time and that really aligns with um our strategic plan when we think about transformation. We have defined transformation. We have talked about that really uh uh being connected to continuous improvement. And then the last bullet there is really again u bring home this idea that the whoever this is in this case it's administrators owns the process. They're they're doing the the heavy lifting of doing self assessments and reflecting and uh reflecting on observations that in this case uh a director or a superintendent would be doing but they they the the person in this case is the administrator is really doing the heavy lifting. When we

031talk about our what again um this is exactly what we talked about last month. It's a DPI approved model, right? We know that not only is there uh here this is sapes and copes right we we like our acronyms sapes is school administrator copes is central office but for every subgroup of certified staff administrator central office and superintendent there's a there is a model that we follow it's just a little different based on the role now number two under our what really talks about there are certain required elements and you'll see those elements show up in some of the supporting documents really balances I think what I underlined in the number two is really balances professional growth with accountability right there's the the the the human in this story does the heavy lifting the reflecting

032the the right self assessment or writing goals but there's an accountability to the supervisor and and growth over time and then uh number three is again just bring home this idea that every subgroup of professional So our district has a little bit of different of a model but but there are common commonalities throughout our how is uh really again we've partnered with CISA 6 for uh support and educator effectiveness John Schlender or TAM or there's a number of other folks that have helped us uh with some of the professional development understanding the model executing the model cleaning up the model and things of that nature and they've been excellent partners We'll continue on. Again, this isn't we've really worked hard over the last several years to not make this educator effectiveness piece a one and

033done. We don't talk about it in August and then we'll see it next August, right? There's time that we dedicate in August to recalibrate as an administrative staff. We bring it to cabinet meetings monthly. uh we talk about it with principles and directors throughout the throughout the course of most months. So this is not a oneanddone piece. It is something that lives each month uh throughout our district. Again, number three talks about this this idea of goal setting and observations and student outcomes all being this self-directed continuous improvement piece. Um number four just talks again about John Schlender's excellent work. He uh for the last two or three years he's joined our admin retreat in August to do that calibrating. He uh I connect with him regularly about what where we're at and how I

034we as a group can continue to grow. He's doing some tandem observations with our administrators in November to help them grow in classrooms. And so he's just been an excellent partner and helping us all grow as administrative group. And then we know that uh I think it's it's really important for me to think about how educator effectiveness fits into other things we talk about and it does neatly. And we talk about PLC's, those professional learning communities. This is collaborative effort. It isn't just one person uh talking to another person about what they need to do and grow. It's it's a collaborative effort. It's based on data and it's really focused on student learning. And so let me pause there. Any questions about kind of the why, what, how? Again, very similar to what we talked

035about last month. >> Okay. Take over. >> Okay. Uh if you could please. Uh the first uh document link there is principal guiding document. Thank you. And so uh last month uh showed a very similar document for our certified staff. And so this one is uh uh really the target audience is for our principles. And so when we think about principal educator effectiveness, there are really three district leaders that that work with principles. It's Jenny Borst, it's uh Dr. Burke and myself really connecting with principles uh to to navigate this process, right? And so as you see here, uh, this really starts with start of the year meetings, right? SOI, start of the year. And you'll see things like, um, the self assessment. You'll see things like building goals. And so we really start with

036that self assessment and a check-in on goals for their building and goals for themselves. That last bullet under before the meeting says professional practice goal. I remind principles that's really an opportunity for them to think about themselves, right? We're often thinking about all the other folks in our in our purview, but that's an opportunity to say, well, what do I want to grow personally? And so that's that piece. And so we have a start of the year meeting uh like um Dr. Burke and myself will meet with the principal, Dr. Burke and Jenny will meet with the principal and we walk through the start of the year conversation. I would say that this is really year two of the system systematic approach to this. >> Okay. >> Um so last year was really our first

037attempt. Not that it wasn't happening but really systemizing it was last year. This year I think our our principles fair to say that they're much more comfortable with this process and they're learning and we're learning together. Uh if you go just down to page two there, these are just those check-ins throughout the year. We want uh for example, no later than December 15th, uh we have ask our principles to do a reflection on their building goals. How's it going with their building goals? How do they know what's the data and what are they doing next? So that's that kind of goal reflection observation. Middle of the year MOI is very similar to the start of the year. It's a more formal setting where we're sitting down with that principal talking about their goals in math,

038literacy, and student engagement. How is it going? Again, where's the data? How do they know that's that data? And what are their next steps for the remainder of the school year? The goal reflection is again just a self assessment, a check-in for them, and they submit that. And then end of year again is kind of that comprehensive piece for the year. uh you know really focusing on goal achievement. Um um what we've done last year for example is Dr. Burke and I would sit with the principal I think the same with Jenny and Dr. B is having the principal talk through how did the year go? How do you know? We take notes. We share those notes with the principal that goes on the front line. And so that's that comprehensive piece to the end

039of the year where we're really thinking about not only the year that was, but we also start thinking about what's summer going to hold and what's next year going to look like now is June, but what are you thinking about now? And all this gets in the front line. >> Please. um question first of all which is um the first item is not later than October 15th under that agenda. Are we current are with with this with all of our principles? >> Yes. All our principles really uh I hope I've mentioned it before but our principles work with their leadership teams during the summer and to look at data comprehensive look at data and that really was we promote that that work leading to school goals being developed. So I think every build building principal

040at school goes by but >> we're actually through most of the first check-ins with most of the principles. >> Yes, we also that was probably asked but we also this year have instituted our third uh third week of cabinet which is tomorrow. Uh there's just a reflection form that we've developed. We give time for principles just to fill it out in the moment and then they share with a colleague about how how's it going with those goals. Um how do they know and it becomes a piece of evidence that they can put in frontline and it also builds that um collaboration. >> And I just want to follow up. I was in the uh RMS building meeting with Leanne and Mike last week >> and they had um their um professional practice goal prominently displayed

041in Leanne's office >> and you know so that they you know it was on a poster board so they could see it and so it's it's and they talked about their building goals and things like that. So I think and it's evidence that they're taking it seriously and working. >> It's very good. I think one piece that we continue to two pieces that I see just across the district certainly some are doing it better than others but is uh collecting fresh data right we set a goal in August and then we'll we don't collect fresh data as a pulse check and so that's something we talked about as a leadership group and then certainly the second piece is how do we continue to communicate our goals and the progress of those goals to our students

042staff and parents throughout the year. So, it's not a set it and forget it model or we're just reminding folks of those pieces throughout the year. >> They were talking about sending out surveys >> to to get the data fresh data. So, I was I was very impressed. >> I have a question or two. Okay. So, there is no expectation to complete the SLO rating rubric review. So, what is the SLO rating rubric review? Yeah. What that is is uh to be quite honest, we've um morphed the SLO um to something I think is more rigorous. What I mean by that is in this context, this means school learning objective. And so mo I believe across the state if you were to ask a principal what's their SLO, their school learning objective, most principles would

043say one goal. Okay, >> we have uh really increased that to say we want a goal in math and literacy and student engagement. So really at the end of the day our building principles are writing six goals uh student outcome in math and then a professional practice. So if we want to say we grow in our our students capacity to do numerousy well then how will we help our adults to do that right? Okay. And then we have one in literacy two really right and then two in student engagement. So this doesn't apply because of that extra layer of goal setting that we ask principles to do. So that's also um why in for instance mine through the DAPES process one of the indicators of success that I put uh I believe uh I put

044uh progress made on district and individual building goal sheets in the areas of math literacy postsecary preparation uh uh and core values development and and so that's how those are interrelated with what you're seeing here. >> Okay. So, that's why we don't have them fill out this rating rubric because it we just do it in a way that wouldn't fit into >> differently and um I think in a way that marries to our strategic plan much better. >> Okay. And then this says this is for principal educators. So, right like buildings have a principal and an assistant principal. So are the goals of both the principal and the assistant principal generally the same because they are attempting to create the same outcome in the building. >> Yeah. Right. The only piece that would be different

045if you look on that first page under you know that category of before meeting with the superintendent that last bullet is a professional practice goal. >> Okay. that I would expect to be different, right? Because I may want to learn and and do some learning around assessment practices as an associate principal. The principal might say, "Well, I I got that coming, right? I want to learn how to or do some research around better engaging parents in the process of goal setting." >> Okay. >> So, those would be really unique to to the individual. >> Okay. Makes sense. Okay. Craig, go ahead. back to the um student I think you said student engagement >> student learning >> student student learning outcomes >> no I think he was talking about the >> uh one of the you

046said three criteria >> oh there's a math goal literacy and student engagement >> student engagement um that example of student engagement is there a what are some of the indicators that you can use for for that. >> Yeah. I I think uh what what excites me is buildings have really grabbed on uh there's flexibility for sure, right? But most of our buildings have grabbed on to one or more indicators within the student engagement survey as something that they look at longitudinal data. It's a little difficult now because we changed the provider, but they'll look at longitudinal data and pick one or two questions of that that they want to do differently or better. focus on that. The high school two years ago, I'm sorry. >> No, go ahead. I just said they focus on that

047question. >> But there's flexibility, right? Two years ago, I believe the high school focused on co-curricular participation. So, that was their student engagement. So, it does allow for some flexibility and how they define it, but it is most definitely part of the conversation with their leadership group and then a cabinet if we all look at it as well. Okay. So they use sometimes that they sometimes also use uh some of the student rounding feedback that we get. Um um their student leadership teams within their buildings, right? They they that's where that student engagement piece and those checkins for data are coming from. >> Yeah. I mean, yeah, I'm glad I asked because I would have naturally assumed it had something to do with attendance, you know. >> Oh yeah. >> You know what I Well,

048I mean that that that also may be a a part or an indicator, right? >> I think we've had uh buildings I don't think any this year, but in the past that's where that flexibility really math and literacy or math literacy, right? Right. Student engagement allows them some flexibility >> or or class participation being that sort of thing. >> I know the high school because I did some work there this summer. Part of their student engagement is asking sitting with some 500 students by the end of the year and asking them what are they learning how how will they know they learned it in that class. And so that's part of their student engagement is talking students about in class in the moment. What are they learning? How do they know they'll learn it? So

049again different buildings have have framed that different ways. >> Does that make sense? Yeah. >> Anybody else questions? >> Okay. Thank you. Uh if we could go please to uh what's the next one called? Director guiding document please. >> Director guiding document. >> It's the second one this list. >> Let me thank you. And so again, this is now uh the last document we looked at was specific to building leaders, principles and associate principles. This is for uh directors. And so I would say like last year or I'm sorry the principal piece I mentioned that we're kind of here in year two of the system. I would say this is really year one. >> Okay. Okay. And so what is reflected here is really uh reflection of the collaboration between Dr. John Schlinder and myself

050um because I had never quite honestly worked to develop a system for directors and so it was a good learning experience for me but it's uh much of the same again I won't read things to you but very similar what the PR you saw the principles uh we're asking our directors to do that self assessment uh there are no building goals like I talked about math literacy and student engagement but we're asking uh direct directors to identify uh an endofear goal and that end of year goal is really around student or programming and so uh really allows the director to look at their area of of of influence and craft a goal. Um my goal this year is around creating data systems and how do we use data systems to at the director level, principal

051level, board level and and classroom teacher level. So that's my programmed goal. And so uh asking each director to do uh um that self assessment and then identify goal. That's for the start of the year. And then page two is again there's a progress check where uh Dr. Burke and the and the director will sit down and talk about uh what is the what's the status, what's the evidence uh of anything that's getting in the way of you achieving your goal and next step. So it's that progress check. Uh progress two, progress check two is a document log just asking the director to put some evidence or artifacts is I think the better word artifacts in the system that support and give a clear picture of their work. And then the end of year again

052is very similar to the principle. It's how did the year go? How do you know what's the data? What are you thinking about for the summer? What are you thinking about next year? a culmination of the year that was. >> So again, this is kind of year one of this >> to understand how uh we can use a system of evaluation from the teachers to the principal to the central office to you doing mine. Uh having a system of evaluation working together follow those goals from the teacher through our strategic plan, the buildings, right? central office and you guys see evidence of those in the things that I picked for indicators of success. If you look at my indicators of success, you can uh understand that I had an indicator of success and they're around

053data, right? That's that's Jason's goal, an indicator of success around making sure that our curriculum uh uh templates for each class, right, are working on. Well, that happens to be Jenny's goal, right? um transparency in communication through budgeting. Sarah's goal areas are working towards those kind of so you'll see how like they all ties together through our whole system. Uh and so hopefully uh you can understand like how we're trying to capitalize on the evaluation system that also drives our school district forward in the different goal areas that we have working together. And they all each also have their own independent like professional, you know, um practice piece that they they look at in in regard to that piece too. >> Could you just give us a quick um explanation of what the acronym save

054is, please? >> I'm sorry. >> What save is, it shows up on like progress check one under the it's the fifth bullet point under the first point. >> Notify that. Oh, >> it's S A V E. >> Yeah. Would you be shocked if I told you it's not an acronym that's just actually saved the same? >> I think I think he doesn't trust us. He doesn't trust us to read it in upper and lower case. >> That was a suggestion from John Slutter just to be really extra clear for our directors because they do. >> I can make something up. Yeah, >> I stand down. >> No, no, but it just goes to show you that like we're in the first year of this with them kind of like you guys are with me and

055we're muddle we're muddling through what that what we're trying to do on that end of it. But um again trying to stitch it all together. >> Thank you. Okay, go ahead. So in the Daves process we we when we evaluate there's a there's a scale right of where an individual falls into any particular category. Um how does that look from this evaluation um these evaluation pieces? >> I guess I would point to two parts. If if uh if you look at the directory piece on page one, there's a um the first bullet actual bullet says self assessment and standards and indicators. And so each each director uh there are standards six maybe >> six standards with indicators and what we've asked our directors to do is identify which is very similar to our certified staff

056and principles is to identify in each standard one area of strength and one area of opportunity or growth and then do some reflecting and that would be part of that initial conversation with Dr. birth about tell me about those areas of strength and and areas to grow and continued conversation throughout the year. >> Uh I'm just kind of I'm just trying to gather a perspective on you know because the DE's process is kind of like the report card that is used for the administrator, right? Um, and when we're using a an evaluative tool like this, how are we capturing that? I will tell you it uh it looks like the same like >> the meeting that we just had, right? Uh, for my evaluation, I did the same went through each set of standards, right?

057There were a list of these standards under the first category, right? picked uh one I thought was the strength. I picked one that I thought was weakness. Right? We talked about those. Went through them. So imagine this like if you were to go into the Daves and see what it is for me >> going into uh the the safes uh and uh copes. Copes is for the central office. It it's going to have that same look, same feel, same things that we work on. So for instance the sumitative evaluation now yes we do >> um is very specific on you know where the administrator falls correct is there some sort of a sumitative assessment u u yeah a sumitative assessment of administration >> so if you look at page three of the document That last

058box on the top of page three Right there. Thank you. Talks about this. I'm looking at the director one. I think it's saying him. So we look at the last last kind of sentence bullet after meeting. So after meeting with the superintendent about these pieces that are mentioned here including like how to go with your goals, how to go with your strengths, what do you think about those areas of opportunities? Then Dr. Burke would be completing a central office summitive report and then kind of closing out the same just like you guys would do for me. After we're done having conversations, you guys come together, you discuss a summitive report, right? You put in the indicators into the thing spits out that summitive report. I would be doing the same for each of the central

059office people and I would also be working in concert with uh Jenny and Jason on the principles similar aspects. >> Okay. Including hitting the save button. >> Hitting the save button. >> Save and exit. >> Oh boy. I'm glad you didn't have exit on there too. >> Other questions? >> Anybody? >> No. Okay. I have one question. >> Okay. So, you have a number of goals, Jared. >> What's that? >> You have a number of goals. Yes. >> Right. >> Um why do uh like central administration only have one goal? Is it only one goal because it's new this year or are we always going to do one goal? I'm just wondering why you have like you can have up to three goals in your evaluation. I don't know if that's the same for district

060for central office administration and principles and stuff. I don't know. >> Yeah, I would say um you know uh much getting to a couple of those things. One, yes, it's new. >> Okay. >> But much like I have two goals for you, but those two goals encompass like six or seven different things. >> Yes. I >> similar in in resolve which is we have different things but I also know that working through the curriculum and curriculum process uh Jenny's going to do a number of things through her goal right to um move us forward same with Jason same with Margaret same with Sarah and same with Sarah right they in their areas they're much like me I have a number of indicators with timelines That's >> what they have as well that they're >> so

061instead of doing like smaller individual goals, they just have one large >> overreaching goal. >> Yes. Okay. Okay. Makes sense. Okay. >> Right. that has uh context for what they're doing >> because the the higher you go up in leadership um you know and and I think Tim said said it eloquently um you know you become less of the doer which is easier to focus on a smart goal and you become more of a leader of the doers and so you have to take into consideration what all those people are doing and say you In order for me to uh show you that I'm effective in affecting change, I have to show you that I can help them lead that process of this, which doesn't lend itself to an easy or smart goal. It le

062it looks to a lot of evidence based on all of the other indicators that you see happening because of the leadership piece that happen. >> Right. Makes sense. And and so for what that looks like for me and especially the central office who are very close like me I do the entire organization they just do their part of the organization right but in their part of the organization they're over all of the principles all of the buildings all of the teachers who are you know impacting all the students >> and that's why we have a more narrow uh goal but it it it that goal is not small and more infinite. It's excuse me, it's more infinite in that like it has all of those branches that work into that piece. And I guess the

063only way I can explain it is remember going back to what I wrote in mine, right? I said, well, I I can't just write it a goal like this. I'm in charge of all of this, right? And so >> I have to have indicators in each of those and bring you evidence in areas so that you can see that under Yes, we're only talking about one standard area, but in that standard area it's all of this. >> Okay, that makes sense. >> I mean, I'm trying to relate it to what you guys saw in my >> It makes complete sense, Jared. Yes. >> Okay, I have no more questions. Go ahead, Dan. I just want to make a comment that all of this stuff takes time and we have, you know, administrators here 8:00 at

064night and Jenny has a, you know, a model up on our board that says, "I can do anything. I just can't do everything." We have to be aware of the time that we're demanding and the and the data that we want to see. If we're not going to use the data, we really shouldn't demand it because it takes time produce. So, we have to be conscious of we want this, we want that. You know what I'm saying? >> Yeah. >> So, >> yeah. I say the same thing around the budget. Usually I say we have enough money to do whatever you want. We just don't have enough money to do everything you want. >> Yeah. >> Right. So, like what is the one thing you really want us to do with our our funding? Right.

065and let's look at that piece similar. >> Okay. Any other questions, concerns, guys? >> All right, then we'll move on to calendar 2728 draft options. >> I should have just >> Oh, sorry. Go ahead, Jason. I'm so sorry. >> There's one more. Uh uh there's two, but I think we could just expand one. There's a document number three there. >> Thank you. >> Oh, the building administrator >> s and so uh this is really again this is new and so this is a draft and a template uh and your feedback is important but this is what I believe the vision would be for Dr. Burke brings the conversation about building leaders and directors to you in December, I think it is. Is that right? >> Yes, December. So, this chart would be populated with with

066information, but then Dr. Burke walks you through it. And so, um, you know, it's by person, by location, years of service. I just thought that was important to note those goals, right? So like you would see the goals from Brad Clark at Webster and what those math literacy and student engagement goals are. What is his personal professional practice goal and then the strength that that administrator identified and one of those areas of growth that that administrator identified. The next document is very same. It's just for directors. We separated those two. And so any feedback on this would be So this would be the thing that would um be the the anchor document for our discussion around um you know our our administration. This these are the things that I think you guys were looking for

067to say hey where where and how do we get updates about how our administration are doing. You evaluate them Jared but how do we know right? This is that anchor document that I'm proposing that we use to um steer that conversation. question just so in in through throughout this entire process of these evaluations when it comes to strengths and areas to grow. assuming that um the person doing the evaluating is also saying well I'm not sure that that's one of your maybe there's a difference of opinion on what's a strength and what are the areas to grow >> I think I'll let us know >> I think they do okay >> she knows because I already do but but also just like you guys let me know right I mean >> well yeah so I

068just Okay >> yes yes >> we have the candid convers conversations. >> Those conversations are so si start of year conversations about the the administrator who does that before the meeting since >> I'm I assumed that but I've learned a long time ago that you know assumptions don't always work. >> U I've heard board members ask to see the evaluations for um administrators and directors. So was it the was it your intention that this is in lie of that or >> so I will say this like at any point in any time if you you want to pull up the the dates uh well for them it's the copes or the safes right and you want to have me have a walk through with that entire year of what happened including up to and what

069the summitive looks like we can. What I've found in the past is that if I bring you data and we have, you know, a a piece of information that's an anchor document that starts the conversation and I have an open and candid and honest conversation with you. Most people will say, I I understand exactly where we're at. Thank you for that, J. That's what But I'm not I'm saying that that's not the end. If you if you want to uh have that other piece and that other discussion, I just want you to know that I I would let the administrator know this is what was asked, right? I would um also encourage you to have them review that with them together, right? So that if there's any questions, you can ask them about the evaluation

070process. ask him about uh where that came through and those discussion pieces because you know if it were me and my evaluation you guys you guys do that with me so I don't have to think about what are they going to think about about that and and um I of course would be there too because I'm the evaluator right but um I think that they would have some comfort in that because otherwise they may not know the why behind or or what it is and Um it may be for every very good intention just to say hey I just wanted to sit down and talk through the process with you a little bit more but when it comes to an evaluation people get a little like why are you who are not my evaluator why

071are you digging into that part what what drives that piece and so having some discussion with them to calm >> that u or or to be candid and straight with them I think is an important I would suggest But I mean that's that's it's a a a delicate balance I think and and we're trying to to establish a process by which that can occur is why I'm understanding of the board as far as the direction is concerned but also knowing that um that the board should be in the loop when it comes to um the renewal process. >> Yes. And I and and you have been like Craig, I I I can only speak to Craig and Dan who have been through this before. >> Sure. >> Uh when it comes to talking about uh

072contracts and whether we not we need to extend them, I do have the candid conversation with the board. >> What I like about this is now I will actually have a a an anchor document to start the conversation with. Whereas before we kind of went with whatever person came up with an idea or whatever and then we talked through that and um you know we moved from there on as to do whatever we needed to do, right? >> Um okay. So I guess I'm going to go on my understanding was that the board was requesting to see those evaluations prior to our sitdown. So if the evaluation and artifacts bring up any questions that a board member might have, they have a whole access to that and not just like a highlevel spreadsheet showing this.

073So my understanding was the board was going in the direction that prior to our sitdown we would have access to their evaluation so we can review the artifacts and we are amply prepared to have a a thorough discussion with you about the strengths and weaknesses of the administration in the district and where they are on their goals. >> Yeah. If if that's the case, >> that was now >> um first of all, I need to make sure I have the direction of the board in that and if that's the case, then we need to uh share that differently with the administration because that that is not the takeaway that I had from our conversation. Uh and so I'm glad that if this is where we're going, um that's what it is. I thought you wanted

074an update uh from me as an evaluator. I didn't know that like bring their documents here forward. >> I guess I'm not understanding why I I'm f I'm having difficult time understanding why anybody would be uncomfortable with us seeing their performance evaluation because it is public records requestable by anybody in the community. So I'm just wondering why >> it certainly is. Um but it also may or may not be redactable. Uh it may or may also be subject to um a uh like the step I shared with you, having that little level of um you know, reporting out to them uh about the request and uh walking through that request with them, right? There are a whole bunch of other legal intricacies that happen when a public record request comes out about that for anybody

075below me. For me, I'm a publicly appointed official uh from you. I'm not just an administrator. I am the superintendent. And so mine is like anybody out there in the world who wants it, it's yours. Go go go for it. And we don't I I don't even really um have the same protections as other people. But there are protections that should it be a public requestable document that we would go through those steps. Right. you as the uh board aren't public right requesting you are in charge of the system I still think we should have some discussion steps in between there as to um you know employee discussion with employee rights and how are we going to make that happen in a way that everybody is understanding and knows what's happening from that because the

076public doesn't determine whether or not they get another contract like you do >> right so All the more reason I think we should see the actual evaluation. Jared in my personal opinion. Yeah. >> Carl, >> what kind of file do you have on You have a file on every person that you that works for in the district. >> I have a personal notes file. Yes. On each >> is that on on each of the administration. >> Okay. >> I do not have one for everybody who works in the district. I may have some personal note file on certain individuals because it was something that was brought to my attention and something that I uh heard about as a situation worked through and had my own notes that I took if that's what you're talking about.

077>> Yes. >> Otherwise, the district Margaret has the files for everybody else. >> Okay. Now, on your personal files, >> yes. >> Do you feel we should have access to them? >> No, they're not public record. >> Very good. >> They're a work product of me. >> All right. That's all I want to know. >> Yeah, I wholeheartedly agree with that chair. >> They're not official records, but they're evaluation is an official record, their summitative evaluation. >> Understand? >> And so that's why I said like, yes, you can see that if you want. Let's just go through the steps as to building the why. And you guys will hear me say that about everything that you guys do. I mean, tell me the why so that I can tell the administration why you're going through

078this level of practice that has not been done. I'm just saying it hasn't been done, right? Um, and for some of them, uh, especially like our central office administrators will say, well, like how does that look? Because like this is the first year for me even in this, right? and like I you know what does that look like for them going to you guys, right? Uh and so it'll be a culture change and that's why I'm saying what I'm saying. Not because I'm I'm worried about you guys seeing those things or having a deep conversation about where we are as administration or how you feel about how I evaluated them. You guys should get an understanding of how I evaluate people, >> right? So >> that's important. how I see this going without without having

079access to the whole evaluation, right? We'll go in, we'll have the discussion, board members will ask questions. Um, you won't have that information readily available because it would be inappropriate for us to think that you could walk in here with a list of information from 23 employees. Okay? That's an unrealistic expectation for us to have of you. and you'll have to say, "Well, I'm gonna have to look into that and get back to you because I don't have their actual review in front of us." And the way to avoid that would be to allow time for the board to review those actual performance reviews. So, there could be a full in-depth conversation that will not drag out throughout meetings because we did not have all the information because you didn't know what we were going

080to ask, right? Like, >> yeah. And and know this, I'm not disagreeing with you. I'm just saying what you're saying is different. The way we've done it in the past is we've started in December, right? And I've shared this type of information along with other details about performance um pieces that you know I thought were gerine that you should know about each of the administration, right? And then if there were um deeper questions, those were given to me in December and then I would then I said I will bring them back in January so that you have all the information you need should this be a discussion of whether or not to extend a contract or not. And that's how we've done it in the past. >> Our why comes from the people that put

081us here. >> I understand that. But that we understand >> that's not the alt stop for everybody just you know hey the why is the people like they're they're going to want to know a little bit more about where where all of this is going. The plan the intent what drives that. Um, and you guys can say uh because we're the board and I will give them the answer because they are the board, right? But I will tell you that people will respond better to a deeper answer than because we can and we're the board. >> I think Tammy just supplied the lie. That's what you were trying to do. Exactly. and it shortens our discussions and >> it just makes everything more efficient if we are proactive and we take the time to look

082at those assessments prior to having the meeting with you and then discussing it. So, we are primed already with questions or concerns we might have about employees or great things we're seeing in their artifacts like this is amazing that Miss Smith did this. That's kudos to her. Can you give her a high five from the board? like if we have a full depth, we can have a more in-depth conversation if we have all that information readily available to us prior to the meeting in my personal opinion. Go ahead, Craig. >> I have no problem saying it. It comes down to accountability and I mean it's really what it is and we're accountable to the public. Um and we have to make that determination to renew a contract and um we're going to hold a high

083standard to our administration. That's what I'm hearing. So, um, if if we want to have a a further discussion at the board for a strategic discussion to to see if that's appropriate to move forward, I I guess I I would entertain a recommendation from the HR committee to move forward with that. I I mean, I honestly I say that not only for you guys, but it'll be helpful to me to say, listen, this is a directive with the board, right? if if you want to have discussions about that or or whatever else, right? Um or even, you know, seek guidance from those you want to seek guidance from around this new directive, go for it. But it helps to have a directive from you that says, "Here's what we're doing." Right. >> Right. And and

084that's all I'm asking for is like if that's if we're going to change the practice, let's do that in a way that people understand the practice was demarked by a change here. this is what the new practice looks like. >> And so then we need a we need a a clear directive, recommendation, whatever you want to call it from the HR committee, right? >> Yes. >> Okay. Yeah. So, >> um we're going to make a recommendation to add a discussion on this month's agenda about if the board wants to see the actual performance evaluation of administration prior to Jared sitting down with us. Do we need a motion? >> You can. >> Sure. >> I so move. >> I second. >> All right. >> Take a vote. Take a vote. >> Let's vote. Okay. Sorry.

085Gain >> I. >> Carl. >> I. >> Dan. >> Hi. >> Tammy. I >> was it Dan that you moved or you >> Carl moved? Dan second. and >> so on top of that >> this information also would help. >> Yes. >> I think this is a good summary. >> Yes. >> Right. This the anchor document here that we're talking about >> is also good. >> Exactly. Just again I'm just trying to serve you. I need to know what it is that you want and the more that you can help me communicate this to those we serve the better. Are you looking for feedback? I think >> No, I think we had the feedback. I just wanted to know um that in in the discussion piece, right? We we will share that this is an

086anchor document. This document along with their completed evaluations from last year will be the documents you review for that discussion piece. Correct. >> That leads to a discussion about continued employment. >> Correct. And I'm assuming those would be added to board docs under the administrative content. Correct. Not public content. >> That's correct. Okay. >> They they would probably be executive content. >> Okay. Perfect. not administrative content because it and I even have to double check the executive content piece because um it may be one of the things where I um I may have to uh drive around and hand deliver. >> Okay. >> Only because of I don't want to accidentally have uh you know somebody see somebody else's evaluation because they have access. Okay, that makes sense. >> Makes sense, >> right? So, it

087may be one of those things where I just drive around and hand deliver it to you and you're available, >> right? >> Okay. >> Which is is also fine. >> That's sort of Ca. >> No, it's best practice in HR and Margaret was looking at me like, well, could we have like a sealed packet that that you you know that could be available at the end of a board meeting or something like I will tell you the the one thing that I was stressing about is the idea of you uh have these ahead of time to review and give the the stressor wasn't that I don't care about you having them right. I care about two things. One is you having them without context and then like sometimes that's hard. You read you read something

088that somebody put together, you don't have the context that is readily available to you. You may come up with a whole bunch more questions that don't make it efficient. Actually makes the meeting less efficient because I have to go back and chase questions that really weren't you you read into the words or verbage or whatever else that I had on the paper, right? That weren't meant to be read into. That's one worry I have. But the second and I think most important worry is how do we do this in a way that um protects the security of our individuals? And again I understand where you guys are coming from. Like Jared, the same thing could happen if a public person requested it. I understand that and that has a legal process that goes through. Again,

089they aren't making employment decisions. You are. I want to make sure that our employees understand that that's all happening in an environment that they understand what's happening to them or around them that might lead to an employment decision. So, I want us to try to be as clear as possible about what our intent is, how we're looking to handle things that are personal documents to them, right? Um especially when it comes to an employment status, those kinds of things. And I know some people would say, "Give it up. You're a public employee." I understand that. >> Well, is it possible to have CISA build us in to those platforms just for administrator view only to view it even for the short period of time like a week prior to the meeting and then they take

090us out. So that way you don't need to print anything out. We can only access it when we're authenticated through our device. We we can access it digitally and then we can be moved out of the system until the next year when we need to go through this process again. Is that a feasible possibility? I don't know. I can only go on um historical practice from my now 11 years as a um as a superintendent that in 11 years I've only ever had um a evaluation or employee file reviewed twice by a board and that was done with the presence of the school district's attorney. Right. Uh and um it was you came, you had copies of it, they were handed back to the attorney uh and and that and so like >> but we're

091not asking to see the employee file, Jared. >> And but you're you're asking to look at um in detail, right, their evaluation summitive response, right, for um that piece. And that's a big part of what is in their personnel file. And that's why I said I I'm going to go away with your direction here. And one of the first things that Margaret and I are going to do tomorrow is to call up our our our board's attorney and say, "This is what the board wants. How can we get there?" Like, how can we make sure that we have touched all the bases and we can get to what they want? What do you um suggest the practice would be? So that way when that comes around and and maybe we even have them show up

092uh next week to say here's what you want to do. Here's here's how we suggest that practice move forward. Okay. And so my whole intent is to say how can I help them get what they're looking for? I I have a suggestion for you, but we can have that conversation offline. >> Okay, >> Margaret, that's all I got. Anybody else? I think Margaret and I understand the intent of what you're looking for. Now, we will have to do our administrative things to make sure that we get you what you want to do, but also protect you and protect our employees uh in that whole exchange that you're looking for. I I think it is >> altogether appropriate to consider the from a from the employee standpoint the gravity of the board looking at those evaluations

093or anyone outside of the evaluator and the person being evaluated um that that becomes a document that can make or break a contract. So there's sensitive information on it. I'm not saying we shouldn't look at it. Okay. I'm just saying I do think we have to be those have to be handled extremely carefully. Um I think your concerns are very justified. Things do get taken out of context and um you need we need to protect the privacy of that information. So so any safeguards they can build in to protect that while we have access um I think are appropriate. you know, just thinking about it on a personal level. Um, even if you had a glowing evaluation, um, oh, do you want everybody to know you, you know, I'm just saying from the from the

094employee standpoint, this is new to them. >> Am I making sense? It's new to them to have the board look at this. And I'm not saying it's wrong. I'm just saying it's new. So Jared has a unique situation and Margaret to to make sure that they understand that um I guess the only thing is to remove some of this some of the scare part scary part of it you know well why do they want to see it you know >> I definitely think this should be in a close session >> oh my goodness yeah there definitely will be car >> it will be yeah very good >> it will be >> and if there's any paperwork it should be handed back immediately. >> Yeah. And again, I'm we're going to let our attorney help dictate

095how the process works. My my goal is to always like you guys know I I've never stood in the way of the board asking me to do something. I've always said here's some things to think about or here's some other policies and what they already say, but then I always come back to but then let's see how we can get there. Let's let's see what we can do. If that's the the important thing, let's see how we can get there, right? And that's what we do. That becomes the way we do business, right? And so that's what I've always operated under is like tell you guys me my my job is to give you the things to think about that I think I have to help you think about and help you work through to

096get to where you want to be. And and it might take us some time to get there. And certainly we're going to refine as we go, but that's what I'm trying to do. I guess I guess in like a multi-level organization like perhaps a corporation or something like that, I wouldn't think that it would be an unreasonable ask for an elected CEO to say, "Hey, I would like to review the um evaluations of lower management." I think that's pretty pretty common place. and you know outside of anywhere else other than you know the public sector. Um so I guess I there there needs to be a level of trust with us too uh on the board. >> Yeah. I didn't say it was a trust issue, Craig. I said it was a culture change issue.

097>> Sure. >> That's where I need you and I to work together to help make sure that goes smoothly. >> Right. Because there's um and I've shared this with you guys before. >> There's the difference between uh imposition because we can and uh the something else. And I think what you want is working towards the something else which is to slowly work in a culture that says um here's why we're doing it. here's the importance of this and here's why we're taking that job you know uh differently or ser more seriously or have a different culture around it than maybe what you've seen in the past. >> We've been successful at working towards that on many avenues that we've already implemented uh in the last couple of years. Right. Right. >> We just need to

098keep going down that route because that route is better than doing it because we can and saying you don't like it. there's other places that you can work and you will move forward because we can't. I'm trying to avoid that piece. We haven't we don't do that, right? And in this one, I'm just asking more particulars to say how can we not do that? Does that make sense? >> All right. So, any more questions, concerns? Margaret, we have it for down for >> I have it for an action item to add to the um 10 the October 28th board meeting. Okay. 27. >> 27. That's right. >> When you said the 28th, I'm okay. Did we change the date? >> Okay. So, then we'll move on to the calendar, the 27th and the 28th. So,

099there's two draft calendars. Um, the traditional draft calendar and then the holiday to holiday draft calendar. Okay. And then Margaret put a cost per day. So, we know how much it costs per day to run the district. Okay. >> That was Sarah. >> Sarah. >> Oh, Sarah, I'm sorry. >> Yeah. >> Um, so the deal is with the holiday to holiday, right? That was the alteration we made to see if it would be cost effective. So, initially it seems like it's going to be pretty cost effective. Okay. But our intention was always to not affect this teacher's pay at all. So if we remove the savings we would get from the wages per day, the savings nowhere near as much as we would have anticipated. The only way we'd get the savings we were looking

100for is if we actually reduced the wages for the employees. And I don't think that was the intention of the holiday to holiday calendar. Correct, Dan? Right. Like you always wanted wages to stay the same. >> Yes, I understood that there wouldn't be a change. >> Um, so I guess you guys might want to take a minute and look at the calendars. I think we said there was like 60 days different or something on the phone when we were talking. Margaret, let me see. It's actually five days under the traditional model versus the holiday to holiday. No, I'm sorry. I think it's seven days. >> Seven. Okay. So, >> so I I I do want to share this aspect, right, which um I think pokes around in the back of all of your minds a

101little bit, which is what happens if we have to employ this kind of a model anyway because of budgetary constraints, right? Um there will there would actually even be more savings because what I would ask Sarah to do in that document is to do um the equivalent of a furlow for all central office or all um nonessential employees. What I mean by that is there may be some essential work that has to be done. Payroll needs to be processed no matter what. a um uh summer work crew may need to continue uh the maintenance pieces that have to be done to be ready for school, not extra maintenance things, right? So we would we would go through and look at um those pieces and furlow or adjust employment if we have to employ this model

102only because it may be a fiscal option that we might have available to us. So it was good to go through the process anyway. I know that none of us really want to um make an effect or a change, right, that would uh change employee salary or anything, but it it did give us an idea of if we had to employ something because that's um the difference between not not having six or seven more days in the calendar versus cutting XYZ program, right? all options are on the table when it comes to how do we get to a budget that makes sense and still is a good product that we can serve people under. So, um it was a good strategy for us to look at this. Anyway, so Dan and um Tammy, well, actually

103this committee, wherever it came from, um thank you for bringing this idea up as a model. um not for the intended purposes of like saving budget, but it does give us an idea of what budget we could save if we wanted to employ this kind of a calendar on the yearly basis versus some other cut that we would uh make to get to a budget that is workable. I just wanted to say that. Thank you. Sure. >> So, for example, on this per day cost, how would food service fit into this? Well, those would be reduced based on the number of reduced student contact days. So, food service only works when we have food service employees, pair of professionals only work when students during student contact days. >> So, are they kind of accounted for

104under the pair of professionals? there. >> Um, the reason that you don't see it in this cost breakdown is uh I believe that Sarah only wanted to use the fun 10 costs. >> Oh. >> Uh, and uh the the funding for food services outside of that, right? And >> for paying our people, too. >> Yeah. That that comes out of a different fund. And so, um, >> you know, uh, that fund would have some changes, but it wouldn't impact our general operating fund. would impact the food service fund. >> Okay, thanks. >> And if Sarah's still on, she can speak to that if I'm wrong, but >> I don't know if she's still on or not. >> Okay, so Dan, >> yes, >> I have some breakdowns for you. Okay, so if we took the

105employee wages out, right, because we want that to stay the same, not the pair of professionals, just certified staff, we would have $31,426.88 88 savings a day. Okay, if you multiplied that by seven, that would be $219,98816 cents in savings by reducing the school year by seven days to holiday to holiday. Um, but like there is no there was a question you had asked and we should ask Margaret with our current contract if we did motion to change our calendar to a holiday to holiday calendar. Would that in some way affect the already signed contract with rightway buses or would they adjust based on our school schedule or would we like would there be some sort of um penalty or something with the contract that we had initially signed with them? So there there there

106would have to be some discussion with them um about the calendar um but I don't believe that it would impact the outcome of the daily charge that we put forward. Okay. >> But um there there would be some discussion about that and any alignment to private school, right? Um and all of that's outlined in our contract and and potentially because this model anticipates a 15-day increase 15 minutes added to the school. >> Okay. Yes. Okay. >> And and you had said we are year seven of a 10-year contract. Correct. >> I somewhere near six or seven. Okay. >> Uh I I don't know. I don't I mean that's fully in Sarah's wheelhouse wheelhouse. It's somewhere around there. I I know it's this at a stage where I don't have to think about it right now

107because that >> that deal was taken a long time ago and we're only in the middle of it is. >> So there is a a process we would need to go through with staff because we would essentially be changing the nature of the contract that we issue because our contract specifies 191 days. And so we would need to initiate our staffing plan earlier so that we could get our contracts out earlier because they would represent a change. People would have the option of saying this is theoretically they would have the option of saying I don't want to sign that contract. You owe me the contract to continue with the 191 days. And then we would have to start a renewal process for any individual or a non-renewal process for any teacher that individually said, "No,

108I don't want to work those extra 15 minutes a day. I'd rather work the 191 days." But because we're changing it, we would be changing it to I think it's 184day contract. Even without a loss of pay, we need to go through this contract notification. They have the option to decline. We have the option to initiate non-renewal, but there's a lot more um ramp ramp up time to get that contracting piece done because we have deadlines on when we need to notify that we're thinking about, you know, to issue the preliminary notice of non-renewal. So, right now, we don't really issue those contracts until April, you know, right after the April board meeting. that would need to move our staffing plan up at at least a month or two. And so that's just something I'm

109not I just want to make you aware that that's a procedural thing. I don't anticipate that people would say no, I'm not going to sign. I kind of think people might like that, but I also um don't I want it you all to be aware that we would have to get out on the contracting side of work um earlier in the year than we have historically. >> And that only happens uh with our contracted uh employees, the teaching >> certified other certified staff. Um, for the rest they are under a letter of employment that's annual year to year and we write into that the conditions of employment, right? >> Okay, Craig, you had a question. >> Yeah. Um, I don't know how I don't know what other savings other districts have experienced with similar model.

110It would be kind of interesting to see what that would would look like um in a greater context. But I mean there there is an advantage to saying, you know, we could potentially save a million dollars over a 5year period, you know, by just extending our uh schedule by 15 minutes a day. I mean, significant. Yeah. Well, there there was one impact that wouldn't even extend our schedule. it was to take a look at those early release uh Wednesdays. Right now, I'm not saying that's a suggestion. I'm just saying like you could not even change the amount of time in the in the day and still we would have another option to get there. We just brought this one forward because we thought that by adding 15 minutes to the day, right, we still got

111to keep that um that early release time on the Wednesdays. Sorry. Go ahead, Sh. >> Well, just um in being out in the buildings and chatting with administrators and occasionally with teachers and things, I got the impression that not about this specifically, but um on on couple of other topics that those early release days were really important to staff and >> that we've gotten that feedback from Yes. >> consistently. >> And I think especially now that there's some other things that have been added to their the expectations of what they do. >> Yeah. I wouldn't recommend getting rid of the early releases. >> I just wanted to make sure that everybody knew like there there were options that we looked at. >> There's a reason we brought this option forward. >> I am surprised. I

112mean, first of all, I I think it's fascinating to see what it costs. And I know this is not the sum total of everything. >> It's not the sum total of everything, right? It's just the fun 10 impact. And that's not that's not um you know uh necessarily ESC. It's not central office level administration, right? This is uh or or even building level administration. This is simply um what you see. >> Well, those are stunning numbers just for what they are. But um I I am curious to know why other districts have realized such a I'm only basing in what you've said, Dan, right? but have realized such a much larger impact over that. >> I feel like because we do not want to reduce the teachers pay, we want to keep the pay the

113same just lessen because if we did like if we did reduce the teachers pay by those six days, the district would see almost $1.1 million in savings for seven days. >> No, I don't think I don't think that's appropriate. >> Five.5 million five, >> right? And I'm not saying that we should. I'm saying it's possible that those other districts saw that great savings because they probably said, "We're going to go ahead and get rid of that pay as well and not change a contract to include what they would be losing during those seven days throughout the 15 minutes." >> Or they may have also had much higher transportation costs. So, >> I mean, I don't think 219 almost $220,000 is something to turn your nose up on for seven days. And Craig does make a

114good point that over five years or it could be a million dollars in savings. And that's just with what we're seeing right here. How much would you ex how much would you guess really rough estimate is underestimated in this that's not included. Right? If Sarah only did fund 10, how much would you say that this number would go up? Another 10 or 15% in savings or is that too high? Yeah, >> I I would be the wrong person to ask that about right now because um we went through these numbers u a week and a half ago. Um and I I did ask the question myself about well what about uh nutrition services? and she said we're I didn't use that fund account. I only used um fund 10. Right? So then the other question

115that I would have to ask is um you know is it fun 10 or fun 10 and 27 because there's there's obviously certified staff and others in 27 which is our special ed, right? I would have to really just ask her again um where where the basis came from these and where it is. So I only say that because you're asking me for a percentage. I I would need to ask more questions before I >> Yeah. And I I understand that you're >> So I I think if that's a question you want, right? Um then we would ask there to provide additionally like what other funds weren't included or uh employees or other structures that we might see some savings on. I just think that it's really difficult to make an assessment if you don't

116have the full picture of what savings you would see. >> Yeah. Um >> that's why I was just looking for like a rough >> right in the business office. We always work conservatively. Right. So if we give you this number, right? um we have taken uh a conservative approach to that meaning there may be more savings but uh you know um but there there's not going to be necessarily less savings right that we don't think I mean that unless you change a condition we wanted to make sure that you had a kind of conservative approach to it so that if you said yes we at least hit that number if not better right to impact the budget um we do that even when we like put the budget together we Hey, like here's a conservative

117uh budget or here when we're doing projections, here's conservative projections. We hope that our projections hit better than that, but we're going to give you a really conservative number because it would be really terrible to say this is the projections and then we we really miss those, right? And so, um I know Sarah and her team are very conservative when it comes to that to let you guys know what those impacts might be. Tim. >> Yes. K. >> Um, I know we're not the first board to look at the possibility of cutting transportation costs, and I don't know if if you talked about that when you were last on the board, but what are our legal responsibilities for picking up, you know, the parameters of all that? Where do you cut off the people who

118can ride the bus and the people across the street can't? I I think I think the the board has done it right um in in the years that we've done it. Um we we use the municipal option um because we are a small municipality which limits uh the the availability of some riders, right? Um and gets into that uh piece. Um there are some other things that we can look into to help support our our transportation costs by going through kind of like um you know a high-risk area uh transportation pieces. We got a number of highways as well as railroads that come in and we can talk about what that looks like and um maybe even get more reimbursement for high-cost transportation uh for special ed uh students uh differently from the um the

119hazardous zone piece. Um but there there's places that we can look at there. But I will say um this district has been very lean in how do we transport and who do we transport. There are some things outside that that we have no control over. For instance, whatever the private school calendars are, we have to transport on those calendars for those schools. And if they're not even all on the same page, um it doesn't make a difference. If Marinatha has school on that day, we have to transport them on that day. Doesn't make a difference which day it is, right? If Calvary has school on this day, but nobody else does. We still have to transport those students, right? It doesn't mean our whole fleet of buses goes out, but we still have to account

120for the transportation uh payout uh during that time where the public school is in concession or maybe even all the rest of the private schools are in concession. But we do try to have conversation to try to be on as similar of a calendar as possible. Um, but I will tell you there's legislation that has impacted the public schools ability to follow some of what works really well for private schools um because of our start date. Um, and we have been talking with uh legislators about like how can we um look at um exemptions for that piece um and and some other things. But uh what I mean by exemptions is exemption to the start date uh based on the transportation cost because of how much more transportation it is to do outside of that

121start date other things. But we're we do pretty well. We work pretty lean to try to be as conservative on our transportation cost as possible. >> That being said, I always have ideas on how we can do the next contract differently. Yeah. Yeah. >> But within this contract, we're we're doing the best we can. >> Well, letting coaches take that van. I mean, that's genius. >> Yeah. >> So, >> well, like I said, we're we're we're trying to find ways within the existing contract, right, to um not only do transportation better, but also um save cost and do the things that we need to do. Right. I'm living within the house that I have. Uh, and I will have a new house when that contract is up. We decide how we want to live in

122that new house and then I have other people complain about the house I built for them for however long that house stands. So, >> so are we at the point where we're ready to say we need more information before we can decide whether we move this to the full board or not? Is that where we're headed? >> Well, what do you think? Well, I am curious. I I get the other fund for nutrition service. I mean, I get the concept of it, but it's still money out of the district at some level. >> I don't know if it's federal money that comes in that completely covers all our nutrition services, all the cooks, all the people that work in all the schools, the delivery people, and all that that are. So, is that what we're

123saying that that's completely covered by federal money? Oh, well, >> well, it's still considered in our budget, I would say. >> Well, I know it. Yeah, that's what I say. So, I don't know. >> I agree with you, Julian. I'd like to see a totality of savings and not just a piece of the savings the district would see to actually assess if we do want to go to a holiday to holiday schedule. Well, I if I heard Margaret correctly, there might be some people who would be affected negatively by this and might not agree to the new contract. >> Well, no. Margaret said that she had to inform us just to let us know that there could be people that push back and asked to see the board because of a non-renewal that whole process.

124But based on what my understanding is, she doesn't see that very it's it's unlikely staff will be upset that we've lessened their work year, >> right? >> You know, I guess the only Well, the only thing might be related to daycare arrangement. So if we have working parents and they have certain pickup times for their kids, I mean that would because our extension of the school day would most likely need to be at the the end of the day. I I I do want to speak though to the people who um will have an impact to their budgets, their their personal budgets based on um not having employment because we said we weren't going to adjust the teacher salary, but there are certain paras who wouldn't get paid. There other staff who only get paid

125when school's in session. They will have an impact, you know, to the loss of seven days of employment. So I I do want you to know like that savings comes from somewhere and the bulk of that is those people who were not thinking of about an extension of their current salary um to a different model because we have fewer days and we just >> we don't need them those days. >> Right. Um and that would be an impact. It would be an adverse impact to them. >> Right. So we're kind of weighing programs versus employees. Well, I think we need to also we would need to clarify like the role of the custodians and cleaner. Not the cleaners are part-time for the most part, but full-time custodians, full-time maintenance people. Are they I mean is

126our intention then to furlow them or I mean those are all considered work days. So it it would I mean we would need to be ready to have an answer for that group as well. >> What are our present hours right now? >> Well, technically they're um 7:25 to 3:40. It's 7.75 hours per That's a work day. And um the it actually I mean we have it defined I haven't really looked at in the handbook because it it's based on the location. It the start time for teachers at the high school is later because they start later and the middle school is different and elementary. >> Okay. Now what would this do? Just add 15 minutes a day where beginning or end? >> Probably to the end. >> To the end. >> Um with maybe

127the exception of the high school because they're already going till 3:30. And if we go I mean a school day beyond 3:30 would start to infringe on even more on like extracurriculars and athletics and things like that. So we would probably look at needing to start the day earlier at the high school. >> Would that affect transportation? Um Sarah's got some ideas of how it might not. Um and it would be moving away from the rodeo and doing something different, but she's got ideas for how we could could do it and still not impact extra education class. >> To to address your question, Carl, according to what is on the sheet here, our uh with the high school in Riverside, the students come at 7:45 to 3:30. So they would be coming at 7:30 in

128the morning and going through 3:30 in the afternoon. Staff comes at 7:40 and uh leaves at 3:40. And then elementary is 7:55 to 3 for the students and 7:30 to 3:30 for staff. So it' be 345 or >> So my question that I have is, is this a model that you want to see more particulars on and and go a little bit deeper into the planning process? This was just a very high level. Can we see what it looks like, right? And we gave you the high level. Yeah. >> Here's what >> we're seeing. If there's something you like about this, we can bring you more. Uh we can start answering some of those questions that you don't have the complete answers to. and and whatever else. Um, but we have to understand is is

129that what you want us to work on or are you saying, "Hey, thanks. That was good enough for now." Or what is it that you want to see moving forward? >> I'd make a motion that we consider it. >> I'll second that motion. >> So, you want us to look into this into more detail? That's what we're talking >> Well, >> no. Then I take away my I said >> well yeah that we >> I have enough information. >> Perhaps we might want to consider post not of that until you receive survey results in the uh >> I never thought about that. That's a good point. >> Well there we are under time restraints because the calendar needs to be approved before December. So, I don't know if we can wait for the survey to

130results. >> When's the survey supposed to be in? >> November 17th is when they're finished. You'll get the compilation of it the first week of December. >> And this Margaret, December 15th or something you said was the date that the calendar needed to be approved by. >> The HR committee meeting in December is where you will finalize the or the final draft and then it goes to >> to the board at the end of December >> in December. >> So, I don't know. I guess why would you why do you think it would be beneficial to wait for the survey results to come in? >> Correct. >> Um because I mean if if one of the deciding factors happens to be whether or not um referendum passes I mean yeah are we doing it for

131I don't know it depends on the it depends on what what we plan on doing with the savings. My personal opinion is we should be fiscally responsible whether or not the referendum passes. So if it would be advantageous for us to shorten the school day so that we can have savings in this area and use that savings someplace else that's more beneficial for the student. We should do that regardless if the referendum passes or not is my personal >> No. And I'm I'm glad you're talking through that process. >> As a student, I welcome it. >> Just want you to know fewer fewer days of education, right? Um you guys know that time and content is a huge thing when it comes to trying to advance our academics, right? and um having fewer days of

132time and content may be going at an opposite direction to some of the goals that we're looking at to improve academics. >> For some reason, I disagree. >> I'm just telling you time and content is a factor that is steep in research. >> Well, want you to know that >> I'll accept that >> a lot of our private schools go holiday to holiday or thereabouts. Some of them start a little before Labor Day. >> Yeah. >> But um they go on the hour basis. Okay. Yes. >> Kind of. And um um I think the kids are getting a decent education there. But >> um I just wanted to clarify something with you, Dan. You have enough information for you to say we should just continue to consider it at the at a full board level.

133>> Yes. >> Right. Seriously. Yeah. >> Even without additional details. That's correct. >> I think it would be better to go to a whole board level with it with a full understanding of the whole savings by taking it off seven days. Right? If we only have the fund 10 balance, there's other savings the district would see by lessening that by seven days. >> And I'm saying this is enough for me. Whatever Yes. >> Okay. >> So, but I do think you brought up a good point that there are going to be people who are paid because they're there when the students are there. >> So, then >> it sounds like to me, okay, if I can tell you, it sounds to me like you have a lot of you have high interest in having us

134continue to um develop and bring this plan to you in a final look at what it would look like. So between now and November, I will work with the staff to make sure that you have an outline of staffing plan. You have an in and out of every uh fund and how it's affected, right? Uh so you guys can make a really good decision based on all of the data at your fingertips. We we just want to do a proof of concept for you to have you understand here's what we're looking at. If you like this, we will finalize it, bring it to you in November, and then if you like it, we can take it to December for a vote. >> I'm good with that, you guys. So, take it to a November board

135meeting. >> No, on November committee, >> right? Uh fi finalize it here and then take it to December board meeting for people to do uh you know, some action on that. >> I would say that we don't really need to do much more. Um but I I would propose that the the backup option be the traditional calendar that you saw, >> right? And um in December it would probably be a vote between either one of those two. >> The good thing is is at that time you will have information on the survey by then. >> Right. So I say go down a planning path of both of those still. Um but then in December you'll have the final say in which one you want to pick and you'll have a lot more information based on

136the survey at your fingertips at that point in time. You'll have more information about what a holiday to holiday uh calendar really looks like um with the staff impacts that we have to what extent those staff impacts and who they impact right will all be uh defined for you um and then we can make the best decision available to us at the time in the summer. >> Perfect. Got it. >> Any other questions, input, concerns, guys? >> Nope. We're moving on to the substitute staff survey update. >> So, this is just a quickformational update. I um have a substitute staff survey that is an internal survey that we do um that we've been trying to build up to get some longitudinal data about how subs feel about working here, but our pay, the conditions that

137they're working in, their preferences, things like that. That survey is currently running and will be closing on October 31st and I will be bringing the results back to the HR committee on um at November's meeting. >> And this is the same survey we've been doing now. I think this is our third year. >> Yeah. >> Um and the the the HR committee at the time that we implemented the survey, they're the ones working with Margaret who crafted the survey. Um and um so it's going to be the same questions we've had now for the last this will be the third year. >> Take questions, guys. Nope. >> Just a comment. That cost per day thing that Sarah worked up was maybe the best thing I've seen in my 20 years on the board. >> It

138seems like 20 years. >> 20 years. But but that was really helpful. [Laughter] >> Okay. >> Meetings that continue to last this long. It feels like 20 years. >> So meetings start feeling like that. Okay. So then we have the future meeting planning, >> right? So, what I'm showing now for November is as usual the consent agenda. We'll bring the calendar back. Um, I I don't know if we have administrator contract discussions. I'll have to take a look at the renewal schedule. Um, I usually do give an update on following. Jenny will be doing a summer school update at ED services coming up and so I just usually recap her summary as it relates to staffing. The role of HR committee and summer school staffing is basically to approve through a consent agenda. It's u

139the actual development of the staffing plan and the types of positions all run through ed services but that will be um coming up. And then I have the um additional uh action item about the administrator uh no sorry the move moving up the board uh the employee handbook update. I'll bring an updated plan next month and I think that's it so far. um talking to legal with Jared about the >> administrator >> yes >> performance evals and then we will check in with John about the admin benefit uh concept refinement and then you'll try to get that added to the next month's agenda if it's like prepared or are we trying to get that through October Margaret with John right the close meeting session we're trying to get that through through next >> this month,

140right? >> Next week, >> right? Like we're trying to be ambitious, right? Or no, >> I got the impression. >> Okay. I mean if for some reason was to get it through October and their team decides because he does the actual he did the actual work for tonight's presentation but the formulation of like draft plan documents and things is done by another team member. So I >> Jarren just had me mentioned this month's board meeting. So I didn't know if we were still planning on that or if we're waiting till November because those adjustments were made in the session. >> Yeah. He just said he just needed to check in with the >> Okay, >> I think the reason I brought up the are we still on track for that is if you would have

141said, "Hey, this looks great." I think they'd have been ready. >> But we gave them some other things to think about. They're going to have to do another actuarial table, right? And then set up the verbiage around that piece. Um that might take a little bit longer. um because they may also ask some more clarifying questions at the meeting and I'll have to be like, "Okay, yeah, I think this is where they along with that and so on." But um and if I if I'm if I'm mistaken, I will certainly ask you, Tammy, hey, uh this is the question I got. What was your committee so we can make sure we're going down the right path. >> But I think we're all on pretty much >> I think so, but I don't know what they

142might ask. >> Okay. Yep. Not a problem. >> They might ask a question. >> And I did share that with Margaret. So Margaret has access to >> but I I asked John if he had everything he thought he would need and he indicated >> that he thought he didn't. >> Okay. Just to make sure that >> and then one other action item just to remind everybody the union requested October 28th and it does look like that's a go for the committee. So we will send out the meeting notice for the October 28th Tuesday. That's why the October 28th was >> right. That's because no October 28th is important for HR uh for union negotiation. So those will start at 4:45. I don't anticipate that will take more than an hour, hour and a half to

143wrap up our um negotiations and then that's all I had. So um action items was just move up the employee handbook uh plan by one month take the administrator evaluation process to the board for next Monday's meeting um bring a calendar uh holiday to holiday calendar idea development deck with more information on the totality of savings and then we'll also include what other types of considerations we need to make sure we are clear about for if we're going to enact that change. Um that would be next month at HR. Okay. >> And the sub staff survey will also be back at November. So November will be another busy month. >> Okay. >> All right. If there's not anything else, guys, >> I move we adjourn. Second. >> Second. >> All right. All in favor? Uh,

144>> she can have it. >> All right. So, we're adjourned at 9:01 p.m. >> Very good. >> Thank you all so much.