10/10/2024 Planning Committee Meeting

001may it did that to me last time. As you remember, this is an additional planning committee meeting. It's not our fullfledged agenda. So, we did decide to keep it very minimal. You know, one or two topics only. Um, if you noticed, we have, like I discussed last time, we're we're kind of changing the format a little bit. So it's more in line like with ed services and some of those others where there's an update section um there's a discussion section and then action items. So two items today under the updates and one is regarding the superintendent check-in and we need to um make a change or make sure it's reflected properly in the minutes. It's not called a superintendent evaluation. It's a superintendent check-in. So those quarterly ones are check-ins. We were kind of getting

002into that habit last year. It's a very easy slip up. Um, but that date is um, is that October? Is that correct date? October 21st? I was double checking that. I had it now. I just questioned myself. Anything next week? It's the following Monday. So, be 21st HR. Yes. So, it starts at 7. So, HR 5:30 to about 7:00. Then we'll start right there after. And then secondly, the board retreat is scheduled for October 30th from 5 to 9 pm. The um I talked with Tina today. The details are forthcoming. Watch your inbox for agenda and location. Those will be finalized here um either late this week, early next week. And Drew Howick again is going to be our facilitator. So any questions on those brief reminder updates? Okay. Then moving into the meat of

003our discussion today, our discussion is going to revolve solely around strategic planning. Like we talked about before, um, one thing that we had really looked at or looked for was what does the strategic plan look like from a one-year lens and a multi-year lens. So Jason's been working to pull that together. Um there were more pieces to that than just the one year, two-year, threeyear. We had talked about what do the student survey questions look like? Um and you'll see that that was an attachment. Um so I'm just going to turn it over to him to kind of walk us through step by step and you decide. Jason, do you want questions as we go? Do you want to save questions to the end? How Yeah, I was planning on pausing a lot section. Yep.

004Okay. Okay. Excellent. Thank you very much. Yep. Um, uh, thank you. Uh, I think an important part here is that this is a work in progress, right? I think I've looked at this document, uh, no shortage of hundred times. So, and at some point, you don't find the mistakes anymore, right? So, like, um, this is a time for feedback and input and really hopefully set us up for the full board discussion around strategic planning on October 28th. And um the Donovan Group continues to be a partner. I meet with Lori and Michelle uh every other week for a check-in and then they we have monthly internal meetings. Lori could not be here tonight for two reasons. One, it was originally a conflict and two, she's in Florida and I talked to her this morning. She

005has no power. She's traveling and traveling to see the condition of her home. Mhm. Um, so I haven't heard an update, but um, she wants to be here and she'll be here in person. I think the plan was to be here on the 28th with us. Okay. Okay. Um, and um, really have three things I want to walk us through. Year one, two, and three. Get your feedback. Right. Uh, we have some marketing materials that are included. So get your feedback here. Melissa's here. Thank you very much. And we also have a list of what forthcoming marketing materials uh will be and I'll share that with you. And then the third kind of group of uh pieces are I have included the student sew survey that we no longer do but is the uh student

006uh student engagement survey and then we have some questions from school perceptions that I would love your feedback on. Um I think that's it. So, I'm gonna I want to uh share my screen with uh folks. And so, let me get back to here, please. One moment. And so, the first piece we'll look at is uh year one. And again, I will pause throughout and really look for your feedback and questions. The goal is to make this an exciting document for for everyone involved in our district and community. So um the mission uh vision um core values and priority areas uh should be familiar to you. Those have not changed. One thing that did change in our first go around at this we called those priority areas uh strategies but uh we got some feedback

007that that didn't make sense. So that's the only the only change was we we're calling them priority areas versus strategies. the words did not change. Um, and you'll see that priority area in the blue bar here. And uh the the the pieces below that are really uh an attempt to have working definitions of what those priorities mean in practical terms. And so what does all-in team means? It's really the HR piece, right? It talks about recruiting, developing, supporting, retaining great people. And I won't read any of this to you, but uh you'll see that. And so, uh the the blue words is are the priority areas. The black words are the fonts, uh really our working definitions. And so, here I'll pause. Any questions about mission, vision, priority areas, core values, or priority area definitions?

008Again, these are all pieces we've seen before. Hold on, please. Tina had a question that she forwarded earlier um just about the find the core values. Yep. I was going to talk about that in the next section. Okay. Thank you very much. Any other thoughts there? Okay. I'm going to move to goal areas. And again, uh, these, uh, have been revised a little bit since the last time you saw it, really based on feedback and more to, u make sure there's greater clarity, right? And so, we're not defining what math is there. We're saying how we'll measure math. And so I think the last couple sentences are are pieces that we revised after discussions with the internal group just making sure that folks know that whether you're testing on the DM that dynamic learning maps

009that some of our students in special ed uh receive, they're included in our data, right? So we're just calling that out, making sure that people know. And that's uh similar to literacy there. Um uh just calling out that that that you know everyone is is part of this data set and uh the postsecondary pieces are not have not been changed worked really closely with Sarah Tarpy to really define that. She is an expert and so she's helped a lot in what those uh kind of capturing what what data sets fall into those categories. And then the last piece is our core values. The words and definitions have not changed that came, you know, rose to the top from our community group and then I believe our planning committee had some input about the the working

010definitions and those have not changed. There was some questions about, you know, core values. We've had them before, you know, how do we make them alive? And the things that I think about is that I'm really excited about core values and their connection to the student engagement survey. That was not the case in the past, right? And I believe that what we measure is what will grow. And so we'll measure our core values from a student lens. And we'll also I think it'll be important for us to educate and re-educate folks, students, staff, and parents about what these core values mean to to our district. And so that'll be important work that we uh carry forward. Um I'm going to pause there. Any questions about the goal areas with it's a lot and I'm trying

011so bear with me if I'm asking something and you may be when we're talking about um and I don't know if this is appropriate now like looking for instance for math student performance levels of math um it's we're looking at the eighth the grade eight level um and then the DLM What are we is this just a broad spectrum because we also are looking at elementary. I mean is this just like big picture focus or how are we are we not going to be focusing on high school or elementary? Does do you get what I'm saying? Like absolutely great question. And so what I would say is that from a district lens, strategic plan lens, we would be bringing regularly data around eighth grade math, right? Because in part because on our state report card

012it's twice. It shows up twice. Right. Right. In addition though every building that we have have uh school goals and they have right now and will continue have school goals around math literacy and student engagement. Right. And so our building level will support the math goals but our district kind of strategic that makes sense. And I just wanted clarity because I'd have when you look down, you do see building levels. So I I knew they were there. I just didn't just to be clear on big picture. Yeah. And ditto for literacy, right? It says third grade again shows up on the report card. Elementary schools twice, but every building has schools around those literacy as well. Thank you for that. I appreciate that. Well, I'm glad you brought that up because I had that question

013when we were doing planning because I didn't wrap my brain around it. So if you weren't going to, I was going to. Okay. So thank you. And this is great discussion, right? So, thank you. Yeah. I have uh four questions that Sam forwarded to me. It's who will be the expert. Can we hold on a second? Sure. Because he's not a committee member. Can we get through committee members? But do you have any committee me? Because I have a couple first and then jump. Go ahead. So, I we'll get to that, but just that first. But that's perfect. Um did you have any from your lens? Um well, are we talking about student surveys right now? No, we're just talking if we could just uh I'll chunk it and stop after every session. Yeah, please.

014No, those are the questions I have. Okay. Okay. And then my I only have one on this and that's regarding um the two columns that say postsecary preparation data and goal. Postsecary prep one is well they both say preparation data and goal in the table in the definition up above one of them says prep secondary preparation and prep prep yeah postsecondary certifications. Yes. So yeah, greater clarity. So they're both falling into postsecary prep, but one is certifications, one is credentials. So we need to delineate that in the table. Y and then um are you looking here when you say table? Yes. At the top there, they both say preparation. Yeah. Where you are, you know, because I'm trying to look to see because I'm just matching that up. Feedback. Yep. Um that would explain why

015I was confused and I couldn't figure out why I was confused. whole thing. Yes. When we talk postsecondary preparation, are we thinking course, you know, the enrollment in coursework and then the certification is the completion of Yep. So, um I would refer to this, right? So, if we think about certifications, we're really talking about technical diplomas, co-op experiences, youth. It's all recorded here versus credentials are dual programs uh such as dual credit um and AP and transcripted. So, there it says postsecary credential dual programs. Well, not all of them are dual. Yep. In that. So postsecary credential programs are programs in which students participate in coursework blah blah blah blah blah. Um and and that's where you then have dual enrollment. So just little minor then that clears it up. But the main thing I

016was confused with was the two categories were and I don't know which is which. Yeah. Answer some of my questions later. Perfect. This is what we need, right? Yeah. Yeah. That's what Yeah. All right. And then back to you Dan. you had some questions. Yeah. Um uh who will be the external v vendor for surveys? I I am suggesting and we'll talk about that later about uh there's a document in there in our uh supporting documents that has the survey questions. So we'll talk about that till we get to surveys. Yeah. This is just on these and I have the same with you with Tina. They're broken into you know things. So yep. Um, will there be a curriculum for staff that models the core values of the district? Um, I haven't thought of that,

017right? Um, but I think what you know what, as I mentioned, it'll be the role of the leadership of this district to educate and re-educate. I don't know if it's a curriculum, right, to be real honest. Um, so that's something we have to think about. And, um, Sam asked if there was a name for this. Obviously not yet, right? A name for the what he says is curriculum. Yes. And how are we going to ensure that it's values neutral given that it revolves around a set of values? Yeah, those are great questions and um I guess off the top of my head, things that I think about are there's certainly opportunities when we onboard folks, new members of our district to expose them to these core values. Um like I said, we haven't talked I

018haven't thought about had no discussions about an actual curriculum for staff, but that's something for us to think about. Yeah. in the value neutral. Um I guess my response would be that we we will be focused on how we define that right if we're saying empathy is considering and understanding others perspectives to create a caring school community that will be the focus of the work. So it's not necessarily that we're the idea is to help kids with that skill of considering and understanding not necessarily a a particular value, right? Is is my my understanding. Does that make sense to you? Is Sam listening or we is he going to relate? Yeah, I'm not sure. Okay. And this will come up at full we're presenting this full board also. So additional clarification can come there as

019well. Yeah. So as far as the application of these I guess I guess that's what I would look at is how are we going to instill this in the students? Yeah. Is that going to be up to the individual teacher? No. I I have you know we started um Sarah brought forth those discussions about behaviors but uh I think the next layer is to talk about exactly that thing. How will we Okay. Okay. Yep. And and Tina had questions similar to that. Um hers were that there were some concerns about the core values and what would be done to implement. So, kind of in that same line and we've had a longstanding culture of this not working, you know, but as Jason pointed out, it's never been a focus. And so, we can't really measure

020what's been done in the past if we haven't really focused on it. So, as we go to move forward, it's just what does that look like? And because you said it's a work in progress, it's going to evolve, you know, over time. Um, and her additional questions are are what does this look like for the board? What does this look like for administration? You know, and those are all things that are are forthcoming, I think. Um, will that have some separate goals and and plans within or is it just an overarching piece? Um, and then she she just wanted to add that from the HR lens, nothing changes for retention of of staff until the culture changes. Um, she wants she says we're in dire need of a culture shift and if we say we're

021going to do this, then we need to do it. So, that's just making sure that her voice is here as well today. Thank you. And I'm taking notes and I think there's an opportunity to think about uh how how core value development shows up in year two and three. So I'll take that back to the internal team. Perfect. Thank you. Y I'm going to move forward. Is that all right? Okay. So I'm just going to focus on these the measurements. And so again, it says how are these measured one year? And so math data and goal. Uh we're really focusing on eighth grade math. As we said, here's some uh 2122 22 23 23 24 data that Chris Mallaloy has helped us with. and uh using some uh uh statistics and calculus and derivatives and

022integrals she is saying uh 51% is the goal that we should be uh looking towards for this year and I won't read these to you but the the same thought goes for literacy right third grade some three-year data and established goal of 53% at the end of this year certific certification certifications again how we define them these are the percentages over two year uh three years now and then uh we're saying a 43% goal um postsecary credentials that's the dual credit AP uh we're saying 100% of the graduating class and we want to maintain that and then core values again we're saying these are core values and the data here is just saying we we to establish baseline data from this engagement survey that we're going to talk about later questions. Okay, I have one.

023It revolves around this and it kind of bends into years two and three, but I'm going to plant the seed here. And that is when I first looked at this I thought are these numbers high enough but you don't want them too high. So then I looked longitudinally at the three years and right now by the end of that third year math is a 6% gain literacy is a 6% postsecondary is 4%. And even at 6% that's pretty hard to achieve. So these are pretty lofty even though they don't seem that way. So I just wanted to state that piece. I know that. Um but my bigger question is typically we look at things longitudinally from class to class. You know we stay with a given class but each year when we look at eighth

024grade math it's a different cohort. And so those numbers could be could start at a different place. And so I'm just wondering how does that affect our data analysis? Because while we're looking at the same grade level, we're not looking at the same cohort of students. Yes. Does that make sense? Yeah, it does. Explain that. Okay. That is that is the very struggle that Chris and I had when we're talking about goals, right? Is Chris, as you know, is phenomenal, right? She's showing me by cohort what it looks like. And this goal will be a stretch, right? If the data holds true, we know this goal will be a stretch for for four for four for four for four for four for four for four for four for four for four for fourthcoming eighth graders,

025right? or it might be a little low for some eighth graders. So that's the balancing act is a little bit of statistics, a little bit of gut and a little bit of let let's stretch, right? And so uh it's not a it's not a perfect science and what I would tell you and um you know over time if we sit here three years say we achieve six or more percent in math I think we'd be celebrating right and so that's you know the long goal the long game but with that and again we can discuss this further when we talk about years two or year three if and I'm hypothetically I don't have those numbers in front of me if this year's seventh grade group is at 58% already. I don't think they are, but

026if they are, but the goal is here, you know. So, I'm assuming, but I don't like to assume. I'm assuming that was already taken into consideration as well that these are still within the markers. There's no goal that is below what we would forecast for a a forthcoming cohort. So, all of them are still in a similar trajectory, right? Okay. The gap for that cohort may be smaller or bigger, but it's not below what we would forecast. Yep. Okay. It's great questions. Thank you. It is it is going to be hard to measure those core values because there could be one kid in a class that is uh not you know he's not the using any of those and he's a bad leader and he's the guy that the other kids follow and so forth

027and so the whole class gets graded on one kid's behavior. Yeah. Cool. Uh the I'll talk more about it, but school perceptions is our vendor. They do they do our uh staff engagement survey and I've worked with them in the past and uh we get data from the district level. We get data from the building level. we can get data down to the student level and so we can see those outliers or right can you just say again which column is which like what you were talking about earlier you didn't write it down and now and so this this column where my cursor is that's secondary prep okay and so that is certifications and so if I scroll up you know it's a lot of scrolling back and forth but that's like technical diploma co-op

028youth apprentice. The next one to the right is um credentials and that's like AP dual credit. Okay. And I see where the mistake came because they're both the in the definitions area. They both start with postsecary preparation. It's the definer. Yeah. I'll work with Lori Miller to clean that up. Can you just help me out? Yep. 100% of graduating class. What what is that? So that means that we have a 100% of uh last year's graduating class that had one or more uh do transcripted or that's the key word or right dual in dual enrollment or AP every single student had one or more of those things something at the college level basically. Okay. Okay. Thank you. That's impressive. Well, and I think that was where I was like I mean that that's extremely impressive.

029Yeah. And we want to maintain that right. Okay. Perfect. But I'm glad you asked that because that doesn't clearly right state that state that. I mean it does but it's more impressive when you get the clear. Well, and I didn't know it was at 100. I knew it wasn't 100% for every class that was taken, right? because I know that freshmen don't have that, right? You know, but I I wasn't sure what that 100% was actually stating. So, thank you. And I'll work with Lori to clean that up. I'm sure she has some ideas. I'm going to move on to the next section if that's right. One last thing on the column we just were. Yeah. Um those two columns just for consistency in 2023 24 it says 100% or blah blah blah percent of

030graduating class. Y no other ones of those say that. So do they all say that? Do none of them say that? You know, just to make sure that cuz otherwise it doesn't imply that the data is consistent. Thank you. Yep. I'm going to move on. Uh so here uh my if you follow along in the televisions here uh what we have here is here's the priority area that we've already defined. This section is about inspired academic excellence and student growth. The parentheses here is kind of the departments that own that, right? Student services, special ed, curriculum and instruction and innovation strategy departments. Here the columns indicate the strategies. What are the action items under each of those uh areas that we will navigate this year? Right? And I'm not going to read this to you.

031I'll just pick some things and just talk through it. This says I follow my cursor says we're implementing bridges as a math resource consistently because it's in the math column consistently across K5 student uh schools that's happening right now for example I'll just pick one from each category and let's give you time for for me to stop talking and take a look at it. If you look at literacy, so this is the literacy column, right? It's all aligned. The strategy here is one is that execute keys to literacy professional development that is happening right now, right? And so that is something that over time we would be able to provide the board with updates. 100% of our elementary staff completed this uh professional whatever it is. If you look at uh certifications are very similar.

032the the strategies are the same really. And so for example, it says collaborative re collaboratively review state standards and update or develop options. The uh CTE team is working on our PD days to accomplish this work. So again, we'd be in a position to say here's how that work has transpired. And then core values is um you know for example develop core values engagement survey with ex external vendor right so that's the work that we're doing now I won't read these out to you but I will pause give you time to look at all of them if there's any questions or comments happy to talk through with you I'm going to hold I guess I don't really think it's necessary Okay, Dan. No, I'm good. I have one that I think I know the answer

033to, but I'm going to ask it anyway because Lori might be thinking it too. I don't know. Um, I understand that we're f and this is just I have to get both feet out of the past and into the present. Mhm. I understand that math is focusing on eighth grade as a um for the goal target area and literacy is focusing on third grade in the strategic plan as we write with it. We're looking at all grades. So, can you just very generally speaking talk me through what does this look like at the high school because they aren't part of the data collection here, but there's nothing reflected in a priority area in the plan either. And so, I don't want it to seem because right now from a public's perspective, it looks like it's

034excluded. And so how do we make was that kind of where you were going? Yep. I'm still I I I'm trying to wrap my brain off of what I asked around that. Um well, I guess you know to to call out the obvious here. There is there are there are strategies there's action at the high school that isn't listed because it's above 8th grade. So we made a decision. Right. Yeah. So right. So, for example, high school uh math is implementing uh um with the resource. There's a new math resource this year. They're also using LL in a different way this year for math as a diagnostic, right? They're receiving PD. We just made a decision not to list it because it is that what my question was because I was like, but we also

035implemented it. I mean, and it's a it and it is to help our our goals. So, I just wanted to be sure there was a reason why it wasn't. It does show up in their building plans. I just want to make sure we're asking it here because if community members ask us, right, we can clearly communicate that. The other question that I have, and I'm glad you brought up because that is a key strategy, but that's not listed here at all. And that's going to be utilized to not only close the gap for students that are functioning below grade level, but also to as enrichment for those that are above. So that would I just wonder if that can be somehow in there. It's listed, but it's not called out by. And so maybe we

036just need to add that gather and use math diagnostic student data at the middle. That's really I think we need to spell it out. Yep. Good call. I think that'd be a good idea. What is Excel? Some uh it's really math and literacy. Um is it an acronym? Probably but it's a company software software. And so um the middle school, this is year two. Um it aligns with resources which is unique. So like you you you tell the system that we use open up math right and it connects with the resource and the standards the math standards for example and students last year was your first year at the middle school our staff and students really used it to develop uh skills right so Jason needs some help with fractions I would work on fractions

037right this year we added the uh the use of it to gather their diagnostic data at the beginning year. So now the staff has data says, you know, Jason needs infractions and here's a prescriptive of uh things that he should be working on and that's for every student. When does that happen? I mean during a regular class period. Yeah. Uh it's about 15 minutes to do the diagnostics. So they do it, you know, we have it on the assessment calendar. Uh they have a two or three week window to do it. So, uh, teachers do that. Chris gathers the data and then brings it back to the teachers that are working with the teachers. And I know that Paul, go ahead. No, what I was gonna say is the piece in there is kids can

038walk into this at any time. It's educationally based, like you'll have your problems. It's game based, so they win rewards to play games and whatever, whatever. It goes all the way through high school. And so when they take that diagnostic, we pay for the premium version for students. There's a free version also that doesn't have all this. they can enter their star score and it puts them right in here's where we're at. So now this is where they can be extended. These are gaps that need to be filled but it's personalized actually individualized for each student so they can grow where they need to grow. So they could do it at home. They can they can do it at home. They have it throughout the summer. And that was some of the questions I've been

039asking at other meetings. How are we communicating this to families so they realize they can utilize this over the summer? So even if they're not at summer school, that's what they use at summer school, for example, as well. But all kids have this and so they can extend their learning, not just and and from what I have seen just with my son, it's at all math levels. It's all math levels, but there's also literacy, science, social studies. It's the different curricular levels as well. It's pretty comprehensive. It's not as um rich as what the math program is. It's it's kind of the way we learn math. Pretty simp uh simp simplistic in format, but it really gets it's the meat and potatoes, if you will. It's a good supplement to the instruction, right? And more

040about PD, what's that? So, uh we have a fabulous partner from EXL. I I couldn't tell you all the schedules, but she does, but she regularly works with the math team at the middle school uh because it's year two. Uh we uh we only use uh literacy at the middle school for with our special ed students. At the high school, we use it in math. So, she's regularly providing PD. She just did some PD with Chris Malloy and and Sam, the new instructional coach there. And we also have uh enough seats for junior level at the high school because the team wanted it to support ACT development and they do PD with the I remember Jack Dit. So they're they're really plugging in uh where where needed by kind of a group of people. It's

041a great partnership. We do not have it at the elementary school right now. We had one school pilot it last year. They're advocating for it, of course. And uh uh our partners work on a quote for me right now. So, everything's got a cost, right? All right. Any additional questions? Okay, I'm going to move us down to uh the next, you know, priority area. And again, I won't read this all to you, but um this is all in teams. So, that's really the HR department. Here are strategies. Many of them are are replicated across, right? And so I think we talked about at the HR committee about rapid cycle feedback. So that's a new model for how we observe and give feedback to the staff and that's at all levels. And um I'll pick a

042different one. We'll do the staff uh we're doing staff rounding right now. We're at the high school all Monday, middle school today. So that's an example. Um again, I don't want to read all these to you. Um, but Margaret is working to develop a comprehensive educator compensation model. Had a meeting last night with our our partners and so again I won't don't want to read this to you but many of the pieces show up in all you know HR is unique and that we believe that these strategies will impact math literacy you know every area questions. So we don't just fire staff, we execute them as well. Uh we do that through the rapid section. Yes. So did you have a lawyer? Give me a second. Carry on for a minute. I I do. So

043the positive behavior supports plan. Yeah. I believe HR worked on that. Correct. That was done based on I'm just trying to remember. Sarah O brought it to the team. Okay. And you know, so it shows up here because it was kind of through the staff engagement survey. That's what I and I think it did. I think HR did. Y I guess where I was wondering is I noticed that begin work to develop comprehensive educator compensation model. Y and implement. So you're developing and implementing in one. So those are two different things. Kind of like a rapids thing or it's separate. Those are separate. So right now begin work. So last night for example, I'll highlight this here. This means we're working on the compensation model. So last night, you're right. You know, we had 20

044staff membersish and they started the conversation. This means we're doing it. Okay. Right. Right. Right. Right. Right. Right. I think I got my Yep. And then up here, this executing, that's like, you know, they get to choose how they're executed. Okay. So my question is this. I'm very linear. This does not flow for me in a very linear fashion because as I'm looking at the column math goals and I'm looking down while I understand that they impact each other, we're saying the same thing basically in the first two columns. Is there a better way we can do this that we can communicate this? Um if I look at I'll talk about the the postc college you know the postsecary prep um rounding that's you know that's not just post you know so do you understand

045what I'm saying I guess I'm I'm I'm not I think this is going to be confusing for the public I would hope that there's a better way as I I've tried to wrap my brain around even since you and I had spoken about it that okay, I understand how this works, but putting a lens from someone that doesn't sit in this meeting and hear this feedback. I don't know how clear this is going to be. Yep. I will uh I wrote it down and that's something that I I would leverage Lori Miller to help us with. Right. Yep. I think that's their work and they've been great. I'm going to move to the next section if that's right. Perfect. uh connecting as community and so the priority areas here right it's really the superintendent and

046communications department that means Melissa um so these are the strategies again I won't read them to you but some highlights we have three town halls scheduled and so we're excited the first one's coming up in November uh we'll talk about what a community engagement survey looks like um we'll do a parent survey And uh as you've heard uh repeatedly, Melissa's worked to hire with many people to systematize and streamline communications. And so those are the things that we're doing in that section. Be a fly sweatter. Questions there. The only change there is we added those communication piece the tools. streamline. I I was hoping we'd have more than three town hall meetings. Yeah, I can bring it back to the tape. One, you know, it's one a quarterish, right? Every try. Um Well, that's right.

047This is just for strategic plan. Referendum may have additional town hall meetings. That's not listed. I think you're thinking both. Yeah. Yep. This is I don't want to I'm not putting words in your mouth. I that's a great highlight and and you know the idea that we talked about is we'd bring three four five topics to to talk about you know strategic plan referendum whatever it is doesn't have to be that but then the rest of the time would be Q&A so you know and if three goes really well uh we can add more right and if they don't go so well we can continue with three there's also talk about three separate meetings scheduled the first week of December too that are all going to be facility study presentations for the public as well.

048These are right. Great. So, these are strictly town hall. We bring a couple topics. We want to hear people's questions and feedback. Will that be the same presentation three times? I believe it will be. Okay. At three different locations, though, to try to capture more audience. So, going back to my previous comment, my brain's working through here. If we took away the columns and we just had it in that top area and this was still these priority areas still delineated off, I think it would have greater impact if we just said conduct the town hall meetings, you know, once in there. Um, my added feedback to that would be if we already know the dates, let's put them on here. That way people can pre-plan, you know, put that date on their calendar, you know,

049mark it, whatever. So if we have that, great. I mean obviously for the student engagement survey or the parent survey we don't have that gate date but if we have that window you know at least putting that in so they can anticipate because there are people that are pretty calendar focused like I am that have all of those things earmarked in there so they don't miss it listed on the back of the newsletter. Yes. But but just another area we got where that is. Yes. Okay. Well, I'm sorry. We No, I was just say we haven't been check. Have you been checking online? I don't have access to that. I know I sat online yesterday and it's easy when you're in Yes. So, I have not, but thank you for reminding myself. It just it's

050hard. Yep. It's a lot. That's why we have Tyler do that for me. Melissa, how are we going to execute the community survey? That I don't know yet. We haven't had that discussion. Yeah. Okay. Thanks a lot. Every time you say execute what I got nervous for. I think you're gonna I thought you got funny. I'm gonna Well, I have some names for you. Stop. I'm sure that's something. We're so fortunate here that we can directly message everyone who's associated with the district, but then we would use the newsletter, we'd use our social media, the website, use our community partners, the chamber, other organizations, and push it out there. I'm sure it would be something people can access online. So, we have a nice network to try to spread the word that way. Modalities. So,

051it's something that's going to be out there for it's not going to be just we're going to have it out there for enough time to make sure that people access it and utilize it. Okay. We haven't had that discussion though internally yet about when that will happen. Good. All right. I'm going to move on. I'm gonna excuse myself to get to another meeting. Okay. Sorry, um, next section is intentional resource allocation. So again this is the business department right kind of owns that talking I won't there are a lot of repeats or all repeats right but we're talking here about leveraging esser dollars here and uh here we're talking about um providing updates to the board and uh there's the error right here bridges I just caught it uh so that's an error right and

052so just uh using er funds and then le uh providing monthly updates. We had a discussion about should the word referendum show up here. The decision was no, right? We don't want that to be part of the strategic plan knowing that we're going to do some work on that questions there. And I know that there's esser I I'm just curious and this is something maybe Fred you can I'm pretty sure er is coming to Bisco but is it proper because this is where I get a little confused with the whole esser funds. I know that that we had esser funds that were left. We knew what we were using them on like for the curriculum, but is it still considered ESR funds because didn't it kind of go into the district sitting there? Is it

053Do you get what I'm saying? And I'm I'm not saying there's a right or wrong. I'm just wondering if it is still, you know, for anybody that knows about ESSER, they know that ESSER is basically done. So, I'm wondering if this is going to look like we're still getting ESSER funding. Does that and I don't know how the if that's right or wrong. I do you get what I'm so just something to think about. I don't know if we want to can go a whole year. You and I would refer to Sarah. Yeah. And if she wants to to reabel that it was in the in the process of using her funds. We said we're gonna use some of this and then the funds that we have here we that we would have used for

054we will use and I know it gets complicated and it's and there may be like residual esser appropriation funds or something something I I just don't want it to look like yeah because I would question wait we're still getting er funds do you get and that can just cause some confusion and Sarah you know Sarah basically helped with this right or did help with this but I can bring it back to Good feedback. My question is we are through act 20 looking at elementary um literacy right now. Should that be reflected in here? Is it reflected in here? I it's in the pilot stage right now. I'm not I'm purposely not jumping to next, but I don't remember seeing it there and I have a different comment then. But just should it be if that's

055because it is intentional. Mhm. Um yeah, just wondering. Thank you. Last section I'm just going to move uh here. It's really talking about you know our work with P and then we are using um we're leveraging common school funds which is connected to the library to think about how do we transform library spaces and then uh I'll just read I won't read the sentence but try to uh highlight this this is an addition this last sentence I wanted to capture the idea that this is uh especially for next year not set in stone right and so this This sentence data stemming is really saying that in June and July our internal team will take a look at the progress we've made and that might revise our year two. Right? I don't want to say year

056two right now is set in stone and we never touch it again or revise it. So this is just saying we'll continuously look at our data our progress on these strategies and that we might have to revise year two. So that's what that is really referencing and I think that's typically implied. Yeah. Just my caution would be revising versus changing because if we change you know we still want to make sure we're on a trajectory you know kind of a piece and not does that make sense? Yeah. And I don't see us changing goals, but you know, especially strategies, something pops up that we didn't act 20, act 21 comes along and we say, "Oh, we got to change course." And that's Yes. And my my bad there because it's strategies, not goals. Thank you.

057So, one kind of, and I'm not trying to go back, but even like when we're looking at um the credentials and where we have the goal of 100%. If we keep every year reaching that goal, is that a time to come up with a new goal for something else? You know what I'm saying? Like otherwise it looks like, oh, that looks good. We knew that was going to look good. And then it continues. Shouldn't we then try to come up with a new goal for whatever other to have I don't know, whatever that would look like. I was thinking the same and then my thought went to I think that's a good conversation piece. Our next goound is the strategic plan because to achieve 100% multiple years running, right? That's huge. It might dip to

05899, it might go 98, you know, it's still within that plus or minus realm. But yeah, but but looking at 23 24 that we had 100%. I can re I can totally say yeah, our goal is to keep 100% even year one, year two. I just think future, you know, right? And then year three, hey, as we're starting to look at either extending this plan or whatever, then it's just kind of a comment more than Yep. anything to change. One last piece that I have on this. Yes. So, we have a logo. Is that logo going to be on the bottom of every right now? It's on its own singleton page and I know that's a a pageionation type thing, but however that decides to be. Thank you. All right. Uh year two, I'm going

059to go a little bit quicker, especially at the top, right? Um this has not been Donovan Group marketed marketized yet, right? And so this is just my work mostly because um you know, as I was putting this together for the planning committee, we're still getting input from our internal team, right? And so this was this is fresh off the press, as they might say. And so this will become, you know, really clean copy. And so again I'm not going to spend time here mission vision all this piece all these pieces have not changed right this is the front matter that explains all the pieces we uh wrote down the formatting we can think about doing differently goals you will see different right that progression of our goal achievement I think year one is 51% for

060example now we have 54 in math and 56 so we are progressing the goal is being uh increased except for 100% CT right and again I'm not going to read these to you but what you will see here time out before can we can we talk each section briefly or do you want to wait till the end? No, let's stop. Minor error, you know, typo in there is under math and goal, literacy and goal. That should say 24 or 25 26 goal, not 2425. That's a proper case. And I thought maybe we didn't want to update it until we had But my suggestion would be to have a blank in there for the 24 25 to be inserted in there as well. That's where so there's not the gap. Yeah. Does that make sense? Thank

061you. like two and that would be the same in year three, right? Like we will add that and it's it's already ready to go. Yeah. That's an example of you can only look at something so many times. No, I appreciate all your work cuz I can't I and honestly I didn't pick up on that one until right now. I just neither did I and then my head was going because I'm like wait no that says 26. So yeah I appreciate it. Yep. Thank you. Um so again I won't read these to you but what you'll see in the prior the strategies some of them are the same some of them you'll see progression right and so what I mean by that is uh the year one for example says provide year two professional development well

062now we're in year three right that's a progression um using diagnostic data that we're we're we're scratching the surface on that this year so that remains the same. And so in some areas it's a progression from last uh from the previous year. Sometimes the strategy is new. Some of it is the same if that makes sense. So let me pause and just if you could take a look at the inspired academic and any questions, comments, anything please. And again we'll clean up the formatting. So, here's my thought. As we look at this as an overarching document, I like the thoroughess of it. I'm struggling with three separate documents. It's hard to okay, linearly go, okay, is this year one? Is this year two? Okay, now does this connect? Is this a progression? Whereas if if

063it was all in one to begin with and then maybe broken down for the internal team into three separate documents maybe but for the global piece of it where under inspired academic excellence and student growth here's year one here's year two and we can see that progression in one place in one document because my printer wouldn't print I was screenshotting one year and comparing on So yes, it was a struggle. It's just it's it's a thought. I But again, I'm looking the way I've always looked. I'm trying to put a new lens to it. So if you say, "Hey, we're doing this this way because help me wrap my brain around why this is a better and and I'm I'm good with it." Yeah. It it's because now uh you know, as we developed this,

064I wanted to differentiate between year one, two, and three. But again we'll look forward down in the group to bring it together in one you know beautiful easy to understand document. So I do have one my what do we mean by develop plan to infuse CTE what is in I'm sorry where you at? So if you're looking at inspired academic and it's in the I see it. Yep. Thank you. Credentials. So the first year, if you look back at year one, it says like continue uh review new state standards. So reviewing and understanding this year says infusing. Well, we're going to take those standards and infuse it into the curriculum what we're doing. Is implement a better word? Could be. I I think that was where I was kind of thinking we have to think

065of non-educators. Yes. you know what I'm saying? That aren't seeing this stuff on a regular basis and and making sure that it I know you're not going to be able to explain it all because there are going to be questions, right? You have to abbreviate some of the stuff, but I just thought maybe trying to be consistent infused was a word that we don't see very often. So, thank you. And this is a a great case in point where under this particular topic or strand or whatever we want to call it, this is what year you're one, year two and it it very logically flows, right? It's just hard because we're multiple page documents in multiple documents and it it some things get lost in seeing a lot of implement and I think everyone understands

066what implement. So I think that may be Yep. Thank you. consistent. I don't want to rush us but um No, you're good. No, no, go ahead. Again, HR, right? All in team. I think there's some things uh that are new here. Uh you know, last year one is create a uh compensation model. Here we say implementation. Uh below that here analyzed we have a support staff salary piece. right now here uh Margaret talked about well we should be thinking about what was the impact on that so you know that's the next step um um and I won't read these to you many of the same pieces and again definitely can clean it up so I would look again for consistency um I appreciate the progression and in all in team HR for example the first

067one continued to execute Yet other things we did in year one, those should also say continue to execute staff engagement survey, continue to execute, you know, so they don't look like they fell away, right? But again, if it was in one document, maybe that continue wouldn't be needed. I don't know, you know, but if we leave it in multiples, then yes, it helps delineate between what's first time around versus what's progression. Yep. going to move us along. Um connecting as community. I don't think anyone uh I think this stays the same. Oh no. Uh there's a develop uh Dr. Burke talks about his idea to create this coalition. It's on the top of page seven here on the screen. Develop coalition of community business city. I'm not going to read it to you, but the

068really goal is to strengthen the uh the partnerships and and think about what is a community district partnership look like and how does it strengthen our our work with kids? Any questions on this section? I have one, please. Year two, it also says we're conducting town hall meetings. Am I safe to assume this is now becoming a norm? I like it, right? Or is this a copy paste that was supposed to be omitted after the strategic plan is up and running after the you know or is this here? Hey y is it here because fill in the blank. I think it's because after three years it becomes what we do but if we change the format it's probably not needed. Well just to make sure my agreed. My big question though is this is saying

069that we're going to implement it town hall meetings every year, right? I just want to make sure that's what we are truly saying. Yes. Okay. Yep. Perfect. Okay. I know Dan likes that too. Yeah. Yeah. I think that's one of the frustrations of the public is they have an opportunity to speak to us but they never get a response, you know, per se. And this way they would. They It'll be Q&A. Y it's great. And that's hard with any board because it's it's not the the back and forth and the response comes by a phone call, via email. Yet a lot of the emails aren't a personal, you know, here, let's have a conversation. It's here's my thought, you know. So then, okay, we can do a general response to all or sometimes the president

070responds, you know, it's just not the back and forth that I think community members are looking for. So this is perfect that at least it starts that and maybe we find we need more. Maybe we find that it's the perfect amount. I don't know. But that's where you know revising those strategies gives that open window. Yes. Um going to resource again that's business. You know the the new piece here is that budget timeline, right? knowing that there might be some strategies or implications for our budget that we need to develop a different strategy. But right now, this is uh reflective of Sarah's input and uh um facilities here P still shows up common uh common school funds. I hope you were successful. was not the last uh we did add update a 10-year uh capital

071improvement plan. So that's something new as well that shows up in year two. Another form of execution questions. All right, I'm going to put up year three. So for the sake of time for year three, are there any any major changes instead of going section by section because we kind of get the drift. We've made a lot of our commentary. Are there any major changes or things that we should be aware of? We understand the progression. We understand different pieces. Was there anything? No. I mean there again you'll you'll see those three kind of things. It's either progression, it's the same or um or um it kind of drops off, right? So, okay. All right. I'll skip that. If you have again, if you have I'm fine with that. I think Yeah, I'm good. I'm

072assuming that's a Craig hand. Go ahead, Craig. Yeah, sorry. I was uh I don't know. Are we reaching the end of the the meeting? I don't know if we are or not. I just uh I I lost the agenda for some reason. But um at least I just wanted to make a quick comment to say that hey, I'm I'm really impressed the level of detail uh that that the committee is going through with with the um with the staff on this and so far everything everything looks really good like everything's been well thought through and I I appreciate that. So, Thank you. Thank you for your comments. Yeah. Um, switch gears then and just uh show you some of the marketing pieces and talk through some of the marketing pieces that are forthcoming. So, uh,

073oh, you're looking for that. Thank you for all your time and energy in putting this together because it cannot be a small feat by any means. No. Compared to what we've had, right? This was like starting from scratch in a hole, if you will. So, thank you. I can while you're doing that, I just have kind of a vague question. Sure. When thinking back of when I first started on planning, I think it was my first year, we were still looking at um goals and and we were we hadn't decided to kind of pull away from the the the previous strategic plan. Um and I think we call them checkins. Is that Fred? Do you remember? Was that like strategic plan check-ins and planning? Would you know we kind of would look at where are

074we going? How are we doing? Is that something still in the works? Is that have you guys thought about how this is then going to be kind of as check-ins? You know, I'm assuming we don't just go here is the plan and then a year later go how'd we do? We haven't. You get what I'm saying? And I'm sure that'll be a topic. But I can tell you when I took over this role as chair, the board president at the time wanted me to do data check-ins at every meeting. And my comment to him was, there's no way you can do data check-ins at every meeting. You don't get progress on it. And so now because of the structure that we have where we're looking at forward data for the we only have that overarching

075data once a year but we're getting data updates at regular board meetings where so our whole system kind of has changed. So what's happened in the past has a very different look. So your question kind of touches on that but also are we going to be checking it? Yeah, we're checking in on multiple things. That's why we have three pillars, you know, within our meetings. And if there's ever a topic, kind of like we do for our other committees, um, when we say, "Hey, looking at the future, did you get it? Looking at the future, do we have other items in there?" And I put those into our our document to kind of help organize those. That's how we bring those things around. Okay. Okay. So it's not going to be necess so I'm not

076saying it should be how it was but it's just you know I had this vision in my brain how we were looking at a but when you think about strategic plan looking at literacy and looking at math right those are ed services topics right and so those are going to come in that committee our drive as the planning committee is to kind of set the coursework for the other committees does that makeense And so like we've got an HR component, we've got a fiscal comp. So we're setting the pathway and we'll we'll do some of that, but we're also handing it off to other committees as well if that makes sense and speak if I'm speaking wrong, let me know. Yep. But that's my vision through this. Right. and and we'll definitely um what I

077see uh continuing especially a planning committee is uh you know as we said we have that data sharing at the board meetings that's where student data will really come and I see up regular updates especially our planning committee about the progress on those strategies right we'll give you updates maybe maybe we focus on academic excellence one time and just talk about here's where we're Here's where we're going. So, we can give you updates around strategies. I think that's really appropriate here. Well, like Jar and I were talking the other day, referendum for example, we talked about how that's going to move to fiscal for a time being and some of the work there and there's some committee work, right? But the communication part of it is still going to reside in planning. So, there there's

078some shared things, there's some movement. It's just when I've talked to people and and Craig mentioned this a couple meetings ago that and and I'm I'm not quoting him directly. The gist of it is this looks very different as a planning committee than what it did in years past. Not saying it's going to just and we kind of were on a lingo kind of a because we kind of had narrowed down what we were going to focus on but now we're coming back to a really big thing. So, I don't want us to just get lost and translate, right? We've got two really big things. And the good news is I'm very linear, sequential, and anal retentive about things that I'm not going to let things fall in there. Hey, Jason, what about this? And,

079"Hey, Jared, what about this?" But that's my job. That's my role. And if you think we're missing things, that's your job to say, "Hey, Diana, as chair," or even non-committee members, right? putting those questions forward, you know, as the group like I appreciate Sam had the questions there. What I would love for us to be able to do in the future is to forward those to myself and Jason so they can get fused into the discussion piece. It just help but that's it's a learning process for all of us um to feed to work in there. Does that make sense? There's no good, there's no bad, there's no critique. It's just there might be things that other committee members or non-committee members think well, oh, Jason didn't think about that. So, it gives him time

080to prepare that and add it to the discussion instead of having to bring it back. So, just something else to think about. I'm going to just quickly show a few of the marketing materials and talk about some of the things that are forthcoming. And so, this is just a draft newsletter article that the Donovan Group created. Melissa always takes it re reviews revises and then uses. So again this is not this is a draft draft draft right but example of how we'll market that questions there. Tina had one please. Um it was tied into a different piece but it it goes right along with this and that is regarding the vision that her statement is basically we brought together the community but the version that we ended with is different than the version that the

081community had. I I'm just if she was here, she'd be bringing up that comment. So, I'm just bringing that up again because that was a statement there. Um her bigger statement is if that vision statement needed to be broader, why weren't they guided that it needed to be broader? That makes sense. Um and maybe this isn't the appropriate time in this piece. Maybe this discussion piece comes up later. Um, I just since we're talking about a the mission and vision statement, my my commentary, my thought on that was that we were guided as a board then once the community brought it to the table. That was never the the end goal. And I think that piece should have been communicated better from the community standpoint. I went to half the meetings, not all of them.

082And maybe it was and I missed it. Um, because my thought was, well, the community brings it to us. this is our our mission and vision statement. But at the same token then it's like no that was their suggestion to us. We as the board finaliz process. Yeah. And clearly in those meetings Jared said repeatedly that the board can take this we can what we create we can come back they can change it. They can throw everything out and come back with something entirely new. He said that repeatedly in those meetings. Yeah. Thank you. I I do remember that now that you said that. Thank you. Lori also Lori Miller read it. So I just wanted to bring because that may come up through community members and and just to clarify that piece here because

083it's going to come out in the newspaper. So if that's why I brought it up now that if it does then we at least have that. Thank you. Um I'll show you some uh posters. These are drafts as well. I think I might need Tyler to come to these and I'm terrible. I had all my bo my tabs open because sometimes I struggle with connection. I know going from home to here or here to home. Well, especially when you have meetings day after day. I find sometimes I open it I'm like I have three meetings of tabs. Well, it's not so right. But it's not so bad if I'm a participant. But when you're the chair and you're can't get there. Then I get frazzled. So, here's I think we've seen a version of this.

084And so, this is um infographic that would be turned into a poster, which also is linked, but it's really similar. But it shows, you know, I think what's important and exciting for me is that you see tradition is a column and the word tradition is in a different font than innovation, right? So there's like little pieces here that are are unique to our our strategic plan. And so if you look at the words in those pillars, they they change over time. Transformation is different font. And so u this is again a version of our infographic and poster. We donate group is also translated. So we have a draft of that as well. I have a question please. Um I I know the poster we have it the two versions is the strategic plan also going

085to have in Absolutely. I'm assuming this is Spanish. Yep. It will be in both. Everything will be Yep. Absolutely. And I'm assuming what the link the scan link is that going to take you to the actual strategic plan? Yes. Perfect. Yep. And so uh the post is the same thing, right? Um some things that are are forthcoming is that um Donan Group is working on right now. We think we'll have a template uh for those building action plans that I mentioned that align with the strategic plan, the marketability of it, the alignment to our goals. Well, they're creating that uh they're creating that dashboard as I mentioned. And the dashboard will really be two pieces. the dashboard to help us keep track of those student goals, but it also be a progress monitor for the

086strategies. And so they're developing that dashboard. Uh they're uh they call it a kinetic uh topography video. Those are some fancy words, right? But the examples I've seen is they show that Donovan Group is going to create a video that kind of shows like I think they use uh um I can't think of the word um get a picture of Watertown from this aerial view, right? They they fuse in fuse in the the the strategic plan and kind of building on the culture and the history of our our community. That's sort of uh building that that video. They'll have a flip book that we can use in promotional if we're have it out in schools here. We go to a conference, we can hand those out. So, it's a quickformational flip book and they have

087templates that, you know, they sent me a template yesterday, I think, uh like a slideshow template. So, it has all the marketing. We just you put the content. So, all the literature will be common. And so these are some of the pieces that they're working on as well. Who's doing the video? Donovan group. The Donovan group was doing that. Yeah. I just I didn't know if there was a way to utilize students because I know drones and they're they're techies. So I just thought maybe it was an opportunity. But they'll bring you know all the I don't know if all but they'll No, it won't be all. They they're working right now on the fact sheet and the template social media templates and that's in October. November they're working on things and then by the

088end of December we'll have it all. So So my question Yeah. Sorry. Just if if I'm a parent who's moving into this area and I work in Milwaukee, I could have my kids going to any school I really wanted. How are we marketing that if they Googled, you know, the schools in the area? You know, what would what would our presentation look like? And I think I I I guess I would point to our website, right? Our website that is working hard on and will also be aligned with the strategic plan, right? Um I think that's the main platform. I think, you know, I've looked at um um data from websites in previous districts. You see the district website is hit for events, right? People want to know like what's going on, lunch menu and

089then general search, right? And so that general search is an opportunity for us to really hit that marketing piece. So, you know, Melissa's work is integral to that as well. every um every school selection that I'm familiar with was because they wanted this wrestling coach or this football coach. You know what I'm saying? Athletics is very important to that mix. And I know we talk about music and we have a great music program, but uh you know that's that's something else that we could market. Yeah, absolutely. Yeah. every you know as many people as search is as many topics is what brings them right your wrestling coach is my music your whatever right so I'm going to bring us back to the strategic plan though because that's a separate it's a marketing piece but it

090goes marketing in a different direction um my question here you just shared with us some things that you're going to be working through which is awesome my question is from a planning committee standpoint. Do we need to put eyes on those before they go public? Do those need to go to the board before they go public? And if so, then right now we're planning to meet in November. We had said at the last meeting we weren't going to meet in December unless we needed it. Well, if we just if if that's the case that we need to put eyes on these before they go public, then we need to put together a December meeting and that'll come later on. But my bigger question right now is do we as a planning comm, and maybe this

091is a Fred question. Do we as a planning committee need to see and approve all of this before it goes out? Not approve, make a recommendation. Make a recommendation. Sorry. the final version that I guess I would look to the committee on this is the the final version has to get approved by the board. So if you're comfortable with the versions as they move along that you don't feel that you need to see it again before the board gets to it. You don't think there will be substantive changes send it up. Right. But but right now for example we have a fact sheet and a social media I think you mentioned two things coming in October that we haven't seen yet and they're coming then board meeting. So would they need to go through committee

092before they go to the board in November. So So they would know need to go to So November. Yep. Now we also have other things that you said November. If those aren't November's a quicker timeline because of Thanksgiving. We're pushed up a week. So it's like the teen week in November is our meeting. So if that isn't ready by then, we're not scheduling until January. So, sounds like we may need to put a December meeting in. Um, but my bigger piece here is we need to be conscientious of the timeline to make sure these things are ready for the scheduled planning committee meeting. I guess one question I appreciate the question and one wondering I have is does the planning committee um I I want to keep you in the loop and love your feedback

093but do does the planning committee need to see every marketing piece before it goes to the board that was my question that that was my precursor question does it need to come here before it goes to the board and and so just to back up a little bit I'm hoping that on October 28th a complaint to have a really clean copy of year one, two, and three that reflects the feedback we received tonight. Right. No substantial changes in the word, right? The plans are not changing. And this is since we've put eyes on it, we've given suggestions, I feel comfortable saying, okay, yep, go ahead. I would also be bringing, you know, like, you know, the poster and infographic. Um I will also be bringing depending on your feedback the survey question right questions pause

094there the qu then the question is uh like again I have this chart here from God saying fact sheet social media graphic templates would be done by in October I'm thinking that would be ready for 28th so again same way to ask same question different way to say ask same question is do You want to see every piece of marketing before it goes to the full board. Do we need to see that's that's the question marketing for anything else on Facebook? I'm just ask you know what I'm saying? Like I think our we really need to just make sure that I'm okay with plan is what we're approving. I don't think we're approving every you know what I mean like Melissa may be throwing something out there and I don't I don't think we need

095to see every button they're going to post and everything like this. I don't think so. And to be honest with you, I don't even know if the board needs to see all every piece of that, but to see the direction you're moving in with graphics and things like this, so we general sense of approval for the board and how it all wraps together is is a plan. I think that's that's worthy. And then from there, the board can make that decision. So, we'll keep it loop, right? Yeah. Right. I would like to see that reflected in the minutes just so that way we did discuss that at this point in time. So, if there's ever a question by anyone going back, it's reflected. That was good there. Perfect. Thank you. Yep. And so, um, if

096I can do this again, I'll show you, uh, real quickly the student questions that were asked past tense. Yes. Thank you. Those weren't done this year. That was what the end of last year, right? So, um I I I should know this, but I don't I don't know the number of years that we worked with Stutter, but we have we have communicated we're ending our partnership. Okay. So, it's been quite a few it was years. Yep. So, yeah, last time we talked uh there was a request to see the questions. So, this is it. So these are the 20 questions that I think at least five years that we asked our students grades 4 through 12 I believe uh and we called it the student engagement survey. So these are the questions and again this

097past tense right we are we have already communicated with stutter our partnership is sunset. When did they last take this? Spring of 24. Okay. Okay. Spring is end of last year. Are we just done with it or is that something that we're still going to have with data? We're moving to kind of look at where you know since we have with the the student engagement you know because we've been trying to be data driven right and I know that our surveys were kind of a part of that trying to monitor you know we're doing it with the the staff. I know that now like with our strategic plan, it's going to take some time to get back onto a data track when it comes to the students. Does that mean this is lost? Does that

098make Are you following me from the spring or can we use that still this year to try to We're using it, you know? Does that make Yeah. Yep. Uh principles like I mentioned have a literacy, math, and student engagement survey or uh goal. Okay. many of our principles are relying on this data still from even though it was last year and even though this isn't going to be the continuous that's I think what I would think you and longitudinally if we ever look at longitudinal data we'll have to put an asterk you know uh 20 right right four 25 school year the survey questions were changed right and I do like the fact that as we move into our core values that the questions are more aligned with each of those values. I'm going to

099stop sharing. That's okay. Show you the proposed and so uh going to go back here. This is it. Okay. So uh just the historical and context is that um after our last planning committee I reached out to school perceptions in part because we use them for our staff engagement survey. So they know our culture I've worked with in the past have had great experiences and so the initial contact was hey uh we have a strategic planning uh we we have some core values that are new. we've our working definitions have been completed. The idea is can we align uh student engagement questions to those core values. So that was the prompt and so um I met with them two or three times subsequent and these are the questions that they are suggesting under each of

100our uh core values told that I'm bringing it here tonight. They said, "We like all feedback. It's tough if we word smmith or change the words." They don't uh it changes the meaning of the questions. These are from scientists, right? Survey builders, not me. If we don't like a question, we can get rid of it. But changing a a question they they said we really don't uh that that really I don't know the terminology it uh it doesn't align it invalidates to some level the surveys. Go ahead. Sorry you first. And you're probably going to say, I know when we originally, because we do this with the staff, and I'm assuming that has to do with when we put our own change the wordings, if I remember correctly, it's we're not going to have data

101beyond our school district. That's very true. That's in part. Yeah. So what I was going to ask if that is the case while we are it you know it's going to take us some time to get um some data for the district we could immediately start seeing data as a what's the average. So it is definitely something that we right away even though we won't we'll be in year one we would still be able to be like we're really high on this point or we're really insufficient in this point and that may help us or you guys not us kind of see where we're at in right you know what I mean like oh this is what you know when you're looking at districts across the state or wherever it is it seems so I

102do think that there is going to be some immediate data. Yes, I believe I believe every question here is a question that school perception uses somewhere else. So, yes, the answer is yes. We'll get some uh comparative data. Okay. Yeah, great question. D, did did I miss something um with this stewart thing? because I assume this was going to be a part of the strategic plan going forward these survey questions. I mean, did I miss tutor students out school perception? I get that. But I mean, when I read through this, I didn't see any notation saying that. Oh, you know what I mean? Yep. So, we communicated about stutter and our ending of partnership earlier in the spring and so I didn't highlight that. I apologize. Right. Okay. And so we had a partnership with

103stutter that was really two parts. One was coaching with our our administrators. So they would come to cabinet meetings and then do virtual meetings individually with school principles about their goals and their progress. The second part of that was a student engagement survey and a parent engagement survey. And so our representative from Stutter left Stutter. We had a discussion internally. do we want to continue with them? The answer is no. We communicated. So that was early early in the spring and we shared that and so now we've committed to a engagement survey. We don't have a vendor right now. So I you know after our last discussion reached out to school perceptions and said hey here's an idea. Can you help us? And this reflects their their and and again school perception does our staff

104engagement survey. Does that make sense? Yes. Do you have one other question? And you may not know this. I would be curious then if and whether that would be at planning or as wherever that would fall. I know that there is a very um broken down that school perception gives for the staff survey. I would expect that we would be getting that same type of data breakdown for the student. I can bring that to Jenny which that leads to where my questions were going. This is technically an HR piece. School, you know, staff and student surveys fall under the HR purview and so they both have gone through that. They've looked at data. So I can double I can't imagine that students would go to I thought is going to work in cooperation. Margaret is

105overseas any okay considerations so it would still fall under her period. So Anything you would do with the survey would probably be add service. Correct. So, so I don't know where you don't need to go to two. So, do we need to look to see where does that delineate? That was where my question was. And I think that's Yep. My second piece in this looking at the questions themselves is there are duplicate questions that fall under different areas. And if we're asking a question such as when I accomplish or learn a new skill, I push myself to learn something new. Integrity, perseverance. I don't understand how that's an integrity piece. You know, how how does it you know, I'd be answering it from the perseverance standpoint. So I guess when we look at there and

106there's other ones that fall in two different areas how do you delineate where that sits? Yeah. Is it always you know because at first I'm like well that really should say I try my hardest. Well then you know it's both integrity and perseverance but the way it's worded it really doesn't I don't understand how it fits integrity but I'm not trying to nickel and dime a particular question. I just don't understand when they're duplicate like that, saying the exact same thing how it fits under two different headings. Does that make sense? I would I would say two things. One is the real answer is I don't know how that fits, right? That's the work of school perceptions. The second piece I would say though is what the last time I met with them when this

107was kind of like coming to fruition is I simply read the definitions to them, right? And so they're on the screen and I'm saying under empathy, do we have something that aligns to considering understanding others perspectives, creating a caring school? And so that was my work. I just kept reading it. So I'm just giving it. It's just now as we as we sift through these Yep. then maybe we find, hey, they're not in two areas. It's just one area. And and this is a draft draft. I get it. And it's just feedback there. I just think, you know, for context, right? Yep. Is it going to be is this how the survey would be presented? Would it be No, it's literally just going to be the questions, but it's not going to be grouped in

108a Right. We're testing you on empathy. That's not how this is going to look. They'll align it behind the scenes. Perfect. So, you get a report that says under the empathy, here's the index and the questions. Yep. Similar to the staff engagement survey. What grade levels are we talking about here? What I what we've talked about is 4 through 12. Would they have the same questions every year? Uh, traditionally, yes. Yeah. So, you get that cohort data, but and longitudinal. So, here are Tina's questions. What's the specific plan to do with this information? And we kind of asked that earlier. Um, I think this is still formulating in that. So we we I just wanted to address that here. And then the second piece is and I'm just going to read it almost verbatim to

109what she has is how many times do we need to repeatedly ask kids fill out a survey? Um for example, she uses the one about discipline that says the schools aren't consistent about discipline. Um that's not really a student issue. It's more this doesn't say that. this kind of gets in a different line, but I think her bigger piece is making sure we do something with the data. Um, and so I guess I'd be looking at an upcoming, not near future, but somewhere down the road planning meeting of how are we going to utilize this after we collect it? What's going to be done? Um, I know that we've collected some student data in the past and here's where it is. Okay, what do we do with it then? and some schools did more with

110it than other schools did and and what's the plan for consistency and and I know we're not there yet, but I just wanted to foreshadow what I'm looking for from the district's perspective and if if you guys don't see the same that's why I I was interested on on I feel like if we're going to get the school perceptions breakdown like they do for the staff that that excites me because it is you know because the staff comes every year to HR students has fallen kind of off a little bit. So I agree and I I I can any feedback about the questions. Um, do we and I know that we're going towards a strategic plan and I don't think that the survey originally was you know when we when we started student surveys whenever

111that was I imagine this was a I don't know if it was linked to our past it was literally just to kind of rate to see what students are we missing any of that rating or that you know what I mean like I guess I I didn't see are we missing anything going to our core values which is good but are we missing anything that we may have been getting out of those other surveys and maybe that's a question for the the building teachers or administrators do they feel like they're not going to have a guard on something when we're focused on and I'm not saying that we shouldn't be focused on our core values but should we have a few more other maybe that aren't part of the core values I don't know because

112I feel like they would fall somewhere the building principles have not seen this yet because I just got it from school perceptions on Friday and I wanted to get it up. That's a question I can ask. And that's great because we do have both sets, you know, we have the old questions, we have the new and are there any they feel are missing that need to come over valuable that they may be like, oh now we're not going to know what the students because student input is very important. I've always said that we we need to be asking sometimes more, you know, of talking to kids. So, I think this is a really great I don't want to miss out on if we use it, right? And and I don't know how well that's really

113maybe that's been happening at the building level. Maybe not. We haven't seen it. When these core values were first presented, I tried to find things that what would be a question? What would be something that wouldn't fall under those five? I can't find something. You know, that's not to say there's not something out there and I didn't spend hours and hours doing it, right? But they it's a pretty good umbrella. Well, you know, for instance, I feel that there are healthy food choices for me to eat at lunch. We're not asking them. That's it's a different type of question that we are now not going to have that input. You get what? And I'm not saying just that or I feel safe on the bus. I mean it's some outside things and it's a different

114reasoning of why we ask those questions. These questions are very focused on our core values. But those other two questions don't fit with the strategic plan. They they don't. But that we don't I was say that five times. Does that not mean does that mean that we shouldn't be doing it? I don't know. And and um those are great questions and um we have more time with this. We we have all the time we want with anything, right? But we have more time with this than the rest of this. Exactly. Because this is really for spring, right? And so this is an initial feedback. Uh we definitely bring it to the board October 28th, but I I feel like this will come back to planning again, right? Because again, principles that have seen this, their

115feedback is important. And my thought on that question that you were just those two that you brought up, I don't know why that would only be asked once a year. That might be things that a teacher can ask within her classroom or his classroom, you know, just in a casual morning meeting in a, you know, different things, but it's not going to be any data to a recap, right? I mean, what is that teacher going to do if he says, "No, my my lunch today." They didn't that's an opinion by one student that doesn't mean it's not but if there's multiple ones there and then they bring it you know it gets a ball rolling but yes different conversation different just and in and the my biggest thing is what I think something to think

116about is these questions for when we're talking about our core values now I have to find it again they're very much about the student which the core that's what we're trying to do right like the core values are, you know, are you trying your best at school? Do you, you know, feel safe answering questions that that, you know, with the empathy? Um, I like helping others, but we're not asking them. It goes beyond just them and their values and their core values, their school environment. There's a lot more that makes sure and this changes avenues. This is making sure that we're hitting those high level things and making sure that kids are feeling good and have some good core values, but there's more beyond making we need to be checking in to make sure that

117those other things are being so I I don't know what that from the HR perspective when we when we built the staff survey. These are ones that transcend to other districts. Maybe we have some of our own added that are just water tone specific. And that's what you're really referring to, right? One other question, and I'm not trying to drag it on. No, no. Are these I know with school perceptions with the staff surveys, there is some other things that are asked. I think it asks what building level you're at or I don't know the specifics because I don't have that in front of me, but it does ask, you know, so it's kind of running data on different things. So, it's obviously staff and students. their students. There's different things. Is this going to

118have any monitoring of the out, you know, fourth through? Yep. It'll ask your school, your grade level. We could we'll make a decision about demographic data that we ask. Okay. But when we get more finalized, you'll see it, right? This is just an initial what you're thinking. I am meeting with school perceptions next week to bring them the feedback. principles need to see this, but we'll bring the full full full piece before we execute it. We have time, right? We want to do this. We usually do it in April, I think. So, we have some time. Okay. The the teachers that they put their names down. No. No. Well, I saw a survey that had teachers names on it. That's not not the school. Okay. And could we add a question and say, are there

119any questions you wish we would have asked? I can ask of the survey. Yeah, absolutely. Can I ask a question? Oh, yeah. Sorry, we have this up, so it's hard to see your hand. So, thank you for jumping in. Sure. Not a problem. Uh, when it comes to like like integrity, I guess I I I understand that you're kind of working within the framework of what what perceptions has to offer. And um but I I I just kind of wonder if maybe there's something a little bit more deeper under like the integrity section. For instance, uh like for like a question of the nature of when I witness bullying, I feel comfortable going to a teacher that I trust to address the situation or something of that nature. you know, I mean, we we kind

120of have to try to get to some of these other core issues that that the students are are experiencing that are important to them, but yet also um try to understand the un the the level of integrity that they have as well. Yeah, that's great feedback. I will bring it to to school perceptions. Right. Again, this will come back repeatedly before we we execute and this is just before we implement it. Yeah, this is actually this is just this is just the first look at what school perceptions has, but I think it's it's pretty clear through this discussion today that it's a good start, but we need more or mean we need depth more because I don't want to have more questions a ton more just depth to them. I will uh meet with school

121perceptions again. I'll share this with principles, get their feedback, and then be after those two steps are done, I'll bring it back to planning. Okay, great. Is there anything else that you need to share with us tonight? Not not tonight. So then I have a couple questions unless you guys just to wrap up on survey. What did you say about the parent? Who's We don't know who's doing a parent survey yet. We do not have a vendor. That's okay. That's what I thought you said. I just wanted to get in my head. So just wrapping up the strategic planning discussion piece. Um as the chair and I'm I'm speaking on behalf of you all without conferring with you all first. So I apologize but um I'm wondering if you could share with us just briefly

122because we had thought this meeting would go an hour. We're well but we've gone through this very in depth. I appreciate that but but I appreciate the depth and the feedback that was given. I think it was very valuable and worth our time. So my question, I have a few of them for you, Jason. I'm putting you on the spot now. Um, how do you feel the Donovan group has fared for you in this whole strategic planning process? And can you kind of give us a little insight on what they're doing to help along the way? Because we referred to the Donovan group's going to do this and and they're helping us with this. Can you give us a little bit of a snapshot of what they're doing, what they're going to, you know, you

123you've alluded to some of the projects they're going to be working on, but in like two minutes or less, a quick elevator Yeah. speech. I think there's two parts to your question. One is, you know, how I view uh their work, how it's impacted, and then what they're doing now. Is that right? And so, uh, when I answer the think about the first question, I think about the fact that, um, you know, at one point I talked to Jared about, you know, our first R our RFP came back with hundreds of thousand dollar quotes and I was worried and I said, well, you know, I can probably lead this. Won't be as professional or great as others, but I can try. and he said, 'N no, we don't want to do that because we want

124to be a part of the process versus facilitating. And so what I appreciate about Donovan Group is that they allowed our community, our district, me, to be part of the process versus leading, right? And um I think you know looking at the community as Jared talked about with the staff on on the first day back is that there were there were opinions on all sides, right? And I think the Donovan group did a nice job of bringing some some unity to the conversations about what's in the best interest of kids. We're all in the same boat of we want to do right by kids. And so two pieces to that answer. One is I appreciate them being external to allow us all of us to be engaged and two bringing people together and we saw

125that through through growth in numbers uh some compromise some discussions that were fruitful and what they're doing now is is changed now right they uh to some level uh got us to uh to a certain point mission vision core values all those pieces and it had to turn to our internal group to come up with those strategies. Donovan Group can't say you're going to do the rapid cycle feedback. We had to do that. And so now their partnership looks different. And the difference is they are creating literature for us, making it pretty, getting our feedback on uh does it reflect our goals, uh giving us examples of other districts. Um and so their work now has transformed from leading to behind the scenes creating documents, giving us feedback on our documents, asking critical questions, preparing

126us uh to for these conversations and other conversations. Valuable and valued uh but different at this point. And that leads to my next question which you just started to touch on. Do you feel we're getting our money's worth out of it or do you think hey you know with a little extra work we probably could have done this on our own? Yeah. Uh you know looking back I'm glad Jared said no. Right. Said no to doing it on your own. Right. Right. For a number of reasons. One is like again being part of the process versus leading was valuable for me. And without a partnership of Donovan, Donovan giving me examples, uh, guiding me about next steps, creating the tools, I think Melissa's just not there yet, right? Um, I find value and I think

127the dollars are well spent. So Jared has extended the Donovan services as we know through December. um past that time, do you anticipate, I'm not asking for a hardcore yes or no, but do you anticipate needing continued support for them? I mean, I have no idea what you need. I mean, I was happy to see through December what's there that kind of gave a time, like a an idea. But beyond that, I'm sure they only gave December because that's what we've paid for, but beyond that, what kinds of things would we need? So, do we need it past then? And if so, what do you think we need it for? Yeah, I guess from a purely strategic planning uh um uh lens, I the answer is I don't know, right? And I say that because

128one of the conversations if we go back to the stutter question was why did we end their partnership? We felt as an internal group that the value they were adding the conversations with the principles about goals that we could do that and we could do that well right and so some of the pieces that I envision of a strategic plan and kind of what's next phases I think that we have the folks to do that and the capacity to do that. That's me being ignorant, right? I I don't know what looks like in January, but I'm confident that right now or I feel confident that if all these pieces come together as we hope that I can and with the help of our our team and internal team, we can carry the conversations forward. Again,

129not knowing all the components. Um, and I guess one piece, you know, we talked about referendum. I think one piece we can think about is how Donovan Group has a pretty good grasp of our community, where they're at, where we've been, where we want to go through the strategic planning. So again, uh there might be value in thinking about Don and the group to kind of take on that role still helping us with strategic planning, but then shifting their focus to reference. So, that's an option. And that leads me to the future agenda planning because that was supposed to be part of our discussion tonight, but it was a inadvertently left off accidentally whatever. B this we wouldn't have ever gotten to it anyway because we're now almost two hours in. So, I'm glad that

130it was inadvertently accidentally left off. Um, but that will then be a topic that'll be the primary topic at our November planning meeting is do we extend the Donovan group or not. And knowing now what I know, I don't know if we would have been ready to have that discussion tonight anyway because we don't see things in the final form. And that's what the board had asked for is show us the finished product to see are we getting our money's worth. And so I think after our October I was hoping we'd have that today. We were both hoping we'd have that today. Um, but that life happens, things happen, and I would rather get it two weeks later and have it be exactly what we anticipate than not. So, we can anticipate that coming um

131as a discussion topic in November. And I think um you know, as I said, my my ignorance says, "Yeah, I can do it." Right. Right. But I don't know what's next. And so, um, I think there's value and and and probably strategy in and and in thinking about that next month or even the month after, right? We'll we'll have a better handle on what what the marketing pieces look like. We'll have a better handle on what that dashboard looks like, where we're at with referendum planning, and have a firmer grasp on the needs moving forward. So, just so you all know the questions that I just asked at the end, Jason had no idea. And typically, we discuss these ahead of time, but I wanted to get the off-the-cuff unprepared response um in case it

132was like this is really, you know, I wanted us to see exactly how he's handling that. So, typically we have that behind the-scenes conversation. We didn't have that with those questions. And I did that on purpose. I'm sorry I put you in the hot seat, but I'm not. So, I wasn't I'm not prepared to ask any further questions for it that wasn't on. No. And and I wasn't anticipating that. I just wanted to see, okay, regarding strategic planning, we've talked a lot about what Diamond Group has done for us today. So, it was just my way to close the conversation today, but also put some guidance out there as for, you know, thinking next time, hey, we're going to have these conversations next time. It wasn't going to be right focusing on Donovan group. Do

133you feel that we'll have a better Do you think we need to wait till later to talk more about Donovan? Because I know you said there'll be pieces in the next couple months that will help us. Is it I'm just We have to do November unless we're meeting because Donovan's only contracted through December. I think November is a sweet spot for a lot of reasons. One of them is the contract, right? But I think we'll have a firm grasp of what the comprehensive strategic plan piece looks like. I'll have a firmer grasp on what I may need from them if anything, right? Nothing is an option. Um, and we'll just be in a better spot. And that would be something to prepare then is what do you need? What do they think? You know, what

134what benefits? Because they gave us that overall that they could do. And some of it, frankly, when you give them a whole gift box, you don't always use everything in the gift box, right? So did Donovan with the strategic plan of what you brought like let's say looking at year one and it's pretty spiffier you know that was Donovan helping with that one they just haven't spiffed up two and three that was because I just finished two and three last week meeting with I met with every director individually. So when you say they spiff, did they change any of it or just put it in an actual organized document? But you actually did you and the team, are you the ones that actually came up with the strategies? And we came up with the strategies

135based on examples that were shown and then uh Don and the group is also part of our internal team. Okay. So they're part of it giving feedback. Okay. So part of it all along the way and did the spiffing up. Yeah. Yeah. I just think it's, you know, because the credit needs to go and absolutely Jason and the team were, you know what I mean? And that's saying, so it's valuable to know what input was given. It's hard for Donovan to say do rapid cycle feedback, right? So the strategies came for our team with feedback, with examples, with ideas along the way, and then they made it spiffy. And I like how you described it. They were leading for this part. They're behind the scenes here, but you lucked out that they've been working side

136by side as well. So, it's been a gradual release of things. So, it's awesome. There's a comment from Craig. I just It's been there for a while, so I apologize, but just take a moment. I can't read it. Can you read it out loud, please? I absolutely absolutely agree that every piece of marketing isn't necessary isn't necessary to be approved by the board regarding the strategic plan. But I really appreciate the question. It demonstrates that the administration cares about the board thinks about moving forward. Kudos to the administration for adjusting good things. Cool. So I just didn't want to lose that. Thank you. Um anything you have for additional Well, any action items we had moving forward? I think the action items are really around uh the student engagement survey, right? I'll meet with school

137perceptions. I'll get feedback from principles and others and then when it's more finalized, I'll bring it back to the team for sure. So, is an action item well an action item is to finish spiffing out? Absolutely. But was an action item to put into one document? Yeah. You know, I have notes. I don't know if they're all action items, right? But I took notes of of all the all the feedback you know like uh started with superintendent check-in not evaluation right postsecary clean it up with definitions table core valued uh we need to further develop core values in year two and three spec specify and math uh create a different form format combining one two and three and lessening the need for repeats um Could should we or could we put dates for town hall

138surveys etc? Uh talk to Sarah about er or remove act 20. How does that feed into that? Uh there's uh the year 2425 leave blank 2526 goal infuse versus implement student engagement survey results. I'll talk to Jenny about that. U so I I so the student engagement survey that's an action item. the looking at the possibility of moving it to one document as an action item, but all the intricate changes are not. Yeah. It's just trying to get into the habit that if it doesn't show up in the minutes as an act, you know, right? These are just my way to of moving. Yeah. Yeah, sure. And then anything else for future agenda that you see other than student engagement? I don't know if I'll be ready for it November, but when it is, it'll

139it'll come back. I'm sure. And I have other things that I don't know if they're going to come November or not. Um, but we started talking about a new member orientation tool. Um Fred and I have that on our docket to talk mid October. That needs to happen at either the November or the January meeting. So that way it can come here. We have that on our radar. It'll come at one of the two. It just depends how full one agenda is versus the other. It's not super pressing, but gives us time to bring it. And then we want to give at least one more. So that would be March to come back if there's revisions at the absolute absolute latest for the second goound if needed. you were gonna say I was thinking board

140meetings not okay planning committee meetings and so it's another item that will come up at our next meeting next month is when we look at the superintendent summitative evaluation if you and you don't recall this because you weren't part of this last time but the rest of us would recall that's a multiple meeting scenario um so just be aware that that'll be December January or a combination of sorts. Um, so more information on that will be forthcoming. I have to sit down with Jared and kind of look and talk through what that is because we're not wholeheartedly doing the dates process, but we are doing, you know, so do we need to take three meetings going to I'm working through that and I'll talk with with the guys at CISA and I'll bring more information

141back, but just know that that's coming. And then um lastly, there are some board operations policies. I need to go through them to see have those already been approved the first round in Eola. Some of them have, some of them haven't. And do we need to put eyes are there are there any commentaries that we need to take and put suggestions to policy while it's still in the works for changes as opposed to after the fact. So, a lot of those have been done. There were a couple oneoffs. I think they're mostly done. Um, if you look on policy agenda from last night, there is a timeline and it shows you what Yep. So that may So I think it's February is the ones that these come through. I have four of them, right? And

142that's that are that can change because it just depends on what they get through but it may be worth but these are forthcoming. So if you happen to stem my reason for bringing up is if you happen to stumble across a policy for whatever reason and oh this is kind of a board operations piece. Oh, this, you know, we might want to consider looking at this more closely, bring it to this committee. So, you know, to put eyes through it because you take it to planning and policy. I think it's supposed to go to policy. The way it was worded is if there's something that comes, we can have a conversation and then make planning committee suggestions to policy. To policy. Yep. It goes to the the changes go to policy. But if there's something

143like that's a board operation, one person doesn't, you know, how does blah blah blah affect what happens? I don't have an example in front of me, but So, are you talking about ones? So, you if there's something that was already approved in the new NEOA, I will take a look through those to see like we came across the ones that um for on boarding I stumbled across after the fact. It had already been approved in Neiola, but we added the words or designate. Okay. So that's something that was a quick and easy, but it still has to go through first read and second read. So the thing is if we stumble across something now that we can save that additional first read, second read piece. I'm not trying to do extra work, but there's a

144there was one that was no match to Neiola. there was something else and I have those recorded. But if you have something where it's just changing two words like that, um you can take a motion at the full board meeting to um bypass the traditional first and second read and just do a flat approval of the policy change at the board. How come we didn't do that? Well, that's we don't need a discussion. Whatever. That's fine. Can I chime in really quick on that? Yes, please. Um I I I would I would definitely encourage any I mean I don't want to get into a full-blown discussion, of course, but um if it uh I think it's always within board purview, any board member should should be looking through those policies and if if you see

145we're not perfect. So if if you see that there's something that got missed that needs to be addressed, you know, at the final alignment especially, please make note of it so that we can we can do that as a policy committee. So thank you. Yep. Yep. So long ago we hit those and and we really kind of it was a kind of new process when we hit a lot of those. So we're learning as we go. Yeah, that's if you stumble on it, that's my only purpose in bringing it up here. There's two not understanding what you were saying. So now I get it. Anything else? Uh would strategic planning be on the full board for as a resolution or how would we want that for October? The strategic plan. That does have to go

146as resolution, doesn't it? Good. Is this the final version? I was going to say I thought if this is the final version they need to have his full resolution that will be determined by the marketing m you know the marketing materials the content won't change but and whether it's October or November but by November y at the latest it would have to be y I would say want that because he's going to start talking about the referendum correct you want this in place my goal is by October. So, okay. Excellent. And we're scheduled next for November 6th. Is that right? 5:30. That's right. That should have been a regularly scheduled. Yes. Thank you very much for the time of feedback. We didn't officially adjourn yet. So, policy is planning on meeting after planning. Is that

147going to be feasible? Because I can relate that back to the policy committee. It was that was something I was supposed to kind of get a feel for. We attentively thought, okay, we'll meet but we don't know if we want to start at 8 7:30, 8:00 at night. Our regular planning meetings run two hours, right? So, I don't know if you all want to meet after we've already met for two. I mean, we would then have a hard stop of two hours, but being that we're an every other month thing, we had said that. I apologized a couple months and said we just plan on two-hour meetings. This one should not have lasted right anticipated lasting this long, but a regular scheduled meeting, right, will typically go two hours. So, we're probably doing that on

148the 21st with um HR and the superintendent checking, but HR because they meet every month, they they're a little bit late, they're still looking at 90 minutes at least, right? But they typically have the ability to shrink agendas more so than we do because we're every other month. Right. Not asking you to make it any smaller, but you know, correct. There has been the it has been brought up of having one night longer is preferable than trying to lose multiple evenings. But I will defer to what the will of the board. Yeah. I don't I don't know how many are going to want to sit through a two to three hour policy meeting after a two hour policy meeting but if they if you're the only back of the people who are on both committees.

149Right. Right. Right. And and it's not a full force policy meeting. It's uh the transgender I believe Craig was expecting it to be less than an hour. Yeah. So I'll I'll talk to the committee. That's a good goal. Less than an hour. But um I I do think tonight over. I do anticipate it's supposed to be less than 90 minutes. So, yeah, I I think we can do that. I'm just saying this I mean if you say you're going to have then we'd have a hard stop at the 2our mark for sure which um and we could have done this under two hours but we get into so okay just let me know if you are doing it obviously I would beware so that way we can Yep. because that would just mean certain conversations

150we would really hold to the time boxing. Agreed. Um and I would just run the meeting differently knowing that. Absolutely. And it was on my thing to do and I almost forgot. Yeah. And so if you are going to do that, no problem. You know, we'll keep it to that. But then I would ask, can you please forward questions to me ahead of time? Most definitely. So we can get those whether we're committee members or non-committee members just to help move things along. Yeah. As well. All right. Can I adjourn? Is that it? Ajourned. Yes. 7:38. Thank you very much. Thank you all.