001ready. >> Yeah. Oh, I'm sorry. Okay. >> Uh, I'm going to call to order our retreat training. It's sorry, 11 minutes later than what we're supposed to start, but let's go. I'm not sure. We just take it over. >> Hello, >> Kristen Miles from the Oregon School Boards Association will do some proper introductions in just a moment. Um, we'll go ahead and bring up my PowerPoint. >> Awesome. Okay. So, um, we're here today for your wish raid. We've got a long day ahead of us. There will be plenty of breaks, don't worry. But we're going to accomplish a lot today and we're going to start with um some board governance essentials and um and move into some work. I want to say that um all of this is meant to be interactive and so um
002I will not um save questions till the end of our sixhour time period here. um please let's discuss things as they come up and as they are important to you. So as I present um information or scenarios which I know some of you heard last year as I was out here last year but as we talk through things um if something is important to you um please stop me and let's talk about those things or if you have questions as we go please stop and ask those questions. It is not critically important that I get through every single slide. What is critically important is that this is your time and not mine. Um, so let's do it. Let's make sure it's on. It is on. >> Yay. Okay, >> there we go. Um, so I
003would love to we'll go around um the whole table. I would love to hear your name uh your time on the board or your time with the district because everybody gets to present um theirelves. What where'd you go to high school? Why are you on the board? And then I will ask one question that's not on here. What has been the highlight of your summer so far? So we're gonna go ahead and start with Reed. >> Okay. Um I'm Reed York. uh time on the board, three months maybe I think before in July. I went to uh Mount Lake Terrace High School in Washington State. Um why am I on the board? Um I just want to help uh with the students and staff of the district and you know rebound and and and make
004this the best district we possibly can for everybody. And >> what's been the highlight of your summer so far? >> Not too much. U just been doing a lot of home projects. Hi, my name is Michelle Russell and I've been on the board for a month, >> but you know, three it feels it feels like three, right? Um, where did you go to high school? I went to high school in uh Oram, Utah. >> Oram High. >> Uh, and then I Why I'm on the board? Um, I really have a desire for us to be proud of a district. um and who who we are as a community and to support the youth and um staff in our district and just yeah rebound and be the best district out there and and be proud. >>
005Oh, and what's been the highlight of your summer? >> You know what? Um the highlight of my summer is probably when my boy my kids from college return home and we get to >> we we're just really tight with the family. So we do a lot of concerts and so it's just nice when all the kids kind of return home for a little while before they run back off to school and I know that won't happen forever. So um when it does happen I have to really be like oh this might be the last year you know so it's probably my highlight. >> My name is Christine Smith Reed. I was just newly elected in July. I went to high school at Rex Putnham High School 100 years ago. Um, I am on the board
006because I'm a girl mom, a educator's spouse, and have a lot of concerns about the current environment. Um, and I can relate to a lot of the students who have been through some trauma. >> Um, and I'd like to see that change before my kids are living through it. Um, my highlight of summer was traveling. Just lots of travel. Hawaii, Portland, Midwest. So far, Bill Amos. Um, I've been on the board for I don't know 12 years or so. Uh I started teaching in this school district in 1970 however and have stayed continuous with working with schools in one way or another. Uh I went to David Douglas High School class of 65. Some of you don't remember that. And um I am but I remember Sam Elliot Lindsy Ber now. uh why are you
007on the board? Um well actually I got on because it was kind of a contentious time and like these folks I said uh things aren't going well. I'm going to I I I completely understand why they ran for school board and I just said I care a lot of kids in schools and to quote myself I'm about to do the dumbest thing I've ever done and told my wife that I was willing to do this. >> So, uh and I'm still there today. The question is why are you leaving? And um I just finally I I've kind of run my course. I the to quote the students uh getting old was hard, Mr. Amos, but you've made it. Um I I will and and and I I mean that's fair. I I I but I
008I certainly wanted to be here today. And uh my highlight of the summer was actually finding out that I although I was quite ill, I wasn't as ill as people were saying. And I'm back to fine. Um which is that took some significant time. So much of my summer I was not doing very well at all. And and so life has challenges and um we got through that one. Never mind speak Gary and don't cry. >> Gary needs you to talk to him about what was wrong with you so you can help him. Okay. My husband was doing the exact same thing he was at almost the exact same time. So um Okay. So I'm Melody Kllins and I have been on the board 23 years and 55 days 12 hours and 18 minutes. Okay.
009>> What is that? >> All right. And I went to school here at St. Helen and um I yeah and he was my teacher at one point and um I am on board really the first time and then the second time total uh um because the exact same things there were things going on that um for me was because it was hurting my teachers and I grew up here adoring all my teachers and nobody was messing with my teachers. So both times and um the first you know the first straight leg and it just got better and better. So then I was feeling okay when I left and then 10 years later Bill and I are at every board meeting for a year and had to come back again because no I can't do this
010and still here trying to write us through what we've got here and try to get us back to being good. >> Oh and my summer is because some projects I've been working on for like five years total >> are almost done. regard and defense to unique. Is that clear? >> Hello, I'm Joseph Howard. Uh, been on the board for about a month. I got elected next to >> you guys. >> We would have you know >> and then I currently go to high school here. My reason for being on the board was I wanted to feel like students were connected to student board and had their voice and I wanted complete transparency via students. And then finally, my summer was traveling to Georgia, Alabama, South Carolina, and North Carolina. Wow. >> Shahal, the executive assistant
011to the superintendent and schoolboard secretary um since February. I went to school in Hillsboro, graduated Hillsboro High School. And um my highlight of the summer I would say is that I'm having a successful um first time ever flower garden. >> So >> yeah. >> Um I'm Corine Bedis Brown and I I'm the new superintendent as of July 1 and um I went to high school in Pendleton. And I guess why am I here? Um, >> I want to help support with everything that they just said around um, being proud of this school district um, and making sure that our students and staff feel a sense of belonging. They feel empowered, that they feel joy when they come to work, that they feel safe, and that they're successful in the work that they do every day.
012Um, and so that's why I'm here. >> What's the highlight of your summer? >> The highlight of my summer is spending time with my boys in Florida. That's my highlight. >> I will introduce myself briefly. I'm Kristen Miles. Um, I am actually a board member as well. I'm on the Tiger to Wallison School Board. Uh, beginning my third year. And boy, is it different than on this side of board. Um, I I ran for my board. Well, I went to high school in Salem, Oregon, um, McKay High School. Um, I am on my board because I spent seven years at OSBA going around the state, uh, teaching boards how to do their job and it seemed like it was time to actually walk the walk. Um, and also I have a daughter in the district.
013I volunteered in a number of ways in the district and it seemed like it was time to volunteer in that in that big way. And um and it is it is quite an act of service and I thank you all for your dedication in doing that. And um so I've been at OSBA for nine years now. Two years in the job as director of the um of the department and came from Portland public schools before that where and I knew each other a long time ago and um really happy to be here with you all. I I worked with you last year a little bit as those of you who are on the board uh remember and um really happy to be back with you and thank you for taking an entire day out of
014your schedule to dedicate to some professional development and some fellowship with each other. So be here and we will get going. Um okay. Okay. I think I understand that some of you went to summer board. Is that right? Okay. I would love to since that is fresh just hear from you. Um I just asked who what who went raise your hand again. Okay wonderful. Um I like to just say you know ask you what you walked away with. What did you wish you had more of and what questions do you have? Um that is not entirely selfish. It is a little bit selfish in you know trying to get some some feedback for us. But I also like to give boards an opportunity to share information with each other. And sometimes, especially if new board
015members go, they walk away with like, okay, that was a lot of information. I I actually have more questions when I came out than when I went in. Or I wish I had gotten more of this while I was there, or I'd like to share this with my fellow board members, or hey, if I've got an OSBA person in the room, I walked away with this unanswered or something. But I would love to give you a few minutes to reflect, share and or ask questions or clear up confusion. But is there anything that you would like to share? >> Yes. Um I first of all it was it was fantastic. It was really nice to be surrounded by people who are in this position. >> Yeah. >> And several who have been in this position
016that our school is in and are on the other side of it. And to know that it's possible, that's refreshing. Um, I will say one of the things that I wish had happened on the agenda app on the hoop or whatever, >> um, some of the seminars had links to what they were displaying on the reader boards or whatever, and some didn't. I wish all of them did because it would have been nice to be able to download the same attachments. I've talked about um who's the guy with the red hair? Spencer. No. Anyway, this guy >> Vince Vince and he he showed in the um equity class he showed the tree. >> Yeah. >> And he had some he had several really great slides and I had to take photos of them with my
017cell phone and it felt like I don't know. I hate to have my phone out and people think that I am using my phone in a class, you know, and so it would have been cool if that that was one of the classes that did not have the link in it. So, it would have been nice. >> Okay. Yeah. I know that um we have a like a limit as to how many things that we can upload, but there is supposed to be like a link later where we can upload stuff to a different site. Um, if that is there, I can make sure you get that. Yeah, >> that'd be great. >> So, I will >> I can probably find it by searching online, but I'm kind of late, >> but I would rather
018get that to you than Yeah, >> there was also a class that we went to, Relle and I went to on accident, um, which was an administrator's class. And in that administrator's class, one of the board secretaries had this fantastic three- ring binder. And ever since we left that summer conference, Michelle and I have been trying to create binders for all of us because it was like, >> oh, like, oh, let me flip flip to that because we don't >> Do you know who it was? Was it Rose Vermont? >> Yes. >> It was >> I know. >> Yeah, it it was amazing. >> And she said that she got it off of North Santium, right? Isn't that what she said? >> No, they have an online version. Yeah. Yeah. But we're creating one of
019those that will be done in September. >> Yeah. >> Ours is not. >> She's known wide for her on boarding. That's why I hit it with her. Yeah. We are actually creating one of those that will be um that will be available at the end of next month. >> Yes. >> But yeah, >> thank you for sharing that. Um any other reflections, questions, things you want to share with your colleagues? >> Kind of one thing that um I'd like to see maybe changed up a little bit is the round tables they did. >> Okay. >> The ones I wanted to go to like six people deep around the table. You couldn't I couldn't really get close my way in there. >> Yeah. Okay. >> Maybe have less. >> Maybe have them in, you know, a
020couple different rooms or something. I'm not sure. But it would have been nice. I just kind of gave up but sat back and just listened >> or have the same speech at different times. >> They did do that a couple times. They did a couple. >> It is hard especially because you want to go to more than the time. >> Seven or eight big round table discussions going and they scheduled for like about a half an hour 45 minutes and then you switch to the next one. You got you got chance. >> Three rounds of 15 minutes. >> Oh, I'm sorry. 15 minutes. It's like speed dating but for policies. >> Yeah. Yeah. >> But it was nice. I mean, and I met a quite a few people that I've linked with that are in
021the same position and brand new brand new to the board, been made chair, and so I reached out to him, got some support. >> Yeah. Yeah. There are a lot of folks around the state this year that are brand new that are chairs. Yeah. Um, >> and I can't remember the gentleman's name that works for OSBA. >> Do you know what position? You know, he he lectured a couple more classes and was >> Yes, >> Vince. There you go. And he's got the once a month board chair cafe. >> Cafe is in my department. >> Okay. Board chair cafe. He was a school board member in Dallas for 10 years and was >> share some good ideas, too. Well, I was going to say is that um walking away with I loved all the conference
022I've ever been to is when they start out with the guest speaker, even if it's only for an hour or less. That's where it gets everybody going and everybody motivates. So, it's kind of hard to go the last couple of hours. Walk in see, you know, oh, okay. And then you report to the room. You don't even know if they're been there for you're not even sure you're in the right place until you know too. But I just I like it when everybody starts out in that big beginning that they're all together and there's and there's yeah a keynote speaker but fun too at the same time just kind of keeps everybody going. So it is kind of hard to just walk in and go straight to >> a topic somewhere and you're not even
023So there were so many brand new ones. I I'm not sure that I would have known what to do if I hadn't been there before. So anyways, um but I did note that in at least in one of our emails is that that's going to be changed anyway and this is going to become just a one day event and and I'm kind of thinking that maybe that's a good idea plus just for the money factor for districts is not having to pay for traveling and motel and even meals or whatever else is to let everybody have that one really good strong day even even if it's more than once in a year too. I I don't mean quarterly but even the due times I are we still doing the November type conference is that stay
024the same? >> Yes. So the plan going forward is we are um for those of you that are new the summer board thing we do did every year and it was just like that. So we have two conferences every year. One is our big marquee um conference in Portland at the Portland Marriott waterfront every year um which does have the big general session with the keynote and all of that um it's a three-day conference. It is like six to 800 people and um and is a is a big event. We will continue to have that. The other one is that summer board conference that is smaller in election years. It's um geared much more toward um newer board members and is highly driven by OSBA staff. Um what we heard when we did a big
025um survey of members all across the state was, "Hey, you have us travel to the far western side of the state all the time, you know, for both conferences. Could you come a little closer to us sometimes?" And so, and there's a cost factor that's higher for folks that are especially far-flung. And so, what we did was decided to eliminate the the two to three day summer board conference, and instead do a one-day thing. Um, we're doing one in Eugene, which is a little more convenient for folks down south, and then also one in Redmond, um, and which is more convenient, um, for folks in Eastern and Central Oregon one day where you're going to get policy, legal, and more development. And that will include a meal and will be less of the cost than
026just the pre-conference. And so our goal is to get it compact and then with time for networking as well because we know that's really important to folks to meet other other important first. Um and there will be hotels included for folks that need it. I mean not included in the price but like you know um blocks of hotels but um but hopefully I mean that's a it's a new thing. We're trying a new thing but hopefully that will be a different flavor. still get really good content but meet but reduce barriers to access. >> A single day is actually quite attractive single long intense states. >> Yeah. Yeah. And we're hoping that that that is more attractive to a lot of folks. Of course, we have folks that are just like, "We will miss summer
027board." And I know that and it's, you know, it's it's a change, but anything else about anybody like to share or questions that you walked away with like some answers? Okay, we'll keep moving. Um, I would like to know just for some level setting before I really dive in, what are some current successes and challenges? And I love to start with what's going well. So, what's going really well right now? Yes, >> I'm going to share Christine has some great successes that um you know, I don't know that it's essentially just board driven, but just she went out and started a PTO for our middle school within just a month of effort and um was able to pull it together. And I think that's just a huge um blessing for our middle school that they
028could possibly do things like outdoor school that the things that we haven't been able to provide that that might be able to do so now due to the efforts that she's done. So, you know, there's just successes that have like the efforts that are being put in for our district all the all around and that's just one of them that I've seen. >> Yeah. Great. You got you got fantastic. >> Our superintendent, I'm pointing at you. >> Like, what? What did I do? >> You're successful to have you here. >> Thank you. You >> We're also successful to be opening up communication again with local leadersh >> and >> yeah, >> you know, partnering and >> more to come on that. But it's >> we do have some challenges. We have >> severe budget deficits
029and we have um we have been uh not set up for success by our predecessors and it's um it's going to hit us hard and we have litigation. We I mean we just there are so many things in front of us right now that we need to change um the culture >> making out the hole. >> Pardon? >> Making your way out of a hole. >> Making our way out of a hole. um letting our students know that this they are the reason uh we're here and to keep them safe. Um to open dialogue uh with teachers who have gone decades of feeling like they have not been heard and somehow changing that narrative where they feel safe to go to the right avenues. Um and and and I just don't think that they feel
030they still don't feel that even though we have a new board and a new superintendent. And I just I think right now one of the most important things is to hear from teachers and staff and their voices that have been um ignored for so long. And um we somehow have to change that culture because I'm still hearing it's been like this for so long it's just not even worth trying. And I feel like right at this moment this is the opportunity to um use our voices and uh no matter what the subject is to be heard um and just to get rid of the feeling of uh it retribution. Is that the word? Retaliation. >> Retal. Thank you. retaliation that they feel. And um so I just that to me those are some really big
031challenges that we're facing. And I think every one of us are here knowing that it's possible to get through these challenges or we wouldn't be here. But we're also not blind to these challenges. I think it's kind of we're in a difficult position too and needing to understand our place as a board member is not to hear everyone and solve all their problems. they there is a direct channel in which they are supposed to take and sometimes it feels like >> oh you're the new person I want to reach out to you because you give me hope which we've been lacking and then we're sort of like okay here's the right channel to go through but >> but you still want to take on what they're feeling because you want them to feel heard but
032we can't do anything about it because I am not the board. I am one member of the board and the board is not the end all be all and understanding and explaining that to people can sometimes feel like you're shutting a door in their face and I don't want anyone to feel like that but also I know and they also need to know I can't fix their problem. Well, and I think that's where it comes to >> you still care >> you. I can help. I can I can help >> and you still care about the problem, but you yourself I can't just make everything better. >> Right. And because they don't, not everybody, including myself, understands the correct >> method of changing things. Like, >> but we can't just tell you the information you
033want because we're a new board and we want transparency because there are still proper channels and proper methods and there's procedures and there's, you know, legalities involved and we just can't say here's all the information you want because we believe in transparency, right? I it's just it's so hard to be in this position and want to make a big change and know that we can't make big you know >> but we can put them we can give them the right channels to get their voices heard. So I like I have had a lot of people come to me but I do have to say I cannot do this unless you follow these proper channels and then this can happen but letting them know that we have a superintendent that wants to hear from them and
034I think that's the difference that you want to hear from teachers and staff and if they do not make the take those proper channels we can't do anything about So I would agree with that. >> This is exactly right. And like this is the kind of conversation like we'll work through like some um some scenar um some scenarios like this which is like what do you do if if you get an approach like this and I'm so glad to hear that new folks on the board like you already know this right? you you already know that because you will be approached and if you already haven't been like you will be >> I want you all this is beautiful just listening um to the conversation and then letting you know that people are following through
035and coming and talking to me right and they're bringing even union representatives so that they feel safe and having great conversations and helping people understand like the process like I can hear you I want to validate your feelings Um, and here's the process for like a KL complaint or here's the process for grievances, right? Because I am the appeal, right? If somebody files, like if a union member files a grievance, they start at level one with their building supervisor and then it comes to me. So, just helping them understand the process and just hearing you guys talk about it, it's really good. and folks telling me, well, um, so and so on the board told me to come and talk to you and and those are that's great. So, they're following through. >> I think
036we also got to remember where the appeal process for anything is regarding you, >> right? Or if it goes through the if it goes through the level of they say, I don't like what the superintendence summary was, then it bumps up to the board. Yeah. Yeah. Absolutely. The last Yep. you are >> one real challenge is to wear the board hat and not personal hat. >> So, uh you may completely disagree with a decision that's made by your superintendent or the board, but you have to support that decision or board that it's a it's a group decision and once it's made, it's it is the decision. And those are really hard challenges. And sometimes you are forced to support laws and rules and other things that may be in conflict with yourself. And and those
037are just challenges of being a board member versus a a private citizen where uh you you have to just be very careful and careful how you say what you say. uh then your opinions matter but they they are just different. You you it's it's that's a challenge. Uh but uh in particular as all new folks, everybody's listening and what they listen for is the one thing they want to disagree with or complain about because that's the way our we are made. And so, uh, that's that's a that's a challenge for us to support things that personally might be it's a secondary challenge for us. And and and I that's that's just the way that it is. And I love I I want to just point out and and um go back to something Karine said
038a minute ago that we will get back to also like we can listen with empathy and we can validate feelings. There's a difference between validating the concern. Yeah. >> Right. And validating feelings because sometimes people really just want to be not not that they want to give up their concern but they really want to be heard. Right. and they and they want to know that you're not just saying like, "Well, sorry, I can't do anything." Not that anybody here would do that, but like and I and I heard this theme throughout what you were all saying, but it's really okay to say, "I hear your frustration." Like, I hear where you're coming from. Like, I hear that and because I care about, you know, what what you're what you're saying. This is why I want
039to make sure that you have access to the channel that that you need to to go through, right? You're not shutting the door. You're making sure that they have access to that and we'll work through a a scenario. But I'm really like I'm really heartened by the fact that like immediately you all knew like this is exactly what my role is as a board member because you do get approached by that and and I'll give you my my little um funny spiel on that when we get to that. But thank you. >> Can I bring up one more? >> Of course. Yes. I am just thinking of you and your position and I think that a challenge that I I hope um you'll find a way to work through is to make sure you're a
040voice for all students >> and that not just the crowd you run with or you know but that all students know that who you are and that that you have a voice for them in this room And um and that means the student that may be very different and look very different or act very different than you and that their voices need to be heard but that also they know who you are and feel welcome coming to you and I think that's the purpose of this role and I think that could be challenging or it could be something you're really great at. That's that's a large part of why I have blogs just because I have different connections through different parts of school even staff members and things like that. But I'm academically strong. I'm
041very close to science, math, teachers like that. I've taken Shaw class last every year except I don't think I have a SH class this year. So I have kids connected through there. I was hanging out with a friend yesterday who was just part and all through there. Um shine. So, I'm working with uh kids with special needs and families and worlds with that. So, I try to keep myself >> Yeah. >> more connected. >> We have we have youth living in a lot of poverty in our district. Um and just we just have an opportunity to just make sure that you're a voice for everyone and and I think the most important thing is that they know who you are. >> That they know they can come to you. So, >> and we like to
042hear from you, too. >> Yeah. I want to hear from you. You tell us if we're you got ideas. You tell us who you think we're going different direction and we can course correct to. >> Yeah. The point is for us to hear the students voices and I don't know that our I loved our last youth >> but I don't know how often we heard the voice right of those students and I would like to pull that to me is a challenge to make sure that um there's more collaboration and that your voice is heard at the table and that you are a part of the conversation because I went to quite a few board meetings last year and there was a lot going on. >> Yeah. >> Um so I don't know that that
043was a typical year to to be judging. I don't want to uh but I just want to make sure that your voice is in the conversation and you're not just sitting at the table and like dang this is a long meeting. >> So, >> and we do appreciate you and and your alternate person that we haven't met yet. >> Yeah. on the board. >> Something at the same time that I want to say was um having been over two big time periods of being on the board because the first time was 92 through 2005. Then the second time for me was 15 through now. That little 10-year window of 0510 is in all honesty what we're all paying for right now. And it may seem like it's certain characters at this point, but part of
044what you were even referring to about teachers and not about the trust part of it. >> One of the things that happened in our town back in 70, which when this guy arrived, we were growing so fast, too fast. Um, in all honesty, but we pulled it off. We hired teachers in this district so fast. I was only in seventh grade going back then, you know, or going there. But we were moving modulars and they were building Trojan and Boise and was going nuts and I mean just businesses were just going ballistic. But one of the blessings our district had is from 70 to 2000 those teachers moved here and stayed here. And so we had 30 years of consistency of almost the entire time. Everybody knew who everybody was. Everybody knew who his kids
045were. Teachers, kids went to school. We then also went home and told if something happened, you there was a lot of there was a lot more of that going around. Um but then the pursing I would say through a major curve when 32 of our top people had to retire or lose a big chunk of their purse. To lose that many top people around 2000 was an astronomical thing. It's kind of close to where we are now, but a lot worse, right? So, >> recontracted back >> um very few like two >> literally a third of your pension if you stay for 48 more hours. >> Wow. >> Yeah, I heard about first one. I remember talking. >> So, >> guess what? >> Yeah. Yeah. >> So, your teachers that are now that have even
046stayed this 25 years, which there's quite a few of them, but that have stayed, they have been now though through one, two, three, four, five, six, seven, eight superintendents in the 25 years. Just eight and you're number nine. Okay? And that doesn't count the really we'll throw Karen and you know, Steve in there, too. They haven't had any consistency. And the first one that came in and um we had to fire in three weeks. Don't don't worry. Um you've already Yeah, you're already way past. Second one only made it a week. They were spending money that we couldn't have spent even during a good time back then compared to now. Um so there was so many things that happened during that 10 years that everybody was kind of like leaving. So, a lot of your
047people weren't here. So, anyway, so I just wanted to tell you is that I think it's great that everybody here now is wanting to actually make it better instead of, you know, I mean, we've had ones that actually slipped in and they actually had money hidden within 48 hours. So, so anyway, so our teachers right now have had to deal with that for for 25 years really, you know. And then so to say also that some of our good people didn't catch maybe that there was one more bad person in the picture or one more bad teacher that wasn't doing something. They were running so crazy trying to keep up with who is in charge this week and who's my new principal and new kids. And then the last thing is is because of those
048growth time periods when it grew so much during the 70s for all that window. Those people stayed here because all these jobs were here. they could go to work at Trojan or Boyce or whatever. They married each other, they had kids, and then all the jobs started shutting down, but they stayed till their kids graduated. That's our classes of 2000 to 2007. But at that point, things were gone. So, people have moved away. It is a whole different time period for both your older people that live here and your younger ones that it's a much more mixture of people as you even heard about when you guys all talked about where you graduate from. Our board before would have been all safe homes high, but it isn't anymore because it's such a change in who
049lives here, apartment complexes, where they came from, jobs, you name it. But we are also in a little window where those kids that we had and now grandkids are done. So, our numbers drop. It's not because everybody pulled their kids because they were upset about last year. Our numbers were going down at that level. our second or our fourth graders this year. This is the beginning of it going back up again. That's actually because that's grandchildren or great grandchildren to some people. So anyway, so our school district has been a rock and roll consistently because of just certain jobs being here more than almost anything else. It's the ups and downs. >> Um thank you all for sharing that. It's important to get some successes and challenges on the table for um for context. Well,
050I said there twice. Okay. So, um just to look at the overall agenda now that we've done that, we're going to go over some basic roles and responsibilities, what high performing boards do, some of the risks of low performing boards. I'm going to introduce you to the balanced governance standards and what good governance is. That is um and those of you at summer have heard some about this. um the researchbased standards and that model that we use to teach from. We're going to do some of that practice through some scenarios. I'm going to introduce you to tools for collaboration and then we're going to use some of them. We're going to develop a superintendent or an operating agreement and then we're going to look at um a strategic plan monitoring plan. So, that's some of
051the to-dos and activities that we're going to do a little bit later. Um Q&A throughout. So if that looks good to you, um, we are going to answer these questions throughout. I just want to monitor the time. So um, I'm going to ask you this at the end. So I'm going to talk a little bit about as we dive in why the board matters, right? you are really the communication or you're really the nexus between the community and the district and and you've already addressed this a little bit but um you know there's the district and there's a community you are you are elected from the community um you represent all students but you are that voice of the community that connects to the district as well and so you play this integral integral I
052can't say it role between the community and the district. And so that's a very that is not just a regular volunteer job. That is a very important job. Um but has a lot of complexities in it too because that as you've already identified none of you acts as an individual either. You act as a whole board. Um and as we sit at the board table, there are some really important questions that we need to ask ourselves too. We need to ask ourselves, can every child show growth? Right? Do we believe that every child can show growth? Do we believe that can every child succeed? And that does not mean on a standardized test. That means can every child succeed in their own way? Right? We know that we can predict student outcomes by social factors.
053That is in the research. And is that what we want for our kids? And then what percentage of students not graduating is accepted? Three or four. Now, is graduation the only metric that we use? No, absolutely not. And graduation does not start in high school. It starts before K12. >> Uh I'm curious, when you're talking about not graduating, are you talking about like dropping out or physically not being able to graduate credits? >> Not not all of those. Okay. Right. >> And I don't mean in four years necessarily, right? But all all of them, right? Like when we set when we set goals for graduation, do we say like but it's you know like we you know do we say like 90% of kids? Now do we know that a graduation rate is not 100%.
054Of course it's not 100% anywhere. It's not 100% mostly anywhere. But like is that okay? Right. Again, graduation is not the only metric and we we know that we know that that is complex thing, but what is okay? So, when we sit at the board table, we ask ourselves really important questions and then how do we direct our time, resources, and beliefs about our student? >> I have a question. >> Yeah, of course. >> Uh, what does OSBA believe is the proper percentage that we should be looking at? >> 100%. >> That's what I think. I would agree. >> Yeah, I just >> Oh, no. It's okay. This is like my board. But okay. And and that's why I was asking because I felt like this is a trick question, right? Like what percentage are
055we okay with? >> It should be 100% and I know that that's not So anyway, I just >> Yeah, that's Can I say that? >> No, please. in um Fulton um we were coming together to set the goals for the district and the board and people just could not we weren't okay with saying 95 we weren't okay with saying 98 we weren't okay with saying 99 we all agreed that we needed it to be 100% knowing that we'd have to scaffold and differentiate over the years but just having that belief and that goal raised graduation rate like like extensively in the three in the three years when we set three years later how it progressed because we were all envisioning 100% of our students walking across the stage. Um, and it just the belief made
056a big huge difference. >> I do believe that foundation starts the day they step into our schools and it honestly like we're building that foundation in the elementary schools. Yeah. >> For them to be successful in high school. >> Kids need to learn to love school. There's the idea like I I love school personally, but I was good at it. There are kids who struggled more >> and they just go around saying I hate school. That that's not a good set for younger siblings or things like that. I don't want to walk into the elementary schools if I'm going to see my mom and see a third grader telling me he hates school. >> You you should love school. You have recess. You have all the things. You're with your friends and people, >> right?
057like you you should learn to love the idea and I think that's a huge part of graduation. You see kids who don't graduate, they didn't ever feel like they belonged or enjoyed school. >> Yep. Great. >> And that belonging is great. So there is a piece of research that um that that demonstrated that showed that the single belief shared by all board members that all students can and will learn not achieve on a test. This was not about achievement. This was about learning that all students could learn. Measurably impacted students. And so that seems like a sort of like a duh statement or something. But when you think of the opposite, if not all board members believe that every student can learn, right? That there are just some students that maybe don't get it. That
058impacts the way we make decisions. >> That impacts the way that we want to allocate resources. That impacts the way we want to allocate time. It impacts the way that we want to provide PD or adopt programs. And it impacts the way we think about our students. So believing that all students can learn when that is shared by all board members that impacts all of those things too, right? When we want to allocate resources, TV um programs and the way we think about our kids that measurably impact students as well. So just that belief and then talking about that sharing that belief with our superintendent and demonstrating that belief throughout the system. So just that piece. So um so just to go over what the leadership team looks like and on a powerpoint sort of
059comes through uh one by one but um you've got sort of three pieces to your leadership team and all of you are sitting here at the table right so you've got the board you provide the authority you provide the overall direction and the oversight to what the district is doing to the functions of the district. Your superintendent is part of this. She's providing the leadership of the district, the expertise for implementing um those things that you're saying go to and putting those things into action. And we think about policy and the policy you adopt and then like she and her team are putting this into action. And then uh you've got Michelle, your administrative professional who is doing coordination, who's doing compliance, who knows all about that stuff that creates um a a legal system
060and and then is doing that continuity. And um and when those things overlap, you've got overall district leadership between the board and superintendent. You've got the executive functions between your admin pro and your superintendent. And then the governing body operations between the board and the admin pro. And then in the middle there that says leadership efficacy there on the bottom. And so when all of those things are functioning well together, that is the effectiveness of the governing body of the leadership team altogether. How well does that operate together? Everything's in their way. So, we know that school boards impact students and this is what the research shows us. You all come as individual board members, right? Everybody comes with their interests, with their beliefs, with their expertise. I always say that if you if there
061only needed to be one perspective on the board, there would only need to be one board member. And we we need all of you. We need everybody's insight. That's really important. and you come to the work as individual board members and together that creates that collective board work. The board culture is really important. And for those of you, Bill and Melody, who have been on the board a long time, I'm sure that board culture has changed over time and has been good and has been not so good. And you're aware of how important the culture of the board is, especially in that collaborative relationship with your superintendent. and that that is that is critical to the success of the board and the functioning of the board and that collaborative relationship with the superintendent because that
062all flows out into the rest of the district because that creates the organizational culture and it really really does and I know that you're not the tiniest community in Oregon but you're small enough that like this is this is a hub of the wheel right for the for the community and and what you do here really impacts the rest of your community that impacts classroom instruction and that of course that is the most direct contact to students. So there really is a causal change between you as a board and students. I will show you this as some um applicable research. We're going to go through a specific piece of this, but um it really used to be assumed that boards had nothing to do with student outcomes or in fact had uh just did only
063a negative impact on student outcomes. So there was even a prominent researcher named Deborah Land who wrote um about just was vehemently against the idea of school boards and wrote about like we need to get rid of them. I was never sure why she spent so much time on something she did not like. But um the the pink lines represent notable uh research about boards and their effectiveness. And you can see there was a couple in the 70s, one in the 80s, but really it was not until the lighthouse inquiries. And I don't know Bill and Melody, you know, the lighthouse. Um so uh a researcher named Mary Dela Gardell um wrote uh essentially had a question that was like are we sure that boards don't do anything? And through her research she discovered that
064actually yes boards do have and can have a very positive impact and her study said here's the way. And that was very exciting for a small community um of uh board research nerds and they a lot of folks went out and tried to replicate this and found that they could. And so over and over again as you see throughout the years, those are some notable um studies that there are many ways um political turnover, relationship with the superintendent. There are many ways that it was found over and over again that boards can really impact student outcome. >> She said up until like 2000 people thought essentially that mainly they only had a bad impact >> or or just no impact really. It was just no impact. There was one researcher. Yeah, they're terrible. But um
065pretty much just kind of sat on top of the system and just really didn't do anything. >> And at that point that was probably true. >> I used to joke that they were only here to piss people off. maybe. But I think that also just wasn't studied, right? Because I think that like probably it was one of those things that we just didn't know about because nobody looked at it, right? Like good decisions can impact students the next day and bad decisions impact students the next day. Your your work impacts students the next day. It can, right? and um or it can take a while, but it can impact kids the next day depending on the policy that you're implementing. And so that's that is some work that's been done that needs to be updated.
066There's a little a little more including one study that was done. Um so I will go through this. What this is is is sort of a matrix of on the top some uh notable studies. I know they're a little old, but they are still referenced a lot because they are still highly applicable and the things that they have in common there in that column on the left, those things that keep coming up as here's what high-erforming boards do. So, what these things have in common is high performing boards really set that vision and goals. They've got those high expectations for students and they do that through a strategic plan. They do that through a a collaborative um setting up uh an achievable vision and um and Melody, you've got this this PowerPoint. >> I know.
067I just >> Okay, if you want to take a picture, that's fine. >> But uh committing to that vision of high expectations in collaboration, especially with the superintendent, but with the community, with staff, and it being attainable and yet aspirational at the same time. and then creating conditions for success, providing that climate and those resources to the extent possible, aligning your resources and pointing at um your strategic initiatives, right? So, I know that you know resources are limited and your discretionary funding is certainly not unlimited, but you know, we can't also say here's what we want you to do, superintendent and district, but we're not going to fund it, right? like we have to point as much as we can in our budgets toward what we say we want to have done. The creating awareness
068and urgency means just demonstrating this is what is important not creating panic. There's a difference between saying this is what is important and we communicate that to the district and the community but not oh my gosh like you know panic is a different is a different climate and then data and monitoring. We are going to work on some of that monitoring later because that's really important. Um I do a lot of strategic planning facilitations with districts and I never ever leave them without a monitoring plan because um if your district is doing great work over here in implementing the strategic plan and the board is not doing any monitoring that of that then the board is not doing its job right. The board should be looking at okay what progress are we making on the
069strategic plan? How can the board support it? What do you need from us? What is happening? What is being done with course correction if necessary? And using data to look at that um and throughout I just want you to know when I say data I don't just mean student achievement data. Data just means information. So that could be financial information or survey information, any information that you need to to let you know what is happening, what you're measuring. Cohesive teaming obviously is learning together. It is demonstrating unified governance. And when I say unified, I don't mean uniform. So you can disagree. And that is that is f again if there only needed to be one perspective, right? But it does mean and it means you are meant to have good discussion at the board table.
070You are meant to bring your perspectives and maybe change each other's minds at some point. It does not mean that you are always supposed to have, you know, like a 50- zero vote like, but it does mean, and you've already talked about this, that then when you go out into the community, you're not undermining each other or you're not undermining the initiative that has the vote that has passed. You're demonstrating that trust and that cohesiveness as a body. We don't have to vote the same to walk out of here with respect for each other. >> Might disagree. Once it's been voted, you just have to you need to stand as a front. >> You can't even if you disagree, if someone walked up to you, you shouldn't say, "No, I hated this idea. It was
071terrible." You should just That's right. That's exactly right. And like and not saying like my colleagues are, you know, terrible or whatever or they make mistakes. I'm going to see if it Okay, it does. Okay. So it cuts off the top then it cuts off the bottom. Okay. So um the next one being community engagement. This looks very different depending on the community, right? So it's what does your community expect of you? That may change depending on your circumstances. That may change from year to year. But it is about building public will engaging all facets facets of your community. So that's families, that's staff, that's students, that is community partners. Um, and really trying to ensure that voices that you don't normally hear are heard, right? That means not just pushing out information, but also
072pulling in information. So, how do you hear voices that don't just come into the boardroom? Like, how do you hear voices that that you've never reached so far? And then policy and accountability that means governance does not mean policy with a big P in that policy you adopt. I mean that is part of just overall governance but holding to that role of being on top being accountability driven and being um that focus on governance and not management. >> Any questions or thoughts about that? the community engagement. Yeah, >> that that would also count be as students as well like >> I mentioned students but that is super important >> because I can know like when we were talk like when everything started students were going kids the amount of kids that don't know where the
073district office is or what it is is I'm a my mom's a teacher so I all the schools so I always knew where this was but like >> it was just wild to me that people had no idea where they were going or what a new thing looks like And not always are parents as involved as yours. Right. Right. >> So we have to remember that as well. >> Yeah. Absolutely. It does mean engaging students. And I will say that like um I know that you know you may be through this process but when when I have done strategic planning with districts, those districts that involve students in that that is powerful and transformational, right? Like students will tell you what they need and they will tell you what they what they want and and
074including student voice in big decisions and including student voice at the board table can be a very powerful thing and um and and really you know authentically asking for student voice um because those are the people that are impacted by your is a is a really powerful thing to do and I'm really glad that you're here and speaking up today and being part of this conversation because like that's exactly what this is for. Can I say something too on that one on that one category is um there was a lot of people during this past year that had a really hard time because >> they felt like they were being judged because they were older and that group was getting criticized or being left out or being told to fart, you know, that kind of
075thing. And a lot of people and I think some of you guys in this room can relate that especially as either a staff member, foster parent especially we have a lot of children in our district who are being raised by grandparents. >> They are not being raised by mom and dad. So when you criticize them because that's, you know, some old granny or grandpa or whatever, but that's mom and dad to that child and they are just as involved or need to be a part of it as as somebody else or kind of a group that maybe grandparents take care of the kids all the time and daddy only has visitations every other weekend. We have a lot of those in our community. And um we also have a lot of people that have moved
076recently into apartments here that a bunch of the kids are being raised by the grandparents in there, not the parents whatsoever. So I think we need to going all the way from the students down here to clear up to the 99y old grandpa that might be still raising a grandchild or even a great grandchild. So we have a lot of that here. I know everybody does, but we have a little bit of a higher percentage in that category being a smaller community than other places do. >> Can I just add to that? I think that we have talked about um needing to the community engagement. Oftentimes, our announcements only go out through parent square. Um I don't have children in our district right now and I pay taxes here and I would like to know
077what's going on. genuine question. Are you unable to have a Paris? >> I have no access to like when you know so like let's say I wanted I would have to contact people last year to find out if board meetings were announced and you know like oh okay then I can go look online like it wasn't something that is sent out in a public way that is accessible to all community members and we all hold value. I have a grandchild in the district. Um, and I actually have taught in this district. I love every child that walks through those doors. And so it just because I don't necessarily have my own child walking through those doors doesn't mean that I don't hold value and want the best and that knowledge. So when we >> Yeah.
078And as so as community engagement, I do think we need to change how that goes out somehow. I don't know how. >> Good idea. And last year I even suggested is that I thought that all all licensed at least because you could find them. Child careers should be connected where they can be getting it out to every single kid that's in a child care. DHS knows to get it out to every foster parent that's out there. You name it. Um even if there's just a great football game it's going to be Friday night or whatever it may be. But I didn't have any kids either by this last year. Mine are grandkids also. But I was trying to keep up with everything. Pass on to all my daycare parents because I can't tell you how
079many of them on parents were didn't know there was the football game on Friday night or conferences and there was no school next week because they don't take the time. >> Yeah. >> But they also some don't have access to internet. >> You're talking like a football game like that. You should you can send out as a superintendent. You can send a general wide email because there are groups as far as I understand through parents square. Like as an athlete I would be on like a varsity group. So, if the football team doesn't do this because it's just a broad spectrum, but let's say varsity had practice on Monday, Wednesday, and JB didn't, uh, like you could send it out to just a select set of people. If each person was able to have like
080a parent square or something like that, you could general send it out. Like I'm pretty sure Noel Freshner as the activities director is able to send out a large message because she just sent one up not long ago for the safe and sober. She sent it to all parents of a senior class. >> That's what it comes back to though that it's just parents, >> right? So but if you had a child, >> but like remember when I said, "Oh, I saw this that we could have volunteered for safe and sober." if I'm not on social media or if I don't have a child in there, I don't get to see that I could have volunteered to help out for safe and sober and I would have wanted to. And so, you know, there's we
081it would just be nice if we could find ways to make that possible. And I don't have the answer for that. I just know that um as a community who doesn't have media, we we will struggle a little bit with that. But there's got to be a solution. We're just figuring out which one it is to not have the chronicle anymore every Wednesday. >> We're missing the chronicle news for the spotlight. We don't always keep up with >> So one of the things that I see is there's a whole lot of stuff that goes out on parent square. >> Yes. Great, but I want to have access to parent square. >> Right. Exactly. >> And and so even as a board member, I don't I don't know what's going on. >> And so if we're
082trying to connect to the community and everything goes strictly to parent square, >> then it's parent square and not community square. And I don't know how that works, but >> I will look into the cap capacity of that like what's like what we can do with that and if there's another method of doing it. Um, but I also think that as board members, you should have access to that. Like we should be getting you like we if I send out a message and then I post it on the um website, I might I'm making an assumption that you already have the message, right? Because I thought you had access to Parent Square, right? >> So we No, no, but I do send I send it to you via email, but I'm saying it'd be nice
083if if everybody could have access to that. I'll look into that um personally because I think it's a great point that we do need to communicate out to our whole population, not just a group of people. >> City of St. might be a good start approaching the actual city. >> Yeah. >> Great ideas. Yeah. >> And even if even if you don't want to go to the football game this Friday, but you are the manager of Burgerville or you run McDonald's or I don't care who it is. >> They need to know they need to have their staff run, you name it. Walmart, Safeway, everything. I feel like sometimes the good to coach that we just had, it's got to be the best communicated event that there ever is. There is no one that doesn't
084know that's coming, hasn't already thought about what I can do to make money during that event, making sure they got their staff lined up. Nobody gets vacations on that weekend. You name it. And if everything was like that that we did, the whole community would be involved in whatever ways they can. Even if it means it's only just to make money for them, but it's still letting them know that this kind of stuff's going on. And that used to be in the chronicle, I'd say 90% of the time >> and that shut down in October. And the world's really changed with that. >> I will say although the youth have left it, the old people still look at Facebook. >> I will say too that I think we can get more businesses involved and and
085ask for um >> That is exactly what I was going to say. I believe that if we went to and and I could even take this on where we walk into businesses and say, "What would it take to have you help support our football team on the Raider board?" And then another board, hey, how about you support our basketball team this year and you support soccer or or how about you support our youth of the month, whatever it be it may be, we could get our reader boards really involved in our community. And so when we talk about community um engagement, I just feel like there's so much more we could be doing. I don't want to I know we're taking from your time, but >> No, I think I mean I think it's you
086know there are good ideas and I think what is probably necessary like if you identify community engagement as one of those things that you want to dig a little deeper into. I think then the next step is distinguishing what's board work and what's district work, right? like that'll be the next that'll be the next conversation. >> But can we take that on as personal work like just to support that? Do we have to do it not like can't we do that not as a board member? >> Like could I as a parent say hey you know there's a there's a football game coming up. Can you put this on your reader board? I mean can can we do that or is that does that >> do we have to hard to take the board member
087hat off? That's where the complication is, right? Where it is hard to take the board over hat off because then I think the question is like would any parent be able to do that on behalf of the district, >> Right. I mean, and this is the comp like once you're elected as a board member, it's really hard to ever take your board at >> because they still see us walking in as Relle Russell, the board member, right, >> versus the parent, right? Um, >> we do have a pretty proactive booster club here too, parent booster club. So, we reach out to them, make sure, >> right? So, then it's like who can that be like are are those ideas viable, right? Like when you're sitting around being innovative about ideas, which is actually one of
088our standards that impacts student outcome. Um, then who do those ideas like if they're determined to be viable, who do they get delegated? Right. Right. >> Do you have to form a subcommittee? >> Right. or like is it is it better for that for an individual like do does the board and the district say like okay great yes go ahead Christine and like that would be great if you've got a connection somewhere it would be great for you to go ahead and and do that or is it like that's probably more appropriate coming from someone from staff or yeah this is the boo this is booster club stuff like that is kind of the next body of work is where is this most >> but then we would go to our superintendent and ask her
089to reach out to boosters and say, "Hey, this is some some of our ideas to bring the community closer. It wouldn't it still would not land on us. It would be something we then >> which just adds more to your plate and I'm sorry, but we do need this at this time, right?" So, >> we we do, but I tell you what's listening to all of you guys is one of the things that people afraid to is is we are too overworked. I mean trying to keep up >> and you'll find that your board members tend to be the five of the most busiest volunteering people also in the community. So you know about it and you got these great ideas and you've been working on it and they look at you like oh great
090one more thing to do you know but you can try to volunteer but it is hard because you're coming up with these brilliant ideas and then if somebody doesn't let you do it a lot of times it just kind of gets washed away because they're too busy Noel's too busy. somebody's too busy, a principal, whatever, and and you can't blame them on that part either. They're trying to keep up with their job, you know? So, it does it gets it gets sometimes shoved off >> and it can get like my caution is it can get really weird, right? Because like everybody's got the best intentions, right? Like that is that is the foundation. Everybody's got the best intentions. What can go a little sideways is just when and and this is just common, right? Like
091I'm not I'm not sitting here accusing anybody of anything. It's just common. Um or potentially if you know the best intentions turn into something that kind of gets out of control, right? that like all of a sudden individual board members are kind of committing the district to something that like is is not within the realm of the board, right? >> And unintentionally, and that word is super important, >> unintentionally speaking for the district, committing the district to something, and the and the superintendent is now like, "Wait, what?" Or the rest of the board is now like, "Wait, what?" You know, and it's all in good faith. It's all in good faith, right? But and that's why the the frequent communication between the whole board and the superintendent about like and it's strategic. It's always strategic.
092What is our goal and then whose job is it >> and how do we delegate it? And I think one of the great things about um having a strategic plan or a student success blueprint, which we're going to look at in this process, is that that's where you all give input into what that community engagement would look like, right? And then I take that back and say, "Okay, this is what we need to implement in order to meet this goal." And me being able to say, "These are the indicators on how we're going to get there." Um, and it might not look exactly the way one individual person or one individual board member um thought it would look, but it's getting to the community engagement goal, right? And so that's where um if we focus
093our energy towards establishing really good um goals and metrics on how to monitor that um then we then I can bring out that information back to the board. schools. Um, uh, students can bring that information back to the board in presentations when we go through the pro progress monitoring pieces. Um, and so that's where those really good ideas can we can like put them in a >> we can harness that energy and put it towards a common goal. Yeah. >> We got five of us coming at the superintendent with all these ideas just right >> looked glassed over and said sure. And I think we redirect that stuff back up to the folks in the district there and give suggestions to them to say, "Hey, maybe you guys might want to look into that and
094see what you can get going there, too." Right. >> But that's why this is a good open conversation, right? >> Yeah, absolutely. >> So, so then we should look at the other side, which is practices associated with negative impacts on student outcomes. This comes from a couple of studies that looked at that. So obviously when meetings are less orderly, when board members don't respect each other, when you've got like certain individuals who who dominate the meeting that nobody else feels like they've got an opportunity to speak, less time spent on student achievement, that just means when you're spending less time on your strategic goals. Right now, we all know that sometimes we've got to talk about the boiler contract, the blow up, but uh but when we are not really focusing our time on our
095strategic priorities, and I promise I'll give us a break after this slide. I can feel the energy kind of doing this. >> Thank you. >> Yeah, if you can hang on to me through this slide, it's great time. Uh members seeking to advance their own agendas. So I want to define what an agenda is. So and let me start by um defining the opposite. So an interest is when you come to the board with an like a broad interest that involves uh either a a big group of students or all students, right? Like I'm interested in um in closing gaps uh opportunity gaps between between students, right? An agenda is I'm here to get this particular principal fired. right? Like that's an agenda. Uh members seeking to advance their own agendas will have negative consequences
096on students and there is some research that shows that getting professional development actually mitigates that because when board members learn their roles are they tend to drop their agendas. Um less effective working relationships obviously between board members. Um less reliance on your superintendent for advice and input. So your superintendent is your chief academic officer and when boards don't treat that person like their chief academic officer that has negative implications and less pol focus on policy items. So again governance right less less governance when you're only vaguely aware of what's going on in the district like not really knowing what's what the issues are or what's happening what the good things are too. um making excuses um blaming students right if only we didn't have those kids only that you know we just can't reach those
097kids uh micromanagement of course getting into the weeds I will say the other half of that is rubber stamping we also don't want a board who's just like sure sure you know we don't want that either when staff don't know the board and I don't mean like what are you doing on the weekends I mean like when staff don't know what you do and what your purpose is why you're you um and then anecdotes and personal experiences driving decisions. Now, do we all have personal experiences? Of course, we do the table with that, our multiple perspectives, but um we make decisions on behalf of all students. And so if I've come to the table and I've got one story that and I make decisions for all students based on that one story that's an anecdote
098driving my decisions and not the information that's >> Can I give an example? >> Yes. >> So all at the beginning we started um all these beautiful things that are people are coming to us and sharing or want to share with us and we're trying to hold that energy and then redirect them to a channel or a process. Um, it would be if we would take that that one perspective and that one like this is going on and we need to change it and then us running with it without getting the getting more information or talking with students or pulling people in. >> One person say something happened, this is terrible and you've got no other information came here and we're like absolutely unacceptable. >> Right. I also really appreciate seeing um less reliance on
099administrator for advice and input and I I will say that um the superintendent before uh I would have thought that's exactly how it works and that that was how it was run that we were run by the superintendent and not the other way around. Um, and so for coming into this, I was absolutely shocked at the difference >> uh between how one superintendent ran things versus the other and and finding where that actual uh line was. >> Um, >> yeah, >> it our current superintendent is like there to advise and guide. >> But but like just the difference in Yeah. But just the difference even in It's just so >> availability. >> Yeah. >> I think like you've made yourself available >> to us in a way that I wasn't expecting. >> Yeah. And just
100that Yeah. that are Yeah. I think we all >> Well, and just having like you said, four different superintendents, four different ways of doing it in less than 10 months. >> Yeah. And watching couldn't keep up. I mean, yeah. And you didn't know if you were going to say something wrong or be in trouble or say it right. You didn't know. >> The good news though is is is all the stuff that we're talking about about balanced governance. It shouldn't matter who sits in this seat, that seat, that seat, that seat, that seat, that seat, that seat, or this seat, or that seat that we're going to govern with a balanced governance model. Yeah. >> And we're going to change that. >> Yeah. Yeah. >> We are. >> That's going to be a struggle for
101some folks to accept. >> I know. We'll get there. We'll get there. >> Yeah, absolutely. But I mean, that's the challenge that we talk about challenges. That's one of the challenges. >> Always somebody who's gonna hang up whenever you try. People don't like change. A lot of people don't like change. Difficult time. >> Change is scary. >> Well, the folks that were rolling well are really anxious about change. >> The folks that were not rolling well are really excited about change. So now there's the there's a just the the balance here is getting it in balance instead of being like this is changed for two sides and not maybe going like this which is a tendency to happen as these go down and these go up but to just bring it into balance that's really
102uncomfortable even just coming to balance and be uncomfortable for everyone and that's just the reality but but depending on where you were and where you perceive you're headed and it's just a perception at this point because nobody's moved. Well, they've moved but not >> The moving is happening and so those are just it's a perception of of balance and and it does this a bit but but yes, so there are people that are that were very comfortable that are going to be uncomfortable. Yeah, >> It is >> break time. >> I was going to say I've already got a text people. Break >> there's food. Please everyone grab some snacks. >> And you plenty of food over there. I'm break a copy of my text. Should we take a break? Okay, we're going to call
103our our meeting back to order. >> Watch the cars go back, >> man. >> It's crazy. >> Yeah, I want one so bad. My husband doesn't want to. >> We're back online. >> Can I ask you a quick question? >> Yeah. Okay. >> Uh we were just talking about uh notes and so I'm thinking maybe you know this. I know that we turn notes in at the end of every meeting. Um, so I take double the exact same thing. >> Yep. You should probably turn those in, too. >> So, I feel really torn because how am I supposed to do my job if every time I want to look at a note and plan or do anything thoughtful, I would then have to come back in, sit in here, and do that versus, and then
104make everyone in this building nervous because that's what it does. or like I just can't literally copy the same thing. >> So I I guess it's not that. Okay, so let me start by saying I'm not an attorney and I can't give legal advice. I know I say this probably 12 times a day if if not maybe it's not that you can't take them with you. It's that they are a public record. So if you were ever asked for them, you would have to not destroy them. So there's that, right? So if you take them with you, don't destroy them. >> Right. So like I literally have one binder that everyone knows I show up with >> the exact same binder. >> Um >> so you take Okay. >> Yeah. But like I feel like
105if I was doing it on my laptop, right? >> They would spill at this. Yeah. >> So if you've got one, a that's great that you all have things that you turn in. I think that's fantastic. I don't think everybody does that. But if you've got one that you're copying into that you could take with you, I think that's fine. Just don't destroy those notes, right? So don't ever throw anything away because if you were ever asked for that, like everything that we write down is a matter of public record and that would be emails, that would be text, that would be notes that we take at meetings. So just keep them even if they seem meaningless. >> Yeah. >> So I used to work in a couple different laboratories. that worked for DEEQ and
106some of the books. >> And one of the things that we had, we had bound pages, but they all had a number on them. >> A binder, you can take things out, put things in, you can do what you want. Yeah. >> But these had, >> this is sewn in pages, which is good record, >> but they had numbered pages one through 150 or whatever. And so it was a >> legal record. And at the bottom of each page, we initial. I like that. >> And that was truly and that actually saved me once in my construction business because I had learned that habit and uh multiple years later there was a dispute over building materials >> and the one individual that the other side of the thing said well I don't remember and I
107said I do. >> Yeah. Sorry. >> And that was the end of the discussion. of course. Then the mediator said, "Can I take that with me?" And I said, "Heck, you can, but you make all the copies you want." >> Yeah. >> And it it just ended the discussion. >> Okay. >> So So I think that that these don't have these are these sewn in pages. They don't have numbers. So I suppose somebody could get really cute, but uh these are there's a reason why they're sewn in. and and there's also a known number of pages. So if somebody wanted to really count them, they could. And they all have the same number of pages. So it it that's what makes it a legal record versus a binder that has a whole bunch of stuff
108in it, >> right? >> And I don't even think I I don't know. So the one thing I know that you should not take with you out of the room are executive session notes. >> Correct. >> Yeah. So, I don't even think that it's um >> that's probably what I was relating to, but like I don't even think it's that you have to turn in your regular it's it's executive sessions notes. >> So, it's just that you don't want to destroy anything, right? Because those are public meetings because you're right. If you did have a computer, you'd be taking that with you, right? So, just don't destroy anything. So, like I know, you know, there are a lot of folks that, you know, take their own minutes on like Google Docs or or whatever. It's
109just that and and that's good because that uploads into the cloud, you know, like you're not really destroying anything. Um, but I also know folks that take written notes and they're just like, "These are just scribbles. I'll just throw them away." Well, we really can't, right? Like those are those are those are public um documents that we are that we create. So, have a binder. Just stick them in there. maybe date them, whatever. Um, yeah. Joseph, did you have volunteer? >> My husband wants to know is when I'm done being a board member though is if we can have a big bonfire and like roast marshmallows with how many tubs of things I've kept over the 23 years. >> There are records retention schedules that you >> and I thought it was forever with >>
110minutes. minutes are forever, but there's a whole records retention schedule that is in the O that you'd have to look at and um and then that tells you how long you have to keep certain things. >> Okay. I just >> it it absolutely makes no sense to me that if someone suggests something and I want to go look into it at home, I would have to come here first be like, "What was that I wanted to look into?" >> No, you can have that. >> Thank you. Yeah, you have to double. >> Don't destroy it. Don't destroy it. >> Don't destroy it. This is one of the things that I came back from conference. >> Yeah. that was shared out. And so the idea was to share it, do a time stamp for each meeting
111and then take it back and then >> yeah, >> knowing that we had to we couldn't shred them or if we needed to save and that way too versus taking um notes on your computer if there was um something that they would collect your they would collect your computer. um >> they will >> to kind of protect my thought was to help you guys keep it >> here's here's another question then uh because uh these are written notes that's that's fine but if somebody takes a snap of one of those slides is that >> your phone becomes >> it's a public record >> yep >> but but it's already a public record >> it is but now you own like anything that you have that is related to board work is public right. >> Okay.
112I got to tell you the other side of that though and I saw people in my tables at the conference were they weren't taking pictures or they were so they could enlarge it so they could actually see what I do if they really wanted to keep it and Kelly and I have had to do that with some of them when we sit over here to this angle for the meeting a lot of times the glare on that is so bad that I can't see what it's saying so I go like this and take a picture and now I can stay with the meeting because I can see it. But if it's tiny or at a bad glare, >> that's why we want to have every like in other school districts, board members actually have laptops
113and so they can then zoom in on their laptop to be able to see it better instead of having to see it up there. That's what >> So you'd have your school laptop, the assigned school laptop, >> and that's what your notes were on, and that's what >> Right. But they all stayed, but you had access because it was on the Google platform. And then you go home, you'd have access to it. you were wanting to review something, but they the computer stayed typically. Yeah. >> For the boardroom. >> I think the only thing I just didn't like about them and and it's just that feeling when you walk in, I think I can't remember. It's not city council. I want to say it's plan commission, but when you walk in, the only thing that
114I felt was bad about the laptop image is it's like blocking everybody that's at the table and then their eyes are constantly here. It it just makes that feeling like that you're not involved with with the community, with the guests in the room, whoever's all here. Even the speakers are sitting here looking at this computer trying to find where they're standing. They're talking in front of you. Nobody's even got eye contact. So So that was my only reason. That's why I didn't put my last time. >> I actually I actually have had someone complain about that. So when we did our uh little inter I don't know what we did at the library someone was like gosh you guys you guys had your laptops and you weren't giving the attention and I just thought oh
115okay that is interesting we have heard that so >> and it makes you feel like that person you knew that's going like this and they're not really meeting because they're on their >> but they're doing notes or interesting >> so they don't even know if you're actually really even listening to them and it kind of looks like that. >> Thank you for that question. Um, so just a couple of words on what does an effective meeting look like? Um, right. An effective meeting starts on time. I won't say that it ends on time because what does that mean? Although I will say that um nationally best practice is um three hours or under. And I will say that um nobody does their best thinking after 900 p.m. >> I would agree. So, >> oh no
116no night owls. >> So, um >> between one and three, >> try try to end your meetings before 9. Productive thinking is not and especially decision making is not really done after 900 p.m. Um and if you've gone more than three hours, your brain is tired, your body is tired, likely you haven't had enough to eat or enough water. And um there's all kinds of biological reasons why you're not making great decisions. >> You got to do it just so Karine can get home. >> You're never going to have to build a bridge. >> That too. Um as much as you can focus your agenda on your strategic priorities. That's that is that is a good meeting. Um come prepared to meetings, right? We're all reading our um our board packets ahead of time. that's
117not the first time you're either clicking it open or ripping it open or however you get your board packet. Um, come prepared knowing what the issues are going to be and what's on the agenda. Um, have a process for board member questions and discussion. So even if you're not like you know running like Robert's rules like this and this um it's always better to have a process before you need it than to implement a process in the middle of a problem right so um whether it's that I mean my board has a process and there's no issue right like but if we just have a process in case there is an issue but like I mean whether it's everybody gets the opportunity to say something once before anybody says anything twice or whether it's like
118everybody gets up to a minute or whether it whatever it is because you wouldn't want, you know, with a change of a board there to ever be a future where there is somebody who absolutely dominates a board discussion and nobody else gets to say anything and then you're making up rules in the middle of the game, you know, like just have a have a process even if you don't need it right now. >> How do you start one of those? you all agree maybe during a board operating that you're going to have a process for um for how you run a meeting. And again, it can be pretty informal. Um, but you know, or and even if you don't always, you know, again, you don't want to weaponize processes, >> but having something that you
119can refer to so that you don't find yourself like with board meetings where people find them unfair, right? Um, so there's sort of a dance there, but having something that you can refer to if you find people feel silenced, um, is a good is a good structure to have. Um, respectful engagement with colleagues even within disagreement. We talked about that. And then having a process for >> something when it restarted. I know something had to be done. >> That's it. We got to start over. Something had to be done. >> So, I know like when this didn't work the first time, he had to get something to >> do something. It's not just >> I also wonder if it's like we're all the same kind of age. >> But it's hot outside. So I'm thankful
120that Jared came and turned the air on. >> We do need to like think of which one we want, right? >> First world problem. >> 90 something out there. It is first world problems >> 89 right now. >> Here we go again. Back at it. >> Okay. And then finally have a process for public comment which >> Okay. So, um, in brief, you have the governance role and your superintendent and her team have the management role, right? You're going to adopt policy and that is policy with a big P, the policies that come to you from OSBA for the most part. And um, and then the policy implementation goes to your superintendent. Sometimes those are accompanied by administrative regulations or ARS because policy is necessarily broad. and um and that has to be implemented sometimes
121with more detail. You are going to adopt the budget and that is an overall look. Now when you get the budget, it's the detailed part. The budget message is the overall broad statement. You're going to provide um a general u oversight of that throughout the year. And then your superintendent and her team are going to manage that and spend it. you are going to sometimes adopt programs, not always, but your um superintendent and her team are going to implement those. You by law have to adopt curriculum, but the way that's going to come to you is through a recommendation and that's going to be recommended to you by folks who are experts in curriculum, probably through committees, a lot of vetting and then a big recommendation part of those committees. Um, community engagement we've discussed
122and that's done on both sides, right? And um, and everybody does community engagement in some way. And then you're going to be provided data and information. And then your job is to do informed oversight and monitoring. >> The plane, right? >> I'm about to get on a plane to Prague. One of my favorites. >> Um I'm not making that up. That's uh six days ago. >> You will love it. >> Um yeah, I haven't been there. >> Uh we have family yet. >> Oh, nice. Um but I'm not going to get in the cockpit. >> Yeah, >> I hope. Right. You tell the pilot where you want to go and then you let the pilot fly. >> Right. We don't get in the plane or we get we get in the plane. We don't get
123in the cockpit. That's where our superintendent belongs. We just uh buy a ticket. We say where we want to go. Yeah, but that's just because I get snacks and a soda. So >> otherwise, you would get in the cockpit. >> I would be up there. My co-pilot Michelle >> pilot to co-pilot. >> I love that. >> Can you do that when you address each other? Pilot to co-pilot. >> We're going to now. >> I don't want anywhere near that plane. >> Put me in the back and give me a blanket. Um, okay. So, that is this is the introduction to balanced governance. We don't want to be uh micromanaging and we don't want to be disengaged. Don't want to be a rubber stamp at board. Right in between is informed oversight. >> Let me say
124something real quick. Of course, >> what I've noticed um um since coming to this space since July one, maybe a little bit in June and maybe once in May um that I think there's a cultural and you shared this with me the other day, like I'm a very collaborative person and I bring stuff to like cabinet or I bring stuff to the district office meetings or to um teachers and I want I want legitimate feedback, right, on these things. Um, and same with schoolboard members. Like if we come have a 2 by two, we'll ask questions too. Not just you guys coming at me. I'll ask you know what what would you would do in that circumstance or how do you feel about this? But I've noticed that a lot of times people are like
125what? No. Like it's this culture of I don't like what is it you said like the collaborative piece like there's been a more direct >> I'll tell you >> way of things like directing people to do things. And I'm not saying that that's like it's just a different leadership style, right? And so that's why I'm saying like how do we >> move it away from a person's leadership style, right? And that we are adopting like you said the board. >> Yeah. It's a culture because, you know, I'm going to be here for a while, but when I do leave someday, like I I would hate to have anything change if we get this welloiled machine where the next superintendent comes in or the next board members come in and we're not the collaborative body looking
126for, >> you know, multiple perspectives because you can't make decisions in a vacuum or a silo. It doesn't work. >> And I think that's why teachers aren't coming forward either, right? because it wasn't done that way and so it is up to you unfortunately >> to be the person to change that culture. I mean it's not right we don't >> I hear you but then putting things in play all of us thank you >> but how do we like but how do we as a board change the culture other than continually saying please come to her she will hear you >> I think so a lot of it is demonstration of your belief and you all acting like that with each other and with her >> like modeling it out and that's going to be
127part of what what I'm going to show you in just a Modeling that behavior does so much more than we think it does. >> I agree. >> Modeling it with ourselves and especially with our superintendent. >> I should say our own words, right? >> And with the student on the student, >> right? Modeling an openness for our student rep to contribute, >> right? and and like authentic solicitation of feedback and input like when we talk about well I'm just gonna get sorry I was >> no no no I mean like this is a perfect segue right instead of me just talking and skipping through all these things um because all of what you're asking and addressing is in here and I would say like um adoption of this model like is a formal way of
128saying we want to do this and implement. Now I'm not trying to sell anything. I don't sell. >> I agree. >> But like adoption of a model and saying like this is what we want to do even if it's not this but like you know saying um this is how we're going to operate like is an important statement. So even making a state and I was gonna say as your chief academic officer I would like to advise us to adopt this. >> No. Yes. Exactly. What's next to your um so I want to go through these and what I'm going to ask you two questions on each of these. What do you think you're doing? Well, now I know like a a bunch of you are new, but you also have you're walking in here
129with informed perspectives already. Like you you already have really important perspectives and the two of you have been around here for a long time. So like everybody here at this table has an informed perspective. So, I'm going to ask you what you think the district is doing well and what you think the board is doing well. And I'm also going to ask you what would you like to work on, like what is some important work here. So, there are 12 standards here. Dr. Tom Albury is a researcher. He's he's out of Seattle right now. Um he teaches at Northwest University and he's also a superintendent of a small district. Illinois but um he is a lifelong researcher in board governance and the relationship between the board and superintendent. Um he developed the balanced governance model
130after 30 years of research of his own and then also pulling from research by prominent researchers. It wasn't like a meta analysis or anything, but like this is a a model that's used all over the world. Uh not only in school districts, but by some like school governments too, but a lot of school districts. And um so I want to go through there's 12 standards. And I want to spend some time going through some of these. So the first one is and and all of these are shown to positively impact student outcomes. These are the board's roles that impact student outcomes. And when you're working toward these, not getting them perfect, but when you're working toward these, you can have a measurable impact on students. So the first is vision directed planning. And we talked
131about this on those other slides. So that is developing that clear mission um and that your decisions connect to your long-term goals, your monitoring progress, which is also going to be in standard four. Next is community engagement. You're actively listening to diverse voices. Engagement is ongoing, not one time. And the other thing that I will say about um community engagement is when we talk about authentic community engagement. Sometimes, as you likely know, the community feels like the board has sort of already made a decision and is just kind of putting it out there to say, "What do you think?" but that the board that the feedback is really going that the board has already made a decision. The authentic piece is not that you have to do what somebody says every time, but that there
132is some authentic feeling that the board hasn't fully made its decision when it goes out for feedback that it really is a draft. If you say it's a draft and we're putting something out there as a draft or we're saying we are really soliciting input on XYZ that you really are before you're finalizing something >> and then bringing it back after you do make changes or develop it and say these are the areas we heard from our community and this or even staff and this is where we added some of that feedback because it might not be um >> like bl like this is like like flashing lights. This is what we did. So being very explicit on how we used staff and um community feedback and student feedback. >> Absolutely. Like drawing that line
133to say and it might be different but saying you know here's what we heard and here's what we did. It might not be the exact one to one but here is what we did with that effective leadership. This is your leadership that you are focused on outcomes. You respect your roles and you hold yourself to your own agreements. And we're going to do that agreement today. Um, but also do you demonstrate that unified governance piece? Like this is where that modeling comes in. Um, and does the community, do your staff, do your students, does your superintendent, like are they seeing that um that modeling that we were just talking? And then accountability. Your goals are are measurable. They are monitored. You use data. Um, you're doing that in real time. There is um research that
134shows that boards that look at all data whether positive or negative that positively impacts student outcome. So you know sometimes it's scary to look at negative data and talk about that in public but when we are looking at growth and looking at what needs are that is a positive thing because we're not shying away from what needs to be done. So, what do you think is going well? Like, what do you think the district does well? What do you think the board is doing? Well, >> I think one of the things that has been um being done since Karine got here was engagement with like the admins, the teachers, and also the Stacy, whatever her role is, I don't know, marketer, communications chick. um her sharing that with the community. I think that showing that
135our leader is actually engaged with all of these people trying to set the expectations. This is what I expect of you. These this is the training we're going to do. This is how we're going to move forward. I think that that's being shown and I don't think that it ever has been shown in the past. Not in this way. And maybe it's because I'm more focused on it than I have been in the past. That that's always possible. But I think that that is showing her role as a leader to this community and I think that is really valuable accountability. I you know we're yet to see that because we haven't had the school year. >> Um to see >> all the things that haven't been being done to see if there's a change. That'll
136be nice to see whether this was effective or not. But um that's my perspective. >> I agree. >> Vision directive like the correct action plan. I would think that would count like that seems to work well at least at a high school level. Like students and staff seem to be engaged and like focused on keeping going forward. I don't know about the other schools yet. I hope too, but like that from just that standpoint like we haven't seen it move forward effectively on the same path. without the feel of oh or just because we're not loud and standing on the corner with signs. >> Yeah. Having forgotten, >> right? We want people want to see that we're actually taking action and making changes. And I I think that changes were already happening. >> Yes. at
137the end of the last school year, you could see that changes were already being set into play um or set into motion. I think that this school year will you know be a a test. Yeah, I think right to see if accountability has has uh been acknowledged and in the plan our strategic plan should show how we have changed uh how we have addressed the issues and what changes we have implemented to address those issues to not happen again. >> And we're not talking just about >> no that blew up in the news. We're talking about all kinds of things. >> Yes. I'm talking about teachers feeling heard. I'm talking there on every level, >> right? >> Um every student's voice being heard, all of it. Thank you. >> Right. Classrooms being safe for both
138staff and students. >> I also think that the modeling piece where being visible and present, I think that that was that went that goes a long way. And um the other day I spent the entire day with counselors um and some administrators um looking at how to build a comprehensive coun counseling plan based on um the national standards for great counseling. And in sitting through that process, I at like break time, I had multiple people come to me and say, "Oh, I I've never like I've never experienced where a superintendent and the administrators have all been along beside us." And even the presenter said, "I have not been in a district where the superintendent sat through the entire, you know, um, training." And then in in the midst of things helping folks, where do you
139locate the student success um, plan? because it's I go it's on the front page of the website like how do you get there to do that? And then just being able to say, I'm not I'm here because I know it's important because I said you're we're glad you're here because it makes us feel important. And I said, I'm here because this kind of work is important to students and it's also a way for me to hold myself and others responsible for the work that needs to be done and what we need to do in moving forward, right? And so the what are I got to be able to share what my expectations are, right? and they got to be able to talk about their expectations and um working on this model. Um but I think
140that the visibility is really extremely important and I think that um you all demonstrate that too um when you're out and about and volunteering and doing the work or saying, "Hey, I'd love to go to this orientation night over at um Plymouth or I want to do this or that." And it's really important because then people think that it matters. And so, um, you know, went up to the high school and they're like, "We have an office for you already because I'm going to be there every Tuesday." And I was just like, "Oh, oh, great." Right? Because they weren't expecting, "But I'm not going to be in it. I'm going to be at lunch. I'm going to be in the hallway. I'm going to be in classrooms." >> And um, but that I think was
141the the difference, right? is like how do we how do we change the environment to where we're holding each other responsible for being present and visible and asking the right questions but also stating I'm also here for accountability >> right >> I'm here for responsibility like I'm here because that matters too not just that this is important >> it's a huge part of community engagement is like being seen especially at like a principal or superintendent level for students because >> I can attest to like felt like you're somebody's just making decisions about what my life is going to look like for the next four years when they're just sitting behind some computer and I'm pretty sure they've never flipped a foot in my high school. Like they don't know what's going on. They're looking at
142a data report if that to see something. Data doesn't show people's feelings anything about a person. It just shows a number. I will say that I have it has been a um hot topic that uh admin is kind of missing in our buildings and so it goes just beyond you being seen but also making sure admin they shouldn't be sitting in their offices and not be walking through their halls as much as they possibly can. They are there to support the teachers and not to sit behind a desk in a room. Um or I've heard that they're just gone so much on trainings that they're never in the class or in the And have you heard that as well? >> Well, yeah. And and I was going to say I feel like it dramatically changed
143and nobody in this room felt whatsoever is when COVID hit and we all had to go to the laptop world and then meetings started being added and then I mean just everything kept getting put on a a laptop to the point that then when it didn't need to be anymore, it had gotten to be such a routine. And also, boy, don't take it wrong, for an OSBA meeting or a superintendent meeting or anything. Well, now they didn't have to all drive somewhere to be at their conference for the day or training. >> Everybody's sitting on a computer. And I remember at one point we actually walked in and I said, "Who do I have to call Scott to tell him you can't have any more meetings?" Because he was he was getting hit constantly having
144to live on his computer to be in a meeting and a meeting and a meeting and a meeting. So, his principles Yeah. be a computer because you can be like, "Yeah, no, I just need you to tune in at noon and 2 and 3." Like, you're fine. >> I though I think that I think that that's also making excuses for behaviors that were not beneficial and we can see already that it is possible to be present. >> I won't your meeting seems to work >> because you are doing it. I mean I the school year hasn't started but you jumped into the deep end without a life jacket and you're still surviving and that that's going to go a long ways. >> You know setting the precedent for what you expect both of your staff
145and of yourself. >> Yes. >> And modeling >> that behavior by being present even though you're busy and you will have meetings. I mean I have a list of ones I'm supposed to be at. Um, and you'll do it because your number one focus is the kids and not your paycheck. And I think that there is a vast difference in someone who comes to a job like this because they make money versus they come to a job like this because their ultimate goal is to see children succeed. You're demonstrating it. I appreciate that. I think a lot of those things are working already. >> I have teachers who say they've never seen Scott Stockwell. >> Yeah. And so the fact that you're showing up to class to to to not classrooms, but to the halls
146of our schools is a significant improvement. And I think if you're showing up, like Christine said, we're going to have admin show up in those hallways as well. And that your first statement was, "Thanks for the office, but that's not where I'm going to be spending my time." >> Yeah. If you direct, she was hired like three days ago, and she showed up to the girls softball state championship game. >> Sweet. It's not about me. >> No, but but but it is about you. >> It's 100% about you because what you model and this no one's trying to, you know, buff your ego up. What you model is what >> you practice what you >> people >> come to expect >> from personal leadership like that. And when you're hiding away and never seen >>
147everyone else expectation. So anyway, >> which still even just falls back though, guys, just like I talked about that time period of 73 2000 when you had staff here, they lived here, their kids were here, they were at all the events, they were everywhere in town, the whole staff became that kind of a person was a big difference in time. >> I think she's saying to get that back. >> Yeah. So I mean doesn't you don't want to be just superintendent want to be your staff and your I mean everybody is out in the committee. >> So the next four are connected to four is five which is using data right so again this is not just student performance data this is just information. So using uh using information to guide your decisions and evaluating
148the impact of the things that you're doing, right? There is a term that I love called strategic abandonment, right? If the things that you're doing or the things I mean and the and her team will bring this to you. If the things that that the district is putting in place are not achieving the results that that is that are wanted, right? What do you do with that? Right? We call it strategic abandonment. But like looking at um looking at evaluating program impact um on using data and measurements. The next is cultural responsiveness. Recognizing and celebrating the diversity of your students, of your staff, of your community. uh using an equity lens to apply to your decisions. Looking at disagregated data, bringing in uh voices that you've not previously heard, that you've not reached. Um uh
149going out to communities that don't um that are that don't come to you, right? like we find in communities that it is often the same voices that we hear >> and um and making intentional efforts to reach the voices that we don't. Um creating a culture and climate that is safe and welcoming for all students, families, staff and anybody um who wants access and who we owe access to our um system. Also, this is another place where we are modeling respect, recognizing success, and ensuring an inclusive environment for everyone. Um, another place where we're modeling professional and respectful relationships because that does create that culture and climate for everyone. Um, and then being a learning organization. So, not just expecting professional development for our students, but expecting it from ourselves, for our tenant. So using
150that reflection and um improvement at and success at all levels, one of the things that we don't do very well in education is um celebrate our successes as well. So we um expect a lot out of ourselves, which is good. It's good to be in a continuous improvement cycle, but it's also really good to say, hey, here's what we've done really well and to celebrate our successes and then leverage our strengths to do that continuous improvement as well. Um, that's why I talk about like what's going really well and like what do you think you do really well? And um when I do board self- evaluations with um districts, I start with like here are your strengths. How do we leverage those to do the things that you want to work on? Um, what do
151you think goes really well? >> I'm sorry. What goes really well in our district? >> Yeah. What do you think you're doing really well? This is actually board stuff. What do you think with relation to the board? What do you do really well? >> I think we communicate. I think this board communicates really well. I think we respect each other's opinions, whether they differ from ours or not, and that we welcome voices that are also different than ours. I see you guys demonstrate learning organization because you've been to the summer conference and you you're having a retreat right now where you're we're all learning together about board governance. It's great. >> I think we all support our superintendent and show a cohesive um uh front and it's not a front but a cohesive base. uh
152cultural responsiveness like you were talking earlier about like working through people like for me specifically. Sorry conversation but like connecting to students from all walks >> yes >> of life including like on any of the things on that list like here >> or you guys getting like noticed or going through and talking all different types of people. Yeah, >> we can never never catch that one and say we're done with it. It always has to be ongoing and we have to keep looking forward to whatever is goes well and whatever doesn't go well. >> And that that cultural responsiveness is also like I said sexual orient gender orientation, socioeconomical, all of the things that >> Yeah. >> What would you like to work on? >> All of it. Yeah. I don't know that we ever
153can stop working on all of it. >> Culture and climate. >> Yeah. >> Like if you were specific like rigor when it comes to like coursework and work like dominating the idea of culture of people like school and it's good to like school. It's not you're not a nerd or like a geek if you enjoy school. You could just enjoy school. I think our Hispanic speaking families >> offer some way where we can, you know, for translation at the same time we're at meetings and things to try to encourage them to attend meetings and give our input and >> they they feel heard, >> yeah, anybody actually. So on your the third one down on the uh culture and climate, but that one I believe that as a board member as much as I have
154this last couple terms that we really honestly were doing that. But what was extremely difficult is then when the meetings became yelling and screaming meetings. So you're sitting there trying to being that respectful person. you're trying to listen yet you're being yelled at because you aren't even responding or you don't know but you're even being hit with stuff you didn't know till two seconds ago put you in a whole different category. So you feel like you're doing all that but it doesn't look that way to the room depending on who's here or who's not whatever. So that one's been an extremely difficult one for the last 10 11 months because you a lot of it too we couldn't even talk about as everybody's learned you know from legal to whatever it's like I'd love to
155tell you exactly what I want to tell you but I can't right so anyway and so then you're afraid to even open your mouth and say one word might be the wrong one so then you look like you're not responding to anybody so we and we still have issues to come that are going to still put us a little bit in that position hopefully not connecting like it was. But that's a hard one to do sometimes. >> I think that goes to our number four though that was accountability and once we take accountability then we will probably I think that can make a lot of difference and that I think that's where a lot of those we need to remember that we still have to take accountability for things. I think also from some people's
156perspectives who have never been on a board and don't understand how board meetings are run, it it if it's even possible, I don't even know. But to let people know before public comment, we are hearing you. We this is not a moment for dialogue. This is a moment for you to have your time to speak and we will provide moments where we can have dialogue like listening sessions and and such but that is not right now and being able to like reiterate that. I know that there weren't listening sessions for a very long time and that they started then that was great. But being able to say we can't engage. I I feel like I feel like that was something having watched all the meetings that was missing that that did make people upset because
157they didn't understand that. And if we can I don't know is that correct? that you read for public comment. >> There is >> you do, but they weren't listening. >> Right. >> That's >> because I have one I can give you >> that um that I don't know how it compared to the one that you use, but I can certainly put it on. >> Um and then I mean obviously there are things you can do in the middle of the meeting if it's not being adhered to. You can certainly recess the meeting, you know. That's like the last thing we want to do. >> It's the last thing you want to do. And yes, in this >> um but I'll I'll send you our script. Um and you know, you can use it if you
158want to. It was written by one of our attorneys. Um >> but I also think that though what I've um witnessed during those hard times um either as superintendent or a administrator at the district level is that when even though you read the script um people are really emotional and and I don't want to say emotional that that they have >> their own life experiences right and so they might be triggered at the time and or trauma something traum traumatic in their life and So what um really effective board chairs do at um the end is thank you so much for what you shared. Um we hear you. We value what you bring and um we will follow up if we can on some of those those topics but we can't have a conversation right
159now. they would validate the person. >> Um and it it was really effective um in not just helping that person but quieting the whole room behind them, right? Um in in like oh okay that you know this is because that's the format of the meeting, right? Um, >> and and in truth, it started with the masking and groups of people from Idaho and southern Oregon coming and handing out questions and they wanted to debate the board. >> And I was walking around handing out the microphone to folks and letting them talk, but people were again in a rant with that. So the board became somewhat defensive over those kinds of things and the answer was thank you for coming because that's hard to argue with. The reality was that that kind of started a big
160change and it wasn't that long ago. >> Yeah. >> With with the group and their responses to people coming in >> with a a a genuine concern quite frankly. But that that changed uh the whole culture of the board and the listening because people wanted to debate rather than share their information. And so and that same board then carried through. So, uh, just for a fair shake of understanding, I will give you one example of a person that came and fbombed us continuously and told us yada yada yada yada, and you're not doing anything. Well, this person didn't even live in our district. >> And that was the first time we'd ever had a board meeting where somebody even swore, let alone yell at us. >> And everybody was in shock and nobody knew, did
161you? And then finally, somebody's texting going, "They don't live here. They aren't even part of your school. We're getting all >> the next meeting that person came back >> and said, "By the way, your superintendent contacted my superintendent and said, "You better be talking to these people." And that quieted the whole mess. So, we did listen and our superintendent actually found out where they were from, contacted them and contacted their superintendent. So these things do happen and can happen and it that that changed the tenor quite a bit but it's really challenging when people are just they they come and they're upset and you have to listen to what they have to say. Uh, and you know, hopefully, uh, we're kind of done with things like nasty viruses. And >> I don't think that we
162are, though. That's the thing. There's the cell phone ban. There's going to be things. >> There are going to be things that people don't understand. >> I'm student who is pro that >> like as a student and >> you're a minority. >> Yeah. I'm like, >> and we have to be prepared to be able to say, >> but there are going to be people that come to that are upset no matter what. And it's our job to take it, hear it, listen, and make them feel heard and make them also understand >> that is not this is not our decision collectively as a group. >> Thankfully, >> this is in this instance, just as the masks were, a governor >> decision depending. this is if we do not comply, we are >> withheld funds and
163we cannot afford to be withheld funds and therefore it's our job to make them understand that >> one of the things you might do um and maybe you will already do this and but this is my you know advice to everybody just just like um in co is you know have a have you know Corine you might want to present at the beginning of the school year, you know what the policy, you know, you're all working on a policy if you don't already have one because it has to be in place in October. And um what exactly the requirements are so that I mean the public's going to come testify, right? And but if you're explaining to them by the time they testify, it's that's too late, right? that like by the time there are
164questions by the public, they they don't now I'm sure there's already been communication out to the district. You know, like whatever you've already done is great, but like at a board meeting having like maybe part of your update or part of like the agenda be like and maybe it's not to the board, it's for the benefit of the community, right? like be like, >> "So, what we what we decided to do with that is that we're going to do a first reading of we've already kind of like leaked it out to the like administration like what are your feedback? What's your lens on this?" But we were going to discuss it at the board meeting like the first reading. >> Yeah. >> And then we at the listening and learning session on September 10th, it
165was going to be solely focused on hearing feedback on the policy from the community, right? Um, and so that, you know, is and then when we do the second reading or before adoption or whatever, then that would be when they could come make their comments, right, on it because we haven't made any decisions, we're just doing that first reading because we have to get everybody on the same page of what the expectations are >> and then have a listening and learning session and then bring >> Cor. That's what we're doing, >> right? Because then that like gives the public all of the information about how like this is not the district's idea. This is an executive order, right? Like that and that's exactly what passed. >> No, it no it wasn't passed. She made it
166an executive order. But it did not pass. But the executive order was not passed. >> She invoked her power to do it. >> Right. Right. So essentially it is still >> it is still passed but the bill itself didn't pass it across >> is it across all like levels of schools? Yes. >> The belt. Thank you. >> Which means we're not period. No lunch. >> No lunch. No. >> Me too. >> I know. Me too. >> I got to switch gears on something else real quick. Um, so we get public comment. I've seen this at like the city council meetings. They take public comment and then like at the one of their next sessions, they'll take time and go answer questions that were raised during the listening portion where they couldn't talk back, but they'll
167answer questions, a couple of them back and read them into the record to address people's concerns. >> Is that something that we could do or >> Well, I saw your face just now. >> It depends on the nature of it. >> Okay. Right. Because the vast majority of >> it was kind like more like correction. >> Yeah. So, and this is where it gets one. >> Okay. the vast majority of the time you're going to refer whatever it is >> to your super >> and then they look into it >> and then you respond. That's what I thought. >> And then I respond and I talk to the even there's been times where I've just even though there was nothing. I invite the people in. We have a great conversation. Michelle will take notes and
168then I will follow up with a friendly email saying I looked into it because I do I look into everything and then I write a little summary to them. Okay. >> And usually you know it's done. >> Um and document document document. Yeah. Is that something that you can share at our board meeting that I want you to know that this is the process of which I will try? >> Absolutely. >> Okay. >> Like in a summary. >> Yes. And that because because that has not ever happened. >> Oh, okay. >> I just don't share that. I talked to a certain person like I will look into it. Can you sometimes say that after a public comment thank you for and then you say thank you but and our superintendent um will be in touch
169with you or following up with you. Well, and the hardest part 99% of the time I swear is that when they come, they are either upset about something that happened to their student who is a minor or a staff member. >> And once in a very while legal, >> but we can't respond to any of it. So, even coming back the next board meeting, she can't talk about any of the three things. >> No, but when you shut it down, which you will, you'll shut it down. Yeah. >> And then I will always follow up. like I follow up and say, "Hey, I heard you say and then I go through the KL process with people if it's do you know do you and or if it's significant I've had it happen. It's been a
170handful of times where it's actually a really big issue and I like you have to follow up with the KL and they're like refused like no we're doing a KL complaint because I have to investigate this like I mean formally have to investigate it." And so, you know, in having those conversations, it turns people's completely around. Like, they don't come back again to the board and holler and do that stuff. They they feel like they're valued, their voice is heard, their uh their concern has been addressed. Um, and if this was a larger district, then I would have a team of people doing that. It's there's not going to be that many um folks coming in and yelling at us all the time. >> Yeah. But what is hard though is just like he's saying
171>> then the other 10 people though that were watching that really kind of want to know the answer there. How did that turn out don't ever get a know and that's where the words brushing it under the rug would come unto because they didn't know if anybody ever even did anything. And that's happened numerous you put that in the thing when you speak that say there's some things >> followed up on three of the public comments that happened last month. I can't disclose the topic of some of these conversations, but I've looked into them kind of thing. Right. >> Sure. >> Okay. Re stay in your swim lane. The one time that like I think it would be and some some boards do this and I would exercise a lot of caution in this and
172I would let your superintendent do it, but the one time that like it would be okay to correct the record maybe at the end of public comment would be if somebody got up and said something like school wasn't even in session on Tuesday and that's absolutely false, right? I think it would be okay for your superintendent to say, you know, just FYI, school was in session on Tuesday, >> like on my summary at the end of the board meeting. >> Yeah. I mean, like, you know, because you would not want the public to think that >> Yeah. Yeah. Yeah. I've done we've done stuff like that before. >> So, like I mean, I'm being hyperbolic to make a point. >> Clarifying glaring, >> right? I mean, something like that. That's rare, but unbelievably obvious. >>
173Yeah. I mean, that's why I said I'm I'm being hyperolic to make a point, but if there was something that like you would not want the public to think that like >> they just decided to cancel >> that like school was just cancelled on a sunny day for no reason on Tuesday that like let your superintendent like have that judgment call, but like that would be okay to respond to at the end of the meeting, not to the person at the time, right? Because then they feel pointed at, but like that's okay to, you know, respond to that in general probably. But like it is tough. It's a weird negotiation and it is hard to like be in a meeting, be talkative with each other and then be like, "Okay, public, we're just going to
174stare at you." You know, and that's why like, you know, a good a good script ahead of time to explain that. Not that that makes everything better, but then to do what Karina is saying. Thank you very much. You know, we've heard you. There is a followup. This was our time to listen. We appreciate your presence. We appreciate you speaking to us. And then you got to move on with your meeting, right? I mean, like you got to get the business. >> We get something like that written down. So, I'll forget >> three hours or less. >> And I will send you our stretch. You can >> really hard to respond to three hours worth of comments. Aside >> um last four, um number nine is systems thinking and I will give us a break
175at 3 o'clock if you're waiting for that. um systems thinking which is you know thinking of the system not just as a collection of schools but um as a whole district right when you're doing systems thinking you're not taking a problem here and moving it over here you're also looking at strengths over here and seeing how you can leverage them across the system so you're considering the long-term impact of things what is the effect over the whole system of your decisions leveraging resources leveraging relationships um innovation and creativity. Um what are the ways in which you can look at seemingly intractable problems in in new ways and you know you were talking about like you know how do we approach community engagement in different ways and then we were you know discussing like okay whose
176job is what that kind of thing. Um 11 is kind of your standard roles and responsibilities. Your conduct, your ethics, your relationship with the superintendent, your roles being clear. Sometimes that means just, you know, continuously coming back to those. Um communication is respectful. You agree to follow protocols. Um you know where your lane is, where the bright lines are, where some of the like negotiated lines are. And then budgeting and financial accountability. um being good stewards of the money. Um that your budget aligns with your priorities and that um you've got those priorities in mind when you are monitoring your budget. And it also does not mean like trying to move tiny line items around during the the budgeting process. That's not >> thoughts about what goes well and what you want to work on.
177budgeting needs to be worked on. >> Yes, >> big sense. >> I think that uh being this is a good instance where micromanaging is going to work in our favor. That means from your side of course, but uh to find out where things are falling apart um and getting back on track, tracking our spending every I know this sounds extreme, but at this moment, every dollar um not having >> 50 cents, >> not having Amazon orders from 50 different teachers and and we've discussed how to go through that as groups, But >> yeah, and that our spending is student focused. >> Go a while in process. >> I really appreciated the um earlier you had made several um comments about you know that you're the spending is where you set your priorities, right? And that
178that return on investment is critical. Um and in education, we don't talk about that very often, right? The return on investment. Um, and it's if if things aren't working, programs aren't working or um contracts with specific people aren't working, any sort of um we should be able to look at the data and say over time this is not working, this needs to go and that we have had those conversations if it's a tricky wicket, right? Yep. >> Um your our community because you know, oh, I love that. I love that program that everybody shows up angry. But if you're showing the data along the way that things are not working for the um for all students, right, because we're going to look at an equity focused even if it is a smaller group of students,
179but it's not really it's not working for everyone. And so we have that conversation. So I appreciate that because that's going to need we're going to be have to be hyperfocused on where our priorities are and where the return on investment is in moving forward. um because we are you know having budget calls still last year. So >> it can be scary to abandon things because that feels like admitting failure, right? >> And but like that just means like we're trying to make the next best decision >> for our kids, right? If things aren't going well, it just means we are making the next focus best decision. That's why we call it strategic. in my district. >> Sometimes uh for me it's um hard when people think to resolve a budget. I I never say
180crisis all the time, but sometimes just because we all got a big cut from the federal government or we all got a cut from the state government um in different categories or money can only be used this way. So that program looks fantastic, but that program didn't even have any funding. We put it together, but it it was us. But I guess for me once we do the budget and we've approved it you know back in June at at the latest usually um for me if I was my budget at home at that point I then go to work on how do I make more money rather than what do I cut to make the budget work and that's what's really hard for me is that this community quite frequently and the boosters is our
181very best example is they don't cut something if we suddenly say we couldn't pay to redo the track. They figured out how to redo the track. And I think that we have a lot of people in our community that I can use an example is even if the RNR program was really we just couldn't give them any money to keep them open, but if you told this community that they needed 37 2x4s and they needed a box of this kind of nails and they needed this, we wouldn't have to give them that money because somebody here would get those things for them. And that's the direction. That's that's how I do things even at my own home is how do I now get that still so I can keep it going. Now, yes, after a
182crisis is over and we still aren't going to maybe have the money and we're going to be at 72 million for the next 20 years. Yeah, you do then have to figure out how to make that 72 million work. But when it's sometimes only a short time or it's because we've got less kids like I talked about earlier different time periods where we have 700 kids in the high school and we have,00 kids is a big difference how much money that high schools got to run their programs. I just feel like that we have not had a chance yet from the time that we did the budgeting and and realized where we are pretty much standing. She got it thrown in her lap. Everybody has. We haven't had what two board meetings. We haven't had
183any time to work on that to say, "Okay, now what we can do to change it or can we give up something right now because we have way lower kids so that this program can keep going and what could the community do to step in? What do we need to keep it going and to get us through this year?" And so, I don't know. I just I know our legal stuff could still hurt us big time until that's over. There's a lot of other things that can come from just like when you get the flat tire now, you suddenly have to go buy four new ones and you weren't planning on that, right? But I just feel like >> these are expensive flat tires and and and and quite frankly, business budgets are vastly different
184than home budgets. Yes, I myself as a homeowner, I could find ways to make more money. As a business, this school district isn't funed >> by community members just volunteering things. I mean, there are situations like boosters, PTO's that can help, but they can't pay for a staffer. >> They can't. >> In your business, though, you've never done anything to try to pick up sales. >> Yeah, they can't we can't raise the water. >> That's not what I said at all. Um, but I mean, >> that's not what I said at all. But that is still a budget and until that money is in hand, that's not money I can spend. >> No, I'm not saying to spend it. I'm just saying that we haven't worked at all on how to make money work better
185instead of we just basically found out where we are. So that's why I'm just thinking it's time to work on it the other way is what we can we do to get through this year even through till January 1. What is our school going to need to make sure we don't have to cut any more days or we can even gain them back? All the different things and we just haven't had the time to work on it and especially as a new board. >> Yeah. I mean I think you're I think you're right. We haven't, but we also have >> like major legal things that could destroy us that are we don't have the funds for. So when we're talking about budgets, we are not just talking about are we going to earn back a
186day. We're talking about are we going to be able to stay floating, >> right? Yeah. But I do appreciate the idea of how we can increase enrollment because students are our revenue and people aren't really talking about that but our little little beautiful faces of all of our students and seats that butt in seats count in October >> is what we talk about because that's our revenue right and then we can start >> October. Yeah. We get money for each student that attends our district. That's the formula. >> So I appreciate I appreciate that. Right. And so those are the things that we will those are also things that we look at and there's also other factors um that come into play and so um but yes I I hear you when you're saying what
187are some things we can do differently and I loved at the beginning you all talked about some place that we can be proud of we create this environment where everybody wants to come I can't wait to get to work every day you heard that and our students >> that's the difference right now >> to get there right so we have to figure that out >> just being careful pushing heavily like we need you attending school because of money. >> No. Yeah, we would never push it that way. >> Take attendance and it's every child that's sitting in that seat. >> We have to report out back to the state like three times a year and that it's like an average over that year, right? And the value of the the kiddo because we get specific
188dollars is funding formula. But we don't say we want you in seat because of the money. We that's just the counting we have to count but we want to engage students effectively so that they attend school because it's about engagement right >> so I want to change the the the view of our district >> so that children feel a safe sitting in our seats >> the the teachers feel proud to work here uh and it will bring people back to our seats but right now they're fleeing >> I think time >> is keeping teachers like if you want to keep Like I don't know really what you guys or like where your kids are age wise or anything like that, but if you look at like elementary levels, >> there are teachers literally getting Yeah.
189hurt broken limbs by students. These kids are kindergarteners >> because uh their rule is unless you're in not imminent danger but it's essentially like unless your life is in danger to a point of like you could die. You you can't even really touch the kid. So like there was a teacher who literally got like wailed on and got her arm broken by like a third grader. like you should you need to help teachers feel as if like if I'm coming to work today I don't need to come in a swoop so I don't get like >> jumped by a third grader. >> I think that's >> or that they feel safe um with alopments or however whatever it may be >> that we do and we need to make sure that all teachers feel safe
190and all students feel safe and that they will come and put their rares back in the seats. You know, I saw a post the other day saying, "Hey, come join homeschooling." Um, and it it uh broke my heart because like we want we want them to feel safe at schools, but when they don't, they don't show up, >> right? It used to be that people homeschool because they didn't want to face the vaccination requirements and now it's because they don't want to face our public schools >> and our Yeah. >> Home school became big business, however. So, yeah. So, so there was significant incentive to discourage public education and and homeschool by many vendors and it co co did change that for us and and the availability of to do everything online. >> It's appealing.
191>> Yeah. It it just it's just a change in society and culture that >> especially child involved in anything. >> Yeah. You're gonna tell that kid, "Hear me out. You can either get up at 6 and go to school every morning at 7 and for six hours and go, or you can wake up at 9:30, do two hours on the couch of on a computer and then just go play video games and then go to sports practice if you want." >> A kid, you're a kid. You're going to look at be like, I'm taking the ladder. >> Not me. I loved school. >> I did, too. I did. I hate like with passion >> except for whatever. >> I want give us a break. >> Yeah. >> How long do we want to take? >>
192Can we take 10 minutes? >> Okay. Why don't you recess this? >> Do what? >> Yeah, that's what I was going to do. Okay, we're recessed until >> Be careful. You Your phone's right there. >> Yeah, I'll be careful. I'll recess this until 3:10. >> I love that you're doing that so much. >> Oh man, that one. Oh my god. That was loud. >> I have have a mouse pad that I can hit it on now. went out. >> And I'm going to call our meeting back to order. >> Thank you. >> Wow. in person. >> Oh yes, >> we don't talk like that. >> You talk like that. >> You guys don't look like that. >> We're modeling behavior. That is exactly >> No, I'm positive. You guys don't. But I'm positive I do.
193>> They're like two versions of it. I go to Canva. I make my 12-year-old >> Canva. That's what everybody >> I love Canva. >> Oh, really? You can do Google. >> Check out CAD. >> Yeah, Canva is my favorite. And there's a little free version you can start with and Facebook. You can do Facebook ads post like flyers, vote posters. I made all of my campaign stuff on there. I wonder if I can link my chat GBT with my Canva. >> Chat GBT. That's why it's so getting >> I do. >> Oh, with that. >> Yeah. again. >> Okay, >> we're teaching at the same time. >> All right. So, um All right. So, we will I'm going to monitor time just a little bit. Um Okay. So, now we come to some a different
194kind of connection between the board and the superintendent. So, can the board impact the superintendent's leadership? So, there is a relatively new study that shows that yes. So, not only um can the board and superintendent's relationship impact student outcomes, the board can actually impact the superintendent's leadership. >> So, um this newer study was about the um the the board's um behaviors and characteristics as measured by the balance governance standards. So what the study showed is that um the better the board did in three of those domains, community engagement which is standard two, using data which is standard five and cultural responsiveness which is standard six, the more inspirational a a superintendent was. So the kind of um leadership that we're talking about for superintendent is transformational leadership. That's a model of leadership that in fact
195most superintendents identify with on um self- assessments and there are four components of transformational leadership which I could spend a whole training on which I won't but one of those components is inspirational information. And so what the study showed is that the better those boards did on those three standards, the better the superintendent did in the inspirational motivation component of transformational leadership. So the board through balanced governance can impact the superintendent's leadership in that positive way because transformational leadership has also been um directly correlated with a positive impact on student outcomes. So what does that look like practically? How does that align to standards? So in community engagement, what that might look like in the superintendent's realm. So that might look like advisory committees uh in in the district in the superintendent's realm. That might
196look like uh administrators and teachers being expected to involve families. That might look like of course with you all strategic decision making decision- making aligned to um your strategic plan. What does it look like to use data? Of course multiple sources of high quality data looking at growth metrics, right? as you all do, not just um snapshot pictures. Looking at gaps and opportunities through the through data, cultural responsiveness, celebration of diversity of your communities, of your students, of your families, students seeing themselves in the curriculum that that is adopted, and using an equity lens, looking at questions like who was involved in making this decision, who was not, what are the unintended consequences, what are the intended unintended consequences? important questions like what are the assumptions we went into when making this kind of decision
197overlaying those questions on the big decisions that are made and sometimes small decisions that don't that that are big but seem small. So that is um that is just one additional study of things to consider. So then we come to supporting our superintendent. How do we do that? There are a number of ways to do that and I just want to talk about some practical ways to do that. So do you all have I don't know that I will have time to go through this in detail today but do you all have an evaluation process that you have talked about and that you'd like? >> We have not discussed one at this time. >> Okay. I mean we're pretty new. >> I shared a little bit um in some of the 2 by twos. really
198do appreciate the um evaluation that OSBA did in collaboration with >> KOA. Yeah, we still use that one. We still recommend that one. >> Um >> can we get an email? Can I get an email to that or a link to that? >> Yeah, it's on our website. I will send it to you. I will send you the workbook. >> I have a whole list of things. um language. >> Um I actually have a whole uh part of this presentation that is about that process. >> Great. >> Um I won't make it today, but um but I will talk about it for a few minutes. So um so that process and I and you have this um presentation so you you can see the slides that are that talk about the timeline and all of
199that. But I will talk about that first bullet for a second. So we do have that workbook that we did develop with Crosen 2020 and um and we still use it. We've not even edited it. Um and we use it all over the state. Um it is uh based on three parts. Uh one is alignment to standards and those standards were developed from national standards and and there are eight of them. They are behaviors and qualities that anybody can be evaluated by. And then there are goals and those are personalized, right? Um to whatever you collaboratively set with your superintendent. We always recommend that you allow your superintendent to develop her own goals first and that those not be unilaterally set by the board and given to your superintendent. Um, and we recommend that you
200start with a few, right? And I'll go through that in just a second. Um, that they obviously be measurable. Um, and then there is the self assessment part that is the evidence part. in that book is so there is because you're not micromanaging your superintendent, there is not um a real clear way of evaluating her day-to-day operations because you're not in her office or following her around schools or peeking over her shoulders while she's in classrooms, which is a good thing. Um, but sometimes it's then hard to tell like, well, we don't know exactly what, you know, how are we supposed to be evaluating this? And so for every standard, we've got a number of pieces of here are the kinds of things you might ask her to show you. And so that list is,
201you know, artifacts. And it is not a comprehensive list, nor is it meant to be like you should ask her for every single one of these things. They are just ideas for both of you. superintendent should also be talking to like their school's principles like to see if you were checking in or like going and doing some things like that. >> Yes. >> Checking on her follow through all. Yeah. >> And um and so what we recommend is that all becomes part of a self evaluation. So when um but it could also be part of check-in. So you design that part in your own way. But when you're asking for like, you know, how how do you meet the standards? Like here's some evidence of that. Like agendas for meetings or >> you don't need
202to send the workbook. It's right on your web page. >> Yeah, >> there's a link right on your web page. I have it right here. >> Oh, perfect. >> Um and then there is what we have is an optional component that gets feedback from staff and um and community. We do it in a very specific way. We don't do we don't work with boards to do 360s anymore. Um and I can tell you a little bit about that if you like. Um but I don't have to. Um so the quarterly check-in piece um has been a really transformational part of this and why we recommend it so highly. An evaluation can feel really high stakes if you're only doing it once a year. And like I know for me and probably for all of you
203that that are you know that have experience working in any way that that has that if you have a supervisor um or I've ever had one that like you don't necessarily want to know how you're doing one time a year. You know for me I don't want to I don't want to just hear in June how I'm doing if my boss has thoughts in January. Um, and so what we recommend is quarterly or at least half a year. Um, but quarterly tends to be good, although we do hear from superintendents, hey, if I'm providing evidence, that's quite a bit. But um having check-ins so the board can give feedback and the superintendent can ask for support or provide areas of celebration or whatever needs to be done so that the the evaluation at the end
204of the year does not feel like a surprise, does not feel like high stakes and maybe just feels like another quarterly check-in because you've been doing it all year. So the check-in can be an executive session just like the evaluation as long as you keep it to an evaluative check-in. If it's just on district goals, that's for a board meeting, right? But if it's on the standards and the goals and you're and you're doing it like an evaluation, you don't need to produce a big document at the end, right? like stops take minutes and all that, but it doesn't, you know, require like a big evaluative document. But if you're doing an eval having an evaluative conversation, it can still be an executive session. So you can have a private conversation but in that way
205you can give feedback and Corine can say you know and can can receive that feedback and also you know give her own feedback and ask you for support and have that same kind of conversation and then she receives you know clarification and direction from you all and you know gives her feedback and and you all again clarity is kindness. And you know, as much as you can all get on the same page about everything all the time, that is always going to build a good relationship that just keeps building that foundational relationship. So, we really recommend that process. And remember that the evaluation process starts the the exact moment the last one ends. So, as soon as you're done with the last evaluation, you turn around, you choose the tool, timeline, and process for the
206next one and and then she develops her goals and brings them to you. So that again, you are working with common expectations throughout the whole year. If you're going to do a survey, you decide that at the very beginning of the evaluation process so that she knows if you're going to do a survey at the end of the year and you know if you're going to do a survey at the end of the year. You want everybody to be working under the same assumptions throughout the year. That's my little spiel about um staying informed about your strategic priorities and asking nonoperational questions about those. asking those big strategic um questions, public facing support for district initiatives at board meetings with constituents. Does it mean you have to agree with everything? No. But like what I
207mean is like your your big things that are going on in the district like talk about those, right? Like you know about those, you know about your strategic initiatives. So, you know, providing support for those as a board talking about those saying like this is what we're doing like we as a board are supporting these in this way that is going to support your superintendent and her work. No surprises, right? We don't ever want to surprise our superintendent at a board meeting especially. So, if you know that you're going to have a big question that you're going to ask at a board meeting, that is you're going to require her to bring information to that board meeting, tell her that you're going to ask her that ahead of time so that she can either bring
208the information to the board meeting and or bring the right people to answer that in that question at the board meeting. And then ask it again in public because you also want to be transparent, right? You're not saying, "Hey, I've got a question about this. just send it to me behind the scenes because then nobody else has that answer and the public didn't get you didn't didn't get to hear you ask that either. But allow her time to prepare for that and then ask and that way you're not surprising her. That also saves time because if you're catching her out at a board meeting and she says, "I'm happy to get you an answer to that later," then you have to wait another full board meeting, right? Like this this allows that conversation to happen.
209An idea that I heard from a superintendent last week was well then hey you know like if you're going to tell me you're going to ask that I might just work that into my superintendent's report on the agenda anyway or something like that. Support her time and energy and by focusing on just a few performance goals every year, right? You don't want to spread your superintendent's attention and time way too thin, right? So, she's got six performance goals in a year. Like, we already know she's going to do a million things this year, but what are you going to evaluate? Like, just just a few, right? Especially in a first year, it's just it's just a few things that also supports your time and energy. Publicly celebrating successes, super important. What are you doing well?
210Now, of course, can you talk about things that need improvement? Yes, that is also important. But acknowledging what is going well, that is important. And then of course you being a cohesive board provides stability and consistency for her and and is is good for your community as than you. Any thoughts about any of these or anything that popped into your head that I don't have up there? Or Corey, how would you like to be supported? >> That's good. up there. >> Yeah. >> Any thoughts that you had that I don't have up there? >> No, actually I don't. Those are great. >> If you didn't feel supported, would you reach out? >> Absolutely. I would. I am a very direct communicator. I'm kind >> I'm kind though. I just I I not >> union leaders.
211I am too. I had union leaders. I'm not soft. I sent a I said, "Could you please review this? Is something I want to a comment I want to share in a message going out to our um staff and our students and our families. I just want to make sure we're all on the same page." And it was just a little excerpt. And both of them responded back, "I love it." She, "You're warm and direct." >> That's a great combination. >> And I totally didn't get to see it, >> but that's great. >> Yeah. Okay. >> Good. Um, okay. We do have time for a couple of >> It hasn't gone out yet. >> It goes out tomorrow. >> Practice scenario. >> These are fun. We have time for a few of these. >> I
212love it. I think we should. >> Okay. >> All right. I feel like we've already talked about, >> so might go fast. All right. You can read and I can read. People absorb information in different ways. An upset staff member who's also a parent approaches you at a grocery store and asks if you can please help them with a complaint about their child's teacher. Their students teacher has been assessing or grading them punitively and the staff member believes it is retaliation for a tough parent teacher conference from earlier in the year. >> They mention they have tried connecting with the teacher and they've been unsuccessful and now they fear retaliation in their own job. Do you as a board member do in this situation? Guess Jose is always a board member. >> Go ahead. >>
213I was going on the curse scenario like go to the teacher, remind them that you have to respond within 48 hours because that is a rule. As a teacher, you have to respond to a parent within 48 hours. >> So have the email sent out then see how that goes. I assume the parent response has to be linked to the email from the parents response. Uh get the response back. Go through that. Then you could have a discussion with said parent in a professional setting because happening was highly unprofessional especially as a staff member. Um then if it goes farther then you could have an assessment of said teacher. If there's more than one complaint usually requiring more than one complaint to have an assessment of the teacher. >> So whose perspective are you speaking
214from? >> He goes I'm gonna speak from her >> not the court. >> Wow. Fantastic. Great. >> First, I think the first thing you need to do, you have to prepare that house >> and it would be go to the principal at the school if you're having a issue with the teacher. >> I I >> and then start there. >> I I think the first thing to do is acknowledge that you hear them. >> Yeah. >> I think that's the very most important thing. I think sometimes when we just push it right back into please make sure you're following, which we do, we need to do. please make sure we're following the proper steps, but that we acknowledge that we're hearing their complaint and that we we want to make sure they're heard and they
215feel heard and so this would be the proper steps to make sure that happens. >> As long as we don't validate their complaint, >> you know, we don't want to >> validate their feeling. >> Yes. >> I always say I can validate that experience that they are having that is their experience but not necessarily, you know, like I'm sorry that's your experience. um >> or this sounds like a tough situation. How about we refer you back to the administrator, >> but I definitely think that's what starts is making sure they know that we're hearing them, >> right? >> Yeah. >> Because they do stop us everywhere, >> vacation. Yeah. >> What is What did this person do, right? >> Which one? >> The the complaintant pretty clear what steps they've taken up to this point.
216and the issue and their feelings and did try to communicate with the teacher. >> They did they tried to communicate with the teacher, right? They took step one. >> Yeah. Don't go >> but then jump to the to the board, right? >> Yeah. Probably should have just went to principal >> then the principal, right? So that's where it kind of went. Um what else maybe could you do? Is there one more thing you might want to do? These guys have >> I would contact their supervisor and say, "Hey, this person has been having some questions, which I it might be good that you contact them." >> Who super? I I don't necessarily need to suggest that I anything other than I'm I'm getting approached and and it's not my job, but I I it hasn't
217hurt in the past to say this person is struggling in your building. >> You could find you got to be careful how you do that because I'm not taking a side here, but um or just ask the question, are you aware that this person is struggling? could suggest they find you visit. >> I would suggest maybe contacting Corine instead >> just because that might feel like pressure >> to the principal from a >> superend. >> Yeah. >> The reason I say that and I and I wouldn't necessarily say and I don't want to speak for your superintendent at all as to like every detail that she wants to hear, >> but this this has the word retaliation in it. maybe that's a bad >> and that might be something that you would want to hear
218about. I would >> especially here in this district because >> well actually she's our only real contact >> right let's go back she is the contact >> so we don't contact the principal we contact her you can contact >> you suggest having a with your like >> principal in the first place >> was that >> like if let's just say this is at like like an elementary school or something like you could say like I would recommend filing a complaint with a principal >> the complaint is the right >> I would direct them to >> concern process, you know, like after after you've extended, you know, empathy and all that. >> I wouldn't necessarily recommend filing a complaint because that sounds like you're encouraging, but you could just say like, you know, if you want
219to, you know, >> here here's the process, the next step in the process would be and then here's how to find the process. >> And when you do that, give >> and then they can choose whether or not they want to pursue. >> Yeah. just give a super heads up and say, "Hey, >> I'm here because of the word retaliation. I want to know that you you referred us a person back because as a staff member to the administrator just so that I can follow up with the administrator just to see what the response was." Um, and then encourage I mean, I do think I need to do at some of our leadership um training on what retaliation could look like and how people could perceive things to be retaliation, >> right? Um, and then
220have that conversation. Um, and I don't because I've heard that word a lot here is what I want to say. Yeah. >> And it's also as important for you that I I do love that you know the process because you'll have may be having to give students this very process outline. >> Yeah. Students can use that same process. In fact, the very first one in our district many years ago was a student some their parents had been misinformed about something and they got rounded. They were very upset and they used the complaint procedure to resolve that >> very easily and and very very civily in everybody. So the fact that you can say hey you know there is a procedure if you actually >> I'm on the principal I actually committed myself. So there are
221posters with like links >> to like on I think it's on like every classroom like like window piece and then they're they're on the outside and the inside of them. >> Oh really? >> And you can scan it from >> code on there. Just click. >> Yeah. And it'll go to a principal. You can suggest like you can ask do you want like just like hey it's if it's it might be just like you can say you want the name like do you want like pack to discuss it in general like I can name a specific example the boys bathrooms didn't have locks on them in the locker room the entire year >> somebody broke them off and we were working >> like things like that like you can just put in a complaint but
222it could be about anything it could be about like you just don't want to have to go through it in public because kids are scared. >> It's a genuine fear. So, >> right. Okay. Good. Now, let's move to one where a board member has a >> This one has many layers. This is a good one. All right. >> All right. A board member post a question on Facebook asking for input on a math teacher's behavior. She states that her daughter is upset because of the way the teacher runs the classroom and wants to know if others are having the same concerns. She makes herself available for questions by text, email, and social media. She goes to the superintendent and shows them the concerns, wanting something to change immediately. She also emails other board members for
223their input. She tells the superintendent that if they do not deal with it, she will bring it up at the next board meeting. >> All the layers. >> Oh gosh. I heard I heard made a public meeting >> retaliation. >> There's one posted on Facebook. Seems >> slippery slope. >> Yeah. >> I think if there's a board member who has a complaint about anyone >> Yeah. >> That's for that's teachers for sure. They would still have to follow the policy >> that >> they are not a board. >> They are a parent at the time. And so they would need to a go to the teacher and just follow those steps. >> Yep. Board members get to follow the same policy as everybody else. >> Your mom's hat, your mom hat. >> Yep. Parent or
224community member hat. But which also means that I could hear not anyone from this board but I could hear someone say well my mom hat is on and not my board member hat and so I can put it on Facebook right >> and ask these questions but it is not >> that there is a lot of risk involved if you >> do that okay >> in our town though I don't you don't usually have to because somebody else does it for you >> concerned citizens are actual concerned >> that's true So what is that? What is that public meeting risk there? >> Passed it in the beginning. >> You surprised your superintendent. >> You definitely surprised your superintendent. What else did you do? >> Email other board members. >> You put her on that >>
225emailing other or Yeah. board members, right? >> We don't do anything about telling her what to do other than policy. No individual >> uh gets to direct the superintendent >> bringing it up at the next board meeting. What is that about? >> That's retaliatory for sure. >> And also, yeah, we cannot just bring up complaints about staff at board meetings. >> And we're under question. Wait, you said that like you can't email another board member. >> We cannot email do a chain email. So I cannot email her and then send the send email to Bill and the same email to her because then we're creating >> stop at Bill >> because then you're communicating accord just once members communicating official. >> Oh >> yeah. Everything >> and then it's public >> what we discussed. Yeah.
226So what we discuss has to be at a board meeting and that's to keep us from that's to keep our voices our voices >> and then we you can't discuss a specific person's name because you can't discuss like we can't speak out in public. >> We can't like on in a board you can't discuss specific uh staff personnel. >> Yes. Not in a board meeting unless you're giving a recognition or you're giving like you're saying like something >> even then. So >> because you guys do the board recognitions here, >> not an attorney, not legal advice, >> but >> so um there there are some attorneys that would say that it is it is difficult to say you can't say something negative, but you can say something positive because there is a risk of viewpoint.
227>> I would I would agree, but they we do have here in our district the awards from the from the board to >> Wait, hold on. Wait. >> I'm sorry. >> Hold on. I'm so sorry. What? We have the board in this in this district. There's what do you call it? What's the award called? >> Citizen. I don't I'm not sure. There >> the citizens award. Who's that? >> Citizens. >> So that's that's not lash. That's us. Well, they get nominated by somebody whether it's a teacher student or >> we'll just we could continue to talk about it's there's good things and bad things to that popularity. >> Yeah, you're not giving us advice, but I but I actually >> Yeah, it could be a popularity thing. >> We didn't do it in other spaces
228I've been in because of >> something to get advice. I can give those at other meetings. I have I have superintendent like student of the month, staff of the month, all those kinds of things and then I can bring the award and give it to people and get pictures. >> Yeah. >> But not at a board meeting. >> So I feel like if we were just really quick because I know we need to move on, but I feel like if we were to change that, we would want to explain why so that they don't think we are taking something positive and just being like, >> well, you know, >> that's what I'm saying. Yeah, I would agree with that. You could also get advice on how you might go about. >> Yes, I think we
229should do better. Yeah. >> Yeah. >> Um Okay. >> That would be really >> good. All right. So, I'm not going to give you training in public meetings long, but um do you all know the requirement? Well, those of you that went to summer board got this training. >> Yes. >> Okay. >> Yeah. And that's good. It was probably a lot. >> Um >> it was very boring, too. like the one of the speakers oh >> was very monotonous and just like he was reading off and it was like >> oh look like macaroni or >> quite literally it was like oh this is a lot >> it it is a lot it's a lot of information if you ever needed to um hear it again we have a webinar on our website um where
230attorneys our attorneys go through it if you needed a reminder or a refresher are >> I think they are also not the most exciting people in the world. Um >> I shouldn't even say that. I'm glad you did it. >> I I will I will say it. I mean, and so it makes it >> they're lovely humans. Humans in general. I just know that when you're they talk all big talk and we're just like uh you know it's they need to throw in a joke every now and then. >> There is a monthly webinar that too >> by OGC. >> Yes. >> Okay. Okay. ever be held after lunch. That >> the last one was hot hot topics. >> Okay. >> So, talk email, text, and social media. What are um Yeah. Can you talk
231a little bit more about that? >> Yeah. So, um you can inadvertently create public meetings by email, text, and social media, right? >> Yeah. I wasn't thinking >> email and text. Yeah. But I wasn't thinking it's social media. Thank you for that. >> Hold on. Hold on. I have a question. >> Yeah. Yeah. So, let's say someone So, so hold on. Let's say someone brings something up on social media and I was to like it. >> Yeah. It's not like if you comment. So, so let's say All right. Let's say Reed posts something on social media. Hey, went to the high school play. Um, and and then you posted uh Right. Well, too too bad we have to cut the budget for theater next year, right? And then Melody posted, "Well, I've actually got some
232great ideas about how we might not cut the budget. There's three of you in a conversation about >> Okay, but if someone posts something on social media and we say thank you or we are we >> so like if she posted and read and Christine commented, it doesn't count." >> I mean, so here's what I will always say. Be super cautious when you know there's a group of you posting because you can never control what the next person's >> you can never control what the next person's gonna say your nightmare friend each other. In fact, you could all hang out safely. >> You could all hang out at a party. You could all go to a basketball game together. >> Discuss board. >> You just can't discuss board stuff. Right. >> Right. Like you just
233have to be really really cautious. Okay, I did make a after we came back from the summer conference, I did make a Tik Tok about the cell phone ban and I said, "Oregon's governor just passed this cell phone ban bell to bell. Other states have already done it. What are your thoughts?" That's something totally fine, right? Because >> But we did not go in. >> They did not They did not comment on it, but it's totally fine to say. >> You mean you put that out to the world? >> The world. That's >> she wasn't asking first response from anybody but we would know it. What are your thoughts? >> You would know. Yeah. But you're not engaging with each other right now. Yeah. No person in the world. >> But we could not go
234on and say I know blah blah blah blah blah. >> I would not that's that's where you stop. >> Right. I just want to confirm. >> You are all you are all people in the world and you get to still operate as people in the world. What you want to do is be aware of your the kinds of interaction you have with each other. Now, if you were to post something about your kid, right? Now, that has nothing to do with board business, right? All of you could comment about like, you know, congratulation on congratulations on your kids graduation from college, but nothing to do with words, >> right? >> Okay. >> Personal. Someone just posted something on Facebook that I inadvertently saw about because they tagged me. That's why I inadvertently saw it. Um
235about something that a DA said to release some something, right? And all of us three, well, I think all of us board members were either tagged or something or or our names were written on there. I didn't comment on it. >> Me neither. Um, but us being mentioned in there, that doesn't create anything for us. >> I mean, you're not doing anything. Yeah. >> Right. Okay. >> However, I did see that someone then commented on my name personally saying, >> hold on. Saying they want to hear your voices because I think someone was saying, >> let Michelle know she wants to hear she'll, you know, >> she'll hear your voices where someone else said if you start messaging the board, they will feel >> Harassed. And then what? Someone else came in and said, "No,
236I think the new board wants to hear your voices." And then they tagged me in it. And I haven't dared go in and say, "I would love to hear your voice. >> Avoid it. Avoid it. Avoid avoiding." >> No. And that's why I didn't. But I it so I should not even go on and say I I would love to. I I know. I just want to confirm. >> So here's >> I think it's good that she's talking out loud. I get it. I mean, there's a reason I didn't go. >> I'm not I just also want to know for sure. And it's hard because I don't want people to think >> you've tagged me and I'm not hearing what you've said because someone actually reached out to me and said, "Hey, did you see
237that this was I don't get on a ton." And they said, "Did you see that you were tagged in this? Are you going to let them know?" Like, "Yeah, we do want to hear your voices." And I >> you just respond. wasn't really sure. >> That would be something you could put >> respond that way. >> Could I go privately and say no? Cuz she's telling everyone no, they want to hear your voices. >> Could you be like, "Yes, I saw that I was tagged in this." >> So So here's what's tough. And I can never tell you what to do, you know? Like I Well, yeah. Not only am I not a lawyer, but like even when it's not legal advice, like I can't ever tell you like what you should do. What I
238can tell you is that it's always it's always going to be a really tough decision because even if it's not a legal decision, what are you inviting? Right? Like because at some point you may invite a lot of interaction that you could quickly lose control of or that you don't end up needing wanting or that or that is not beneficial to you or to the district or to your family or to you know like at some point >> can I reach out privately and say hey I saw you talk to me I just want you to know that I I really stay away from responding publicly. Can I be respectful enough to say I'm not ignoring that you tagged me? >> I mean, you certainly could. That's that would be >> privately. I mean, >>
239but am I putting myself at risk by even going privately and acknowledging, "Hey, I saw you tagged me. I want you to know I'm not ignoring you, but I don't respond publicly to schoolboard staff. >> There's always a risk, right? I mean any response to some level there >> do by yourself then they might start tagging >> or send it email it to the board and and we can read it but actually you know it's somehow we need to kind of have a a thing where we can encourage people to either come to the board meeting itself and then >> or a listening session but I still shouldn't go on there to respond on. Hey, please come to the session. A listening session. >> It's still >> which a listening session sounds good and it's
240good for him to comment. You can't always answer there either. It's just going to be depend on >> I guess I agree but I can't I can't comment on >> social media is really it is really I yeah I will tell you when I got elected to my board I just stopped doing social media. a lot of board members do. >> I just stop. Like all I do now is like here's a picture of my kid on the first day of school and I went hiking at a waterfall. Here's the waterfall. Like that's pretty much it. >> And I mean, you can't control who tags you. You can't control that. But like >> it's, you know, it's really hard to engage after that because you just don't know what can h you know, like you
241don't know. Well, and we saw like what you guys had to go through and when when we you would try to answer and how slippery that could get >> and I Yeah. And I like I get it. Yeah. But it was just a moment this morning where I was like >> I'm not sure what to do. >> Yeah. But I also don't want to look like we said, "Hey, reach out to us." And then I ignore that. >> Yeah. >> But Bill did bring a good point like then I could address it at the board meeting. Hey, someone tagged me and I want you to know I do appreciate that and would invite >> Oh, we can bring it up. >> I would invite emails if you have something you feel you want to reach
242out to us for. >> So, I think another thing that you might do and Michelle, I appreciate you bringing this up because one thing that we're not going to do today, but that you may want to do and now I wish that like not really, but that we were spending like 10 hours here today because there's other things we could do. um uh is a set of communication protocols because this would be an important thing for you to have and that would involve like who does answer emails? Like how do you streamline that process? If you get them to the full board, how does that work? If you get them individually, how does that work? Like if you get media calls, what happens then? I mean like all of that stuff. And then including like
243what if there is a crisis? What do you expect of your superintendent? Because you can't have five different expectations, right? Or like what if there's something important but not a crisis then if you want to go visit a school, how do you communicate? I mean all the stuff that you would again because having common expectations across the board is really important. But having those expectations about how do you answer emails is one of the most important. >> Yeah. So for social media, would it be easy enough instead of doing responding to the person but to send that message to Corine and let her answer? >> It's often the chair and the superintendent. Yeah. And sometimes >> send a message to them and let them respond and answer the question. often the case. Um because either
244I don't know do you have like a board email address and then each of you has >> we got rid of our board full board one right? >> They no longer 502 they no longer have a full board. >> We don't have a 502 one anymore. >> They only have individual emails. >> So that can get complicated because sometimes one of you will get a message and sometimes all of you will get a message but you cannot tell. But that's when we go to the board chair. We send everything through the board chair. We can >> have a have a protocol of how we respond >> like where we say we acknowledge this. We want you to know you're being heard. >> Thank you. And here is the steps that we would ask for you
245to take. So that would be like a protocol guideline, >> right? and then sending it to board chair for response, copying your superintendent because sometimes it's it's more >> um important for the superintendent or or um appropriate for the superintendent to respond like and then there being a protocol between the chair how that's decided. >> We can also probably put something in in one of our board meetings and say kind of explain it saying, "Hey, we hear you. We see your Facebook post. We just cannot reply back to you." >> Yeah. Yeah. that kind of thing, you know, we hear we hear you >> kind of thing. >> Is that allowed? >> Yeah. Talk a little bit about that. Absolutely. >> If you are in a spot as a board where you feel like your
246community does not know enough about how you operate, right? And this is here's something I say to every every single board. Nobody knows what a board member does and neither did you. >> Exactly. >> But here's the deal. And especially when there's been so much change that they really and like I said they are going to think our superintendent does one thing from what they witnessed before Karine versus what they're going to see from her in our board meet. I mean it is night and day. >> Uh so yeah they don't know. So you know I think in that case there is there is a call for a lot of community education right particularly if you are wanting to dedicated to whatever like reforming or changing or solidifying whatever the way that you operate as
247a board and in developing your relationship with your superintendent who's going to be here for a while, right? like and and in you know this this positive collaborating like you know developing relationship and and really wanting to grow that um if that's going to involve change and also I mean because I keep hearing this theme like and our community doesn't know and our community doesn't know they're probably really hungry to know they are >> how you function and operate and I bet a lot of that information would be so welcome. >> Yeah. >> And so it's like so then how do you communicate to them? I think maybe one strategy is to talk openly about here's what we do and do that at board meetings but not everybody watches board meetings, right? >> Communications director.
248>> So then there's that, right? Like so what what can she help with? What can you know what can general from the district Facebook post codes help with? what can newsletters help with? Like I don't know what gets out to your district. >> And also like even at the listening and learning sessions, I think those are really good opportunity when we rotate different board members through. So you'll only have two board members at a time at those sessions >> and that that we can each time be sharing some of >> like how we function as a >> a governing body superintendent, right? Or even think that there I mean there was recently a study that 63% of Americans >> go to Facebook instead of Google now for their information. >> Oh wow. >> And it's
249terrifying because it's confirmation bias. They're just for >> to confirm their feelings, not for actual facts, right? You're not going to get those on Facebook. But it's important though that we see what's being said without necessarily responding but so that we can address it in the proper format. Um, but I mean social media is the new generation and so it no matter which way you go, if you're someone who doesn't use it or someone who does, that is like that's the way that students see things. That's the way a lot of parents are younger than me and that's how they grew up was using social media for communication. So >> when we don't respond at all, >> it it can sometimes to look like we're just ignoring them. So we have this platform somewhere. >>
250Would it would it be appropriate or would it be okay like if they were to obviously they're not going to reply to someone tagging them in things. What if they created their own like you made your own post and said, "I'm not going to be replying, you know, I'm not going to be answering any comments, but here's uh the dates and locations of our listening um and learning sessions and our board meeting." >> Please go listen to an information. >> I think that one of the positive uses of social media by board members is to advertise positive things that are happening in the district. Here's a night of the play, right? Here's when the football game is >> listening and learning. >> Here's the listening and learning session. >> You guys could all make like
251identical posts because I'm assuming you guys aren't all following the same. You all have different networks. >> So, it'll be like you all just >> so we could get a post from from Michelle and and she says, "Hey, here's something if you want to share on media." >> So, you copy it, go to Facebook, >> and then you're going to ignore all the comments. post and this is the way of the world. We need to address this. >> I would I was even thinking just saying, "Hey, go watch our meeting today at minute 3:45 where it talks about social media and how we are learning to respond to you and that way they're seeing this dialogue as well and I think that can open eyes. So just even something as simple as that >> but
252not commenting making your own. >> Correct. Correct. But I also really quick you Bill you had mentioned well if Relle posts something and then we could copy it would that turn into a chain. >> He means this Relle here. >> Oh okay. >> She's Paul in Russ and each of us I I got it for a minute but I went oh he's talking about her. I was like, I think we can do that. >> I would work with Stacy Mendoza, our communication director, >> have a little blurb of something and then I could email it to you guys. Her post, by the way, have been much improved. >> I really thought you were talking about you could put it on the concerned citizens. You could put it wherever you wanted. But really, it's just an
253information like come join us. >> I do that already. I see the sports things going on. I just them. >> Yeah. and advertise like when board meetings are and when the listening and learning sessions are and then maybe like yes at those sessions each of you can say a little bit about how the board operates >> and you will get more attendance at board meetings uh we will get more attendance board meetings if we are um addressing addressing things in our um like board report or superintendent report around things that we're hearing in the community and you know saying we hear you and your thoughts >> somebody had mentioned wanting to talk about do the football game, do all that. There are like for high school specific, if you go to like Instagram and just
254search up SHs something, Peyton Maldin controls 90% of those accounts >> and she makes that's where I know that she makes the posters and sends everything out and she controls like all of them. >> I copy those and just forward them on, >> right? That's I do all the time. >> Okay, that was I'm sorry. I know that was really indepth, but >> this is the way of the world, right? That is what the purpose of today is, is for you to get out of this what you read, right? Even if we don't get through all the content, like my my job is not to be like, "Okay, shh, we're gonna keep going, right?" Like, my job is to make sure that you get out of this what you need. >> Yeah. >> Um >>
255before you hit send, if your spidey senses start raising the back of your hair, don't do it. I think I I would like to well okay let me I want to make sure so I want to make sure that you get through your monitoring plan. I would also really like for to leave you with a board superintendent operating agreement because we have that. >> We got it. >> So um this is not the done thing though. I have an exercise for you to do on this because I don't want to just you're not just going to walk with this. So I what I think I'd like to do is stop with this part and have us engage in the activity for the board superintendent operating >> I have it >> one more thing before we
256do that do get that ready because we will go over um that in just a minute >> I'm going to go through one more thing before we do that. I want to run you through just two policies really quickly. >> You have policy BBA and BBAA. And if you haven't gone through your policies yet, I mean, you have hundreds of them, but like U policy or uh section B is your board policies. They're about the board. And if you start anywhere, um, and you want to read them, start with section B and then read KL, which is your complaint. Um, >> but I want to just run you through. So, I look at your policies and I just pick out the high points of um of each of these policies because BBA is board powers
257and duties and BBA are your individual. Um, so BBA this these are yours. This is your job as a board is to establish rules and policy that follow the law. You say you're going to keep yourself and the public informed. you act as a court of appeal when issues come up to you. And what that means really is that you are very rarely doing the initial analysis of anything that by the time something gets to you, you are usually looking at the decision that was made by the superintendent >> and you're what you're usually looking at there is was policy and law followed, >> right? And if your superintendent has follow has followed policy and law, you are for the most part going to uphold that decision. Um, now are there times where you could
258be like, "Hey, we think an investigation needs to take place and more information needs to be had." Sure. But for the most part, you are acting as a court of appeal and even your policy says that. Um, your job is to appoint, evaluate a superintendent. Your job is to establish academic and financial goals. Obviously, you do that in collaboration. You oversee the district's financial affairs. You authorize the superintendent to approve payments on contracts. You provide for an annual audit. You employ staff. That does not mean by individual. That means by signing contracts. Um you direct, your says direct the collective bargaining process. You approve salaries, salary schedules and other personnel policies. And you establish the school calendar. And those are your whole board duties. So then as individuals and this is where I say it's
259not that you don't get to manage, you don't have to manage. We don't want to manage, right? We hire somebody to do that for us. Um this one says you are have authority and responsibility when in legal session only. And so um and that second bullet point goes right along with that. And it says you can act in the name of the board when authorized by a vote of the board. So there are times when a board member has maybe specific expertise or or has been appointed to go out and do something but the board needs to vote and >> like for instance negotiating a superintendent contract when this happened. You guys witnessed that Trinity did that with Kosa and myself. Yeah. >> Right. The board would vote and say you know Melody we want
260you to go do X right board votes and then Melody has >> usually collaborative bargaining negotiation. >> Right. There you go. has the authority to go do X, but nobody gets to just decide that they're going to go do X. Um, we identify our opinions as our own. That's that is really important in a social media space, in a public space, in any sort of space. Um, be knowledgeable about the district's activity. So, knowing what's going on. This next one is important, too. Requesting information through the superintendent. So if if you want information about something that's going on, um is your point of contact. The next part is also important. Requests requiring substantial expense will be submitted to the board. So there are times where we don't know the breath and depth of what we're
261asking for. And so this is part of that relationship that that you have with your superintendent. If she says, you know, that's going to take somebody off their job for two days to provide you that information, then that request needs to go back to the board. So, the board votes to say we either consider that a useful a useful waste of a useful use of resources and time or not. And so, we'll either authorize that use of time and resources or not. So, and that is to keep no one person from directing the resources and time of the superintendent. >> And so, would we just have like because I did make a request like that and I'm just wondering would that then be brought up in a in the board meet the next board meeting
262and say, okay, this is what was requested. >> Yeah. >> Okay. Yeah. >> And then and that also takes that foundational relationship because you as a board need to allow your superintendent to be able to say, "I'm going to push back on this a little bit and say, I'm not going to just automatically take somebody off their job for two days or spend $5,000 giving this information to you." >> That's the big deal. The money. >> Yeah. And the money. Yeah. Requesting legal advice that incurs expenses through a vote of the board. >> What do you mean? request legal advice that incurs expenses. >> So So nobody individually just gets to call up your general counsel. >> Yeah. >> She does. >> You never contact them. It's always her. Okay. Why did I think you
263>> She always has to set it up. >> Okay. >> I have She has set it up for me. >> No, it's me speaking. You might be there listening. It's me. >> That's what I mean. I'm sorry. >> Okay. >> I get invited to listen. >> Updating the superintendent when you get complaints and directing the complaint. That's a lot. answers a question we had earlier >> about complaining that teachers >> nobody was directing the superintendent right you can visit schools to gain information and you can't sign contracts on behalf of the district and if you do you will be personally liable those contracts so >> I saw that we have to um that we under BBA uh authorize the superintendent to approve on contracts according to policy and other requirements. So what if we didn't
264approve c certain contracts? >> So probably what you've got there is, you know, in in section D, those are your financial policies. She's got authority to spend up to a certain amount and approve contracts up to >> Okay. >> Yeah. certain contracts. >> Yeah. This wasn't this was prior to my arrival, but yes, there is um >> there's also procurement laws that we need to follow, too. So when it's over a certain amount like 20 25,000 that would be something we would want to bring to the board and that we would talk about like what procurement process we were following to >> right >> this is common though that your superintendent can can run the district I mean if it's not an expenditure above certain amount and there are other contracts >> what is our
265amount I got to go back okay I thought it was 25,000 but I'll go >> I'm going for 5% of any remaining funds there you go but you don't you don't want to put um you also don't want to put the superintendent in a predicament where she's not able to do something that there's an emergency for, right? And that you guys then you can't call an emergency room like uh meeting where we say I'm going to need and that just becomes like gets in the way of those things. Um so you just want to I think the best practice is the information is being shared on a regular basis that the board 2 by twos we let you know what's happening that you get copies of those contracts for review. Um that then and also
266remembering that you don't approve the people, you approve the contract because I'm the only one that you hire. All those kinds. It doesn't make sense really, but when you think about it, you're thinking you're approving someone's contract. Well, then you must be approving that person. But it's really around the finance and also that the processes are followed, right? That you have the money in the budget to hire these folks, >> right? Okay. >> Yeah. If you've approved 100 FTE for staff and right then the budget says but you're being asked to approve 500 FTE, right? That's that is what you're looking at. You're not looking at well I know that person. >> Well, yeah. Yeah. >> Yeah. Does that all make sense? >> Yep. >> Okay. Great. I think Okay. We talked about the board
267meeting. All right. We are going to stop there. That's about I just get one about um uh evaluation. Um okay, we're going to stop there and do talked about those. We talked about evaluation. I'm going to send you that timeline. >> Yeah, I gave Michelle >> can talk to self later. We're going to talk about this operating agreement. Okay. So, what you've got in front of you is sort of a three-page operating agreement, but this is a sample and we're going to do an exercise with this. So, what uh the front page is kind of what I would like you to end up with. Um you've got a purpose on the top. You've got the idea of a collaborative governance model, points one through four. Now, we can edit that, but this is sort of
268I don't like to start with a blank page because that just takes forever, right? You've got some communication agreements. We can edit those, too. But the pieces that we're going to spend some time on here are board expectations of the superintendent and superintendent's expectations of the board. I like you to end up with no more than five because they should be prioritized and things that you can remember and things that are really important. So, what's on the next two pages are some examples of things that are pretty common to board members and that you can and that we'll do an exercise around. This does not mean that these are the only things that are available for you to choose from. But what I would like you to do is as board members, I'm going to
269put you into pairs and you're going to look through this list, board's expectations of the superintendent, and you're going to pick your top five. Now, if you look through this list in pairs and you decide, okay, we've got four, but there's something on here we really want to add, and nothing on here reflects what we've added, then please add it. write it down and circle that as one of your make that one of your top five. At the same time, Corine is going to um look at the superintendent's expectations of the board and she gets to pick her top five doing the same thing. If Corine, if you don't see something or you've got different ideas, please don't think that this is limiting in any way. Um, and then we will collaborate and listen to
270everybody, every group's top five and see what we can come up with as far as where are their overlaps and where do we come together and see what we end up with as far as a list when we are done. Okay. So, I would like you all to be two, two, and two. Does that work? Okay. And then Michelle, if you would like to weigh in >> as well, >> I will check on you in a few minutes. >> Any questions? >> Circling your top five. Yeah. Don't write anything on the first page. Just go through that list and circle your top five. Yeah. >> But yeah, >> two >> and three. >> That's a given. You're right. I just rewrote it after you said that. But it like three >> two years and a
271lot of consulting community self assessment performance but I think it should be reviewed by this board because there may be things in there that this board doesn't >> so if you want to you know if you wanted why don't you just label that one Um, >> that's one that's >> that's a big one for us. >> We want to get something. Okay. >> So, so this is okay, but then we need to have a way to >> fine. I think it just >> right. >> Okay. You understand what I'm saying? We need data shared. You had a listening session. >> I feel like it would still be included in 100 people there. How do we agenda? >> Oh yeah. So there are things that >> No, I feel like that's your job as >> Yeah,
272I think we're going to go five. We're going to six, >> right? >> Oh, that's five. Okay, I like that one. >> That's also lines up with number nine. So I think number 16 can also belong in number nine. >> Okay. >> And then we do 15. >> Oh, I see what you're saying because Yeah. >> So I think we only have 1 2 3 14 9 six. >> Yep. >> Because bunch of these back. >> That's okay. >> Good to me. >> Yeah. I'm just trying >> spent a lot of time on >> that. to look at my phone. >> I have to say, >> oh, you know, we're not trying to pass a different I don't think anybody does that. We can't >> because they don't understand the relative relative policy that's being
273taken all about the same How's everybody doing? >> Sorry. >> How's everybody doing? >> I'm not rushing it. >> Well, we've got three, but we're >> Oh, yeah. No, keep going. No rush. >> How long do we have? Um, tell everybody a lot of them actually feed into the others. That's what we there's like >> a lot like like this one it says willingness to abide by its own laws, policies, and code of ethical conduct. But then if you go down, it says um like understanding the relative or accompanying roles of the superintendent and board and policym that's all listed in the rules and policy. We drew lines to where they all fed into one and we chose the best one that encompasses these three. >> Yeah. Where I might be the same because we
274felt the same way and some of that >> like avoidance of seeking personal privilege that would fit into abiding by rules, policies and codes of ethics. >> What does that mean? the privilege. Personal privilege >> privilege um like you benefit of something like you're advocating for something for personal >> that goes under the policy law. >> Are you as done? >> No, we're done. We just thought you were like combining and drawing. >> Oh, we are. >> Oh, I did. I draw lines. There's some there's some other ones we >> go to say we can add all these into this >> they all can fit into one creative planning >> and like some of them we already know that she's obviously going to stick with confidentiality like right >> you said the same thing like
275it's the confidentiality of an executive session we're like right like if she we should have to hold her surprise I know, but that's part of the that's goes under the willingness to abide by policy. >> I think it's there we go. >> A sub. Good job. resource. >> It's the innovation. >> That's right. >> Successful right now. >> 10 cheating, too. Everybody's cheating. >> See, >> she did the same thing we did. >> We want to go find it. You do know >> it wasn't mine to be that means there's one person >> you know concerned by himself. I read it now. I wouldn't be watching either. >> But I ready to go. Okay. Hour 3:45. >> All right. I don't know how I'm going to take notes on all this. >> Cheating. >> That
276means we're innovative as >> work. It's not. >> Oh, I like it. >> Explain it coherently. >> Okay. >> I'm allergic to that talk. >> All right. >> Uh, >> can we go first? I want to see who all got the same ones we did. >> I'm so excited. >> And I want to steal Christine's line. >> Let me Okay, now I have to organize since I know you all did creative things. Let me uh let me take innovative notes. >> Are you >> Oh, that's cheating. >> Wait a second. That sounds like you're cheating. >> All right. So, give it to me in a minute of this. Okay. What did you do? >> Okay. We we started with number three, which is work with the board to establish a clear vision for the dis
277the school district. >> That's pretty easy. Then number six, we felt like um possess a working knowledge of all legal and local policies. Then we thought that seven and eight and 16 could all be subsections >> to number nine which is communicate with the board promptly board members promptly and effectively. And then we chose uh number 14, conduct a self- assessment prior to the board's evaluation of the superintendent's job performance. And number 15, represent the school district by being visible in the community. Those were the five we have chosen. >> Subsection. >> Okay, I can work with that. All right, >> we do every answer line. >> Those all do go in the same one. >> All right. All right. Hold on. Is that cool? >> We're just making >> Are we the only ones
278that have ever cheated on this? >> No. >> Okay. I'm like, because then we're really cool. >> There's always one, but in this case, >> which means we are the best. >> Right. >> All right. >> Problem solved. >> Um, we also agreed that number three would be our number one work with the board to establish clear vision for the school district. Um, we thought number 15 would be our number two. Represent the school by being visible, but we crossed out community and wrote schools. Represent the school district by being visible in the schools. >> I actually agree. >> Board can be visible in the community. The super should be visible schools. >> Okay, >> I like that. Um number three we chose uh five provide data to the board members so that data driven
279decisions can be made. Um number four was 13. This is confusing how many numbers I'm saying but >> uh to communicate to individual board members if a problem or issue is observed developing with an individual board member. And then we felt number seven and number 16 were so similar that we wanted to combine them and make that number five. >> Okay. >> Got it. Okay. >> Which could be seven, eight, nine, and 16. >> We felt like we could use um number one through three and combine that into one. Then four through six, combine that into I'm just kidding. I'm joking. I'm sorry. >> Actually, there's no four choices. We just get one through four and six through five, right? And we put ours in an order. I apologize if that's we just chose our
280scribbling. Now they're changing their rules. >> I'm asking for clarification. >> I want to ask for clarification on 13. >> When I read this aloud, communicate to individual board members if a problem or issue is observed developing with an individual board member. Does that mean that you want the superintendent to talk to an individual board member when there's a concern that they might have with that individual board member or does that mean that the superintendent >> is doing that and telling each board member that they have an issue with the super with me? >> I would talk to you. >> You talk to me. >> Now I think that is the Now I think that is the the board chair's job. Because if you look into it, I did my research because I >> because
281there's a problem. >> There's a problem. >> It's not. But I just want you to know I just did this. Okay? So I I did not know who to go to. So I had to do my research and my research says if you get concerns concerning another board member, the proper procedure is to go to the board chair. So these are your expectations of the superintendent. >> Yeah, that's >> I know. But I'm just saying we wouldn't have that expectation of her because that's not the chain of command. The chain of command >> for her though. So if she's got >> govern me as a >> Yeah. If she's got an issue >> Oh. is no. >> So if I That's why I'm clarifying. If you have a problem B, come to me and say,
282"Hey, we got a problem." >> Yeah, we're board two by two. I might ask that like maybe Michelle schedule a board one one and so the board member come meet with just me by themsel and then I would share like you said would you ever let us know if you felt like I wasn't being you weren't being supportive then I could talk to that person about that and where I perceive there might be an issue. >> Okay. >> Right. Is that what you're saying? That is not how I >> clarify because there's a lot here. So if you've got an issue with Bill, you talk to Bill%. >> If you can't resolve it with Bill, you talk to the form. >> Yeah. >> Yes. Read then re says, "Hey, calm down, dude." >> But okay.
283Yeah. I would be but but that would be like common kind of common sense in the policy like if a policy if I were to be redirecting people like I'm not going to if I go to like I wouldn't be going to read saying um >> bills bothering me or doing this and that and this and that because in a policy I would say the same thing to a teacher if they came and said oh my this is my under my peer or my teacher or my principal I would say go talk to your principal that's the first step and then if something didn't get resolved between Bill and I then Just like I would do line of communication like you want to resolve it at the lowest level at the most local level. >>
284Got it. So would you change that now? >> Has a problem with board member Christine. They go to superintendent. >> No. And she would send them to board chair. I would send them to him. >> It is the board chairs person to >> from this side. >> From Yeah. So if somebody else in the world >> outside of this group right here except for him. Yes. He would have to follow that too. having a problem with you would need to go to him. >> That's a kale process. >> So we direct them to the kaya process and then tell them how to go. >> And I still would be an expectation. But the good news is >> yes you follow policy. >> All right. >> Yeah. Okay. So Melanie, >> I was just see I
285clarified that was not at all how I saw it. So yeah, >> I like that one being number 13. >> All right, Melanie and Joseph. >> Yeah, we did a lot. >> Give it to us. >> They fit right in with us. >> You said like two and 12 are essentially the same thing. >> Two and 12. >> Uh 8, 9, and 16 I thought were the same thing. >> And then I liked three and five. Oh, >> and the other thing we did too is that we heard them say repres on number 15 to change it to schools and we agree. >> Oh, wow. That's really cheating. >> But I agree enough. >> We've decided to give you 16. >> I have 10. >> Okay, great. All right, Karine. Michelle, you talked about what
286would you like, Karine? What are they all they actually follow? >> Oh, sorry. I was just reading 16. >> Oh, I meant all 16. >> Oh, all 16. I was like, what? I didn't get that. They're all kind of I think this was a I think this was a trick anyway because I think they all fit into each other and they were clearing we're clearing out. Okay. So, Michelle, I mean Hall and I, >> we sat here and there's no any order to this. Um, we picked three. assistance in gaining acceptance and support in the community. And then four, the willingness to abide by its own rules, policies, and code of ethic ethical conduct. >> I didn't know what you're talking about. I thought we were still doing the superintendent. >> No, she's doing her
287expectations. >> None of that. She's on her side now. >> Ladies, give my own expectations. So, if I can go back, I will do I'm sorry. >> Let me let me see. I would like this one. >> That would be my self evaluation. >> Superintendent's expectation of the board. >> Okay. >> All right. So then um six. Okay. So three, assistance in gaining acceptance and support in the community. That's vital because you all have very strong connections here. And then four, willingness, and I'm new. I'm an outsider coming in. And then so four would be the willingness to abide by its own rules, policies, and code of ethical conduct. Six, willingness to acknowledge and follow the chain of command of the school district. And 12, careful consideration of each recommendation by the superintendent. And 15,
288practice of avoiding surprise items at board meetings. And though you know to be none of this has happened with any of you right now what I'm saying is when as with my history and like this in education for many many years those are critical because they cause major issues if we're not aligned with it. >> Did you um feel like any of these were combined together the way we did ours because I would like to know which ones >> Yeah. Yeah. Yeah. Yeah. Um >> through 16 I'll >> go to nine >> number four the willingness to abide by its own rules policies and code of >> that that would be like eight the avoidance of seeking personal privilege that would be um respect um the confidentiality of executive session because those are rules policies
289and code of ethical conduct right um so seven and eight could go to four okay Um, same with the No, I don't >> actually 16 too, actually. >> Yeah, 16, too. >> I was surprised you didn't pick that first. >> 16 would go. Well, that's what I'm like. Some of these things I would think that >> we would just know. >> We just know. But they fit into like if I really wanted to, I could fit all of them into four. >> We had so >> So, it's how we write it. So what it means is that we would rewrite them to fit into one, right? Like you would take those combine them into one good sentence >> so that we >> Yeah. I mean I >> like sub sub, you know, >> right? Or
290I just or even the five as it is. I mean this >> I mean as long as we're under Yeah. I don't know. But yeah, >> you know how sometimes people need it really spelled out. >> I know. I hear you. I see you. >> What are your thoughts over there? >> I am uh hard at work. >> I Yeah, I'm doing >> I'm doing weird math and other things. Okay. >> Can you proceed to build >> trying to do things that are not? All right. So, what I am doing is trying to raise things into the themes, right? because we're not ending up with all of these things together. >> Okay? >> But I'm picking out what has shown up consistently across all three groups. >> Okay? >> And then what has shown up
291at least two times and then see what we can combine. >> Okay. >> Um because I would like you all to end with five. >> Yeah, I hear you. >> Um what showed up all three times is number three, >> right? work with the board to establish a clear vision for the school district. So, I think you should definitely include that one. How does that sound to you? >> Yeah. >> Okay. Another one that showed up all three times in some way or another um mostly combined is 16 >> that showed up everywhere. Provide followup information to board members on concerns and issues they have referred to the superintendent. communication everybody said that >> can I comment on this though >> that um doesn't mean that let's just I want to be really clear because
292this has happened um already it doesn't mean you all can come in on a board 2 by two and give me like this random list of what you want me to check in on or um follow up on because that would still that would go under me saying we going to need to take this to the school board because you're acting as an individual person giving me a list of things to do when that's going to take me out of my role as a superintendent and it's going to take a lot of time to do some of that stuff. And so what I would say is that would be something I would refer back. If you really want me to do this laundry list of things, then you need to take it to the school
293board to vote on because that's my time and energy taken away from schools. Y >> right. But if it is like there's a concern that you you have that you've you've like heard from a community member and you referred them to me, right? Um or you have a concern as a um parent or community member that you've given to me that I'm following back up on you on on those concerns. I wanted just to be clear on >> community member that has gone through the >> the process. Thank you. So then could we just change it to number nine which is communicate with the board members promptly and effectively >> or you could say and tell me what if this addresses your concern >> right now 16 maybe sounds like individuals right >> right what
294if you said provide follow-up information to the board on concerns and issues they have referred to the superintendent because right now it says >> I like that I like that because that means like Like, okay, so I'll give an example, an real example. There were some contracts, just not say that word anymore. I'd be very happy. There were these contracts that were approved that we put in the consent agenda that the board pulled out of the consent agenda and asked they they asked they took a vote and they said, "We would like the superintendent to um either recon um terminate or negotiate at a better rate, right? or more a more reasonable rate. They voted on it. That was my task to go do, right? And so this next board meeting, I'm bringing it back.
295And during my um during some process in the in the board agenda, I'm going to let I'm going to let you all know and the community know the followup on those things. >> Okay, >> that's one thing. That's an example. But then if there's a but if it's something that can't be public, >> Yeah. >> then I would do um follow up in their board two by twos, right? And give them the information. Is that what or >> or an executive session >> however that go so so what I was saying is like this sounds like individual and I don't know if I'm addressing your concern but this sounds like when it says provide follow-up information to board members and concerns on concerns and issues they have referred to the superintendent and what I thought
296I was hearing you say and maybe I'm wrong is that if individuals bring individual concerns to you laundry list then your job is to provide follow up to each individual. That's what I don't want. >> And what I am hoping that maybe addresses that is if it's provide follow information to the board on concerns, then it's much less likely to be a big laundry list that each board member would bring to you because the board as a whole is directing you. >> Thank you. >> So it would be the whole board saying here's an issue whatever which can only come to you in a board game. >> Okay, got it. So then there's not a big laundry list. That is likely to be >> if that's what 16 is is, then yes, I'm okay with
297it. Okay. If they all are under the same understanding. >> How would you feel about changing it to the board? >> Yeah. Yeah. Yeah. >> No, that's fine. >> Yeah, that's fine. The board. >> I do have a question though is how let's say let's say Bill, he has a laundry list that's long, right? Okay. The rest of us don't even have a clue about it. But you're saying to bring it up at the next board meeting, but then how does that somewhat not break the rule about no surprises? >> Well, no, that's not what >> I guess I'm sorry. >> No, no, no, no. That's not what I'm saying. We're changing it. So, this wasn't this is not I was reading it as individual board members and now we're it's not individual board members.
298But if that were to happen, it's the board. So, that's not a superintendent agreement or an expectation of me, right? But if a board member or board members come to the 2 by twos, yes, I want people to bring concerns to me or give, you know, give me ideas. I want to collaborate. I'm not going to ever shut you all down, right? But if you each are bringing me a list of things and and I just used laundry list, but it should I shouldn't have used that because these are real concerns of yours. Um the real realistically I can't get through every single one of your concerns, right? >> And you don't have the right to direct her. >> Yeah. Yeah. So that's when I would say, "Hey, um, you know, if if it like
299became a problem, like I would just say, "Hey," I would have that one-on-one conversation. This is becoming a problem and let's if you really need me to do these things, you could have it added to a board agenda and it could go before the board and the board could take a vote if they're going to direct me to spend my time doing these things. >> Do we um >> But they couldn't direct, >> right? >> The board as a whole can. But so then do we send that to you and Michelle like, "Hey, can we make sure this is discussed at a at the next board meeting to vote?" Would that be a CC or a just go to Michelle and ask her to put it on the meeting? No, because then it would surprise
300you. >> How do we >> We just started this because we just got together for the first one. It's board chair, vice chair, and Michelle and I. >> So, however, it shows up in your policy to do it. So if that's the policy is how you set the agenda then like whatever the policy says about submitting >> Oh got it got it got it got it got you out for review also >> I'll get it right now send it out you feedback but I'm also wondering if it's a good time um during the board report to bring something up but there is >> yeah but I'm two board members request something it goes on the >> but generally And we'll see. Karine is looking up. >> I'm looking up your policy. >> And could Karine
301just come back and say, "Oh, I've already done this." And so I'll just meet with you on our two and two or whatever. >> Like if there's an action she's already taken that >> if she was like, "Oh, I also uh felt like this should be looked into and I am like >> right like and I don't know that yet." Right. Because I don't micromanage the email. >> Yeah. Let me go to what would it be under B? B >> be what? >> I don't know the exact >> Wait, no, I got it. I got it. I got it. >> It'll say board agenda. >> Got it. Thank you. >> Board meeting agenda. >> Okay, it says the board chair and the superintendent. I hate that I can't scroll down with my um the board
302chair and superintendent will prepare an agenda for all regular meetings of the board. Items of business may be suggested by any board member, staff member, student, or student or member of the district by notifying the superintendent at least five working days prior to the meeting. And it should probably be prior to the meeting that I'm having with >> but they wouldn't know when that is though. >> I know. But I'm saying that's what that's trying to say to her. Like if we're going to do the f if we're going to if we have to follow this which we do it's policy then we need to make sure that the time we come together is after that um window. How can we do that though because we can't do an agenda >> you might want you
303might want to look at the policy because right now it just says chair and superintendent. A consent agenda yeah may be used by the board to for non controversial business will consist of routine business send out a notice saying hey we got the next board game coming up on >> it may all be at the same time a board member may ask they wouldn't know >> that any item be removed from the consent agenda but you did that already the removed item will be then placed back placed on the regular agenda that would have been prior to right. >> I'm just reading to figure out the word that says the it says the agenda together with supporting materials will be distributed to board members at least three days working days prior to the meeting. The
304agenda will be available to the press and the interested patrons through the superintendent's office at the same time. It's available to the board. >> You would do it on day three or day four. We would have by day five. >> So day five, we would have to get it into you. By day four, you guys would meet. Day three, it would go public. >> Yeah, that would work. That would work. Mhm. >> I would recommend following your policy for now, which just says chair and superintendent until you change it. >> What was your reasoning for having >> But it says, "Oh, I get it for these two." Okay. I don't know why. >> Yeah, it does. It does. I didn't >> It's not needed. >> Yeah, that's fine. I mean you can always look at
305your policy and modify it but I would always recommend following policy until and unless it's fine. Yeah was our first one. >> Yeah like how do you have to change policy whatever >> but she needs to be there correct >> well she does the agenda though >> she does say she's there. It says it says doesn't it say >> board chair and superintendent. >> Oh I'm sorry. I thought it was >> no >> her and you. >> No, it says the board chair and the superintendent will prepare an agenda for all regular meetings of the board. >> But I feel like she's with everything anyway and that doesn't really have to be said. >> Well, I've not seen it written like this. >> Oh, really? >> So, that's the latest. >> Yeah, you would just
306get the list. >> Yeah. Put that as one of our >> modification on agenda. We can't with our meeting. >> Well, from now from now on I will just meet get you know all that happens is that you know we would we would talk about the um on the fourth day you'll have to sit down and give me that again. >> Um the fifth day on the fifth day respond by the fifth. >> It sounds like Genesis. >> So the fourth day he and I have met and then we give it to you. >> Yeah. But but she's still going to need time to do that for the fourth meeting. Yeah. I think we need to work on that policy. >> I feel like the chair, vice chair should be involved in it, too. >>
307But, you know, >> we have in the past always have >> that's what I'm saying. I just followed what they were doing prior to this. I made an assumption. >> Yeah. >> But we can change it. >> Yeah. >> But that Yeah, that's not hard to do. We can always change it. But >> does that does that require legal rem? >> Uh, no. It's just the policy. We would we would align it with what OSBA says is the legal like guidelines around this. >> Um and then we would um >> Yeah. Then we would just >> Attorney I can't get legal I've done today so far. >> We'll figure it out. We'll figure it out. Like it's not a big deal. I just No, I just followed what you guys I know. No, but I
308>> the superintendent were just saying this is your your your agenda or the board chairman and people were coming in with all kinds of stuff and now at least there's communication with between the board and the superintendent what's going to be on the agenda for the next meeting. That was the history. >> I wasn't I've been I wasn't used to the >> suggested staff members, students, whatever. I never that. >> Oh yeah, >> I I've seen that. So this one varies from district to district. That is not uncommon, but you know, again, you all can look at that and say, "We're not going to do that." >> Decide. Yeah. And then I would just like whatever you draft, run it through whoever you work with at OSBA. Get them to be like, "Yeah, there's no
309legal implications on that." And then just do what you >> and maybe for you can do you can do a read a read of the board meeting agenda in one reading and adopt the amendments. It's not a big deal. But let's let's talk I'll talk about it a little bit more um with you see how you feel about it and then we'll move forward and you because of the fact that there's this means that people have to get things to us by a certain time. Yeah. >> Okay. Thank you. >> Okay. >> So following past practice here maybe not be aligning the policy. Glad you want to see that fight in a bit. >> Yeah, I just like how do you guys plan for boarding? >> What you doing with that? >> Sure. Right. >>
310Here we go. >> Okay, the next one that showed up in all three in some form or fashion is 15 with the cave out that community has changed to school. >> Did you hear that? So, represent the school district by being visible in the school. >> I'm a big >> Is that okay? I yes, but I I also um I think it's part of my contract that I'm I'm in I'm represented in the community as well, but it's not I like that because it just makes it's holds me more accountable to be in schools on a regular basis, but I am still going to participate in the community. I ask that I have that. You could put a slash and then just say >> no, I like I think the focus needs to be schools
311because people need to get that message that I'm going to be present for accountability >> and the community will also be very happy that I'm in school >> understanding the data driven. I was in the schools on these days for this many hours this month. >> Yep. You know something? If every administrator said, and I was in the halls and in the classroom this many hours this month >> for our regular board meeting or whatever, this many hours this week. >> So that I would like to know that those administrators are actually walking down the hall or they're walking in on the classroom doing exactly what they're supposed to do and knowing what's going on in the classroom. >> Yes. But that but remember >> that's your job. >> That's my job. uh but I
312would I will get the data for myself right because this is part of the the agreement and then I I will model >> you can monitor >> take care of yeah and take care of that and then talk about like the increase right >> yes specifically for contact with students has increased by this much that's great >> I have to get a baseline for that >> post time baseline right now >> that's none of my business >> yeah but no that's going to be a lot of work for me right to get a baseline to be able to do that I can just my husband >> they can jump in. >> They will be able to they will be if I'm present >> and I'm saying hey come do lunch duty with me and hey
313let's get into a classroom together and we're going to go here and we're going to go there. Let's go do recess duty. Those kinds of things and I'm modeling it will increase tremendously. >> I feel like principals do do lunch duty but I do not feel like they are in the halls >> just all any time. I just do not feel like they are there to support behaviors of runners or just anyone in the halls. I just don't believe it's there or that they I feel like they still >> I haven't been there long enough. >> Yes. >> Okay. >> Yes. >> So, the next things and we're not going to spend a ton of times smithing this because what I'm going to do is give this back to you. So, um, the next things
314are four. Yes. >> Sorry, did we get Wait, are you moving on to hers? >> No. >> Okay. >> So, we've got three things that showed up in all three or in all three groups that we're going to include. >> Okay. >> And those are number three, >> number 16, >> number 15, changing community to schools, and number 16, changing board members to the board. >> Okay. There were four things that showed up in two groups. And if we want to, so we have two left to fill. If there are ways that you feel like we can combine these, I'm willing to do >> and but I don't want to word smith that. You're going to let me word smith that back to you. >> Okay. >> So they are numbers five and seven eight
315n. Uh >> I do believe that some of you were like 78 can be combined or 89 can be combined or something like that. >> I feel like 7 8 9 can be 16. >> No, I just think I just think throw 89 together. >> But 7 8 9 and 16 all pretty much are communicate with board members and close the loops. I agree with Michelle. >> And so I felt like all of those worked together. >> We did have 16 together. I would agree with that. >> Thank you. We had seven and 16 combined. Yeah, >> we bent the rules, not broke them. >> I think that you could distinguish I think you could distinguish seven a little bit. >> Okay, let's look. >> That's what I thought. >> I didn't like seven because
316it sound negative. Okay, >> I think you can make it sound positive, >> but I made an assumption. >> Yeah, I I think that that can be distinguished a little bit from 16 >> really. That's not providing information. Oh, >> I just concerns or issues about following up on concerns. >> Yeah, I was like critical like this. >> about about you know currently you know, sort of, you know, current information and sometimes urgent information. >> No, I actually agree. We had some stuff last year that I could see where we would want to know. >> Yeah. >> And so I could see combining seven, eight, and nine leaving >> five because five is about data and decisions. >> I do I think the data and the decisions is important. Yeah. >> Yeah. >> So seven
317and five. So I think I think we could combine 7, eight, nine because you know I mean like not sticking them all together but ensuring that 78 and nine are reflected. >> Yeah. >> All together and then five as a standalone and then you got five individual statements. >> So you will word Smith 789. >> Smith 789. >> So we got three 16 >> and then I'm just moving 10 to Michelle and then five, right? Are they just going to go with my vibe or you gonna talk them back >> and then unless anybody's got so >> I wanted you guys go to the superintendent expectations of the board. I want to know that you're all okay with this. I did circle three 4 6 12 and 15. Those are the ones I'm asking from
318you. >> Yeah. Oh, good. >> 3 4 6 12 and 15. Are you able to >> I thought you put seven and eight in there. 16 3 4 6 12 15 >> absolutely I think those are all really good 46 12 >> Oh yeah. >> Anybody have any clarifying questions about those? Anybody have any problem committing to any of those? >> Well, Re's in the restroom. >> Yeah. Bree doesn't get held responsible for anything >> but I love this. >> Yeah, >> I would love to keep that. >> That is my last question. >> This front part >> the purpose >> the the list under collaborative governance and the communication agreements. >> I love them. >> If I send those back to you like that, >> how do you feel about those? >> I liked
319those. Me too. I thought purpose of why we're doing it. Yeah. >> Right. >> Okay. So, my job as I see it, unless you have other things for me to do for this document, is to combine 789 in a way that I hope will reflect what you want. >> Can I ask Reed real quick? Are you good with those for me? You're okay. Meet my expectations of you guys. >> Yep. >> Those circle ones. >> Yep. >> Okay. Thank you. Go ahead. Sorry. >> Sorry. um to fill in any board expectations. Superintendent fill in superintendent expectations. >> Send those back to you. And then what I really really recommend that you do is adopt this at a board meeting. Everybody sign it. This is not only a good onboarding tool for our folks who are
320new board members, it is a commitment by all of you and it is a message to the community. >> Absolutely. M >> that we are one big happy team. >> Is it something that we can do this week or is that a rush? >> I think it's a rush for her because it's Wednesday. >> It's a rush for me. >> Oh, for you. Oh, I forgot. I felt like it was done. So, sorry. Just kidding. >> She's got to put it together. >> Come on now. >> She probably had 16 other after when you get back from Prague. >> That would be >> put it into chat. GBT I would combine it for you. >> Um >> I will get this to you as soon as I can. I love it. And um >> just
321ignore. >> Yeah. And this is part of the balance governance thing too, right? You have these kind of things. >> Absolutely. >> Should we keep these? >> Yeah. >> I love it. I'm going to keep it. >> You can keep that. Just don't destroy it. Right. >> Right. >> Um great. Good work everybody. We got that done. Okay. For the last hour, we are going to work on and we may not get this done, but we're going to start the process so that you can finish it as you keep working, which is going to be the monitoring plan, but I'm going to hand it over to your superintendent for a minute to go over some data with you because this is the kind of thing that you're just gonna do. >> Yeah. >> And um
322>> how often do you suggest that we do this? So, um, we'll talk about that after you look at data because that will be part of the monitoring plan. It will depend on what you're looking at. >> And just so you know, most of this data on here you've already seen because it's part of our um, school report card or district report card that we do with Oregon Department of Education and it's posted on the website um, and in the at the state too. Um, but there is some discipline data that we I asked to be pulled too because I wanted you to see some of that today too because it's a whole child but the but all the other like the attendance the graduation rates all stuff. It shouldn't be new unless you've never
323really looked at the report card. Okay. >> And um >> our teaching and learning team did a great job putting it together and as well as um some of our support staff and getting us the data. I'm very happy did this for us except there you go. Look at that. We got all these silly >> to the rest. >> That was Canva. >> How did they >> because you don't pay for it? I don't have a premium on that though to >> I can move through it. I can move through it with my clicker on my computer. >> So for >> I can't even move it to the next one. >> The next slide. >> See, isn't it in there? It's my little face. >> I can't even do it manually. uploads. >> Go back
324into the same chat. >> Let me see first. Sorry. >> And then do that. I can't click it on my face is in there, but I can't respe. >> But if I just Google something and Right. Oh, no. Oh, the slideshow. Go to the slideshow. >> Thank you. Sorry, I couldn't see it because you had the camera in front of some of these free for students or free for teachers. >> Since you have a school district, >> funny little over you can choose. Now go back to that works for me. >> Okay. >> All right. Quickly, I I've been talking a lot about leading um um with using hope as a strategy. And so um really hitting the the the key things around hope is not just an emotion or a feeling. It's also strategic
325and how you do that work. And so we started with the essential question today with how can we align our shared vision, instructional priorities, and collaborative practices to foster a culture of hope and ensure student success across our schools. Um I'm just going to go through this quicker than, you know, I was going to have you guys talk about that, but we don't have a whole lot of time left. So, review the blueprint for student success and culture, care, and learning. And we're going to do a deep dive. How many of you have this in front of you? Can you take a moment to look through it? And I'm going to give you some time because you might not have had the opportunity to look through it. >> I was already >> good. Well, I'll
326give you still a few little minutes to look over still. >> I'm gonna show you some data. Yeah. Can I say something? I picked up on it right away though. Is that maybe everybody reading it realize that a lot of this stuff was before even walked through the door? >> Yeah, we're very Yeah, >> stall. >> I don't have either. Yeah, >> I didn't realize that. >> None of us. >> I haven't I haven't tried it. I haven't tried it with my school login. >> You have a Gmail. >> You can't just have a parent account for a school that >> I haven't tried ID >> yet. That's why I thought you had it is because you had school. >> No, I had it from my my son was still here to last year. I
327thought you'd have it like as a staffer perhaps like I send it to staff. >> Maybe maybe we try logging in with our school credentials. Maybe it'll go through. >> No, because Bill's been here. >> What's that? >> View with your >> Well, we need to change that so it would kept being assumed that we knew. spicy stuff >> and we'd all be going >> where even Kelly who had the most wouldn't even always get everything >> but um that was it was finally discovered that most of us were not on parent view and it was only going there wasn't even coming >> because it would it would also be important if there's an emergency at the schools the board members should know >> wouldn't it be nice >> yeah like when we'd had to
328transport all of the high school to Columbia City for a month >> send everybody to the fairgrounds the school board doesn't know but all parents Right. Right. Coming in 15 minutes. >> Oh yeah. >> And there also has been some changes. Um we learned that at the OSBA conference around the district equity committee. It's no longer a board committee. It is a superintendent committee. Um and that was changed in the law. And so we'll all have to update this um and plan on doing that soon, but I wanted to draw that to your attention. >> And board members are not supposed to be any part of it. >> No. Yeah. >> Yeah. >> So because I know I had asked if I could sit in and that was um something we learned in that meeting
329as well. >> Yeah. >> So I was reading and I think I missed part of the district equity committee is no longer a board committee. It is a superintendent committee. Um and they highly recommended that no board member participate in that meeting. It's just for the um the community that uh the folks that either applied or were selected within that and it represents more like different um I would say it represents the diversity of our community basically. >> I she advisory is that students? It can be done. >> It's a mixture of all. There's a student on it. >> I was gonna say >> Yeah. >> Yes. It's a variety of people. Um >> but as a board you would not be able to attend, right? Because he's technically >> and he's not a he's
330not depends in the board. >> Oh, that's the different committee. Okay. I'm so sorry. >> There are students on that board, but there's just one. Yeah. >> And you're right. Somebody said this all happened before I came. >> Yeah. >> And I feel like stuff that um when it initially came out with Dr. Web, I feel like there have things that were removed from there from the Dr. Gray. >> Okay. >> And we did see an update on all of this, right? >> Yeah. Yeah. >> And this is on the website. >> Yeah. >> And this is what weed >> when we were here. >> Yeah. Pete was here in the Yeah. >> All right. Let's move along so we can get the work that we need. I want to make sure we have time
331to see the data. Okay. So, um, the blueprint for student success is really the big picture of how we do things. Um, and I also want to recognize that this lovely strategic plan didn't just go away, right? What what the blueprint for student success is is a integration of both the corrective action plan and the strategic plan together. And so if you want if you look at it, there is a section that's listed as the um strategic plan. I don't know if it's all printed out here because it says it But you did plan. >> Yeah, thank you. Um number two on I don't have page numbers, I'm sorry. Um it's right above student success plan. And so this data is really around um that right the student success the strategic plan and our goals.
332Then we put some definitions of um equitable access, culture of care and culture of learning. cultural care, culture of care and culture of learning is basically old school um a side of the house, B side of the house for academics and behavior on multi-tered systems to support that triangle we used to use. Now it's more like of a circle and a web because we're talking about the whole child. And so we're the culture of learning is the academic pieces of that MTSS and then the culture of care is the behavior and social and emotional learning um components of the whole child. So we're going to see some of that today. Okay. So, we're going to look at um attendance um state assessment data um from the Oregon at a glance district profile um special education
333data data provided from Oregon at a glance for the district special education profile. >> I'll take photos of this data. >> Uh you can have a copy of it. Yeah, you can have a copy of the whole slideshow if you want. Yeah. And then um the 2425 um discipline data from Synergy. Um this the reason why it's only 2324 like it seems like it's a year behind is because that's how the state does it, right? We're still we will get the this year last year's state report card moving into this year very soon. And then we'll go over in um probably October or November. It depends on when they release the um ESPback data. Um you'll have presentations on that as well. also that's monitoring um the things that we have to talk about today.
334But the discipline data is pulled directly from our system. We don't know specifically how accurate this data is. I want to make sure that you understand that. Um so uh >> I thought we didn't have >> we do in synergy. I thought we had a like Excel sheet we >> Yes, there are. But we've given um for this next year moving in um we met with um all leadership, all principles and said that the reason why we collect data is it's informative for us to see the whole child in our professional learning team so that we it informs the strategies and adventures we use with children. And that um because it was that we don't put it in the child's record. It all should be in a place where we can pull data and track
335it that make to monitor to make sure that we're making progress with kids. Um because the systematic approach is looking at the whole picture with that district-wide or schoolwide system um for that culture of care. >> Right. So will ours be accurate if they've only been keeping it in an Excel sheet? >> That's only from my understanding happening at the elementary school level, not necessarily at the secondary level. However, you would be you're going to be surprised by this data. what I show you today, it doesn't mean it's completely accurate. We're going to do a better job. We've talked about this with um principles about how are we calibrating so that we know what a referral is, a ma major and a minor so that we can be more accurate on a discipline data and
336where we're putting it, right, to support kids. >> Assessment data would be very >> Yeah. So, this is attend our regular attenders, our attendance data for the 23 24 school year. If you notice, the state Oregon average is 66%. We are at 59%. Even though that's much lower than the state average, we still have an increase this previous year of 1% the previous from the previous year, which would have been the 2223 school year, right? So, we're looking at 2324. I asked specifically that they included the regular attenders disagregated data because all the data we bring to you as a school board should be disagregated. If at any time you are not seeing how this impacts our students, all of our students, you should be questioning that, right? You should be saying, well, how does
337this impact our students with special needs or how does this impact our students living living in poverty, our students who are Latinobinary? >> Yep. Non-bionary. >> Um, so we got a little bit of work to do with our attendance, right? So, St. Helens academic on the OSAS SAS, which is the ESBA, right? Those ESBAC um standards. Um, so we have English language arts. We are down 4% from the 22 23 school year because this is 23 24 um data. Um state average is 40%. We are below state average in um third grade English language arts. In math you can see that we are well below um state average in our mathematics at the eighth grade. But this is an increase. So you can celebrate that as a celebration. If you've increased by if we've increased
338by 3% >> this is 70% attendance rate. Correct. >> Oh, no. This is math. This is in the OSAS. The test. >> This is actually passing the state test. >> The state test. We're now in state testing. Yeah. >> So, but >> you do there is success though because if you're going up 3% that's better than going down 4%. So, >> can I ask a quick question? when we have parents now that say that they want their kids to be tested and I don't want to say I'm trying to figure out a word but that we say 17% of our kids for example but now that amount of kids might be minus 10 because or 20 that the parents said no can't take test >> we're going to work on >> Jeff and I not
339>> yes it could if we had more people students taking it that were more successful but let me Okay, let's practice asking the question, where's the disagregated data? >> How are our students doing? How are our students with special needs doing on language arts and math? Well, here we are. >> Sorry. >> I know. I went back and went, "Oh, got to practice the question." So, if you notice, there is there are lots of opportunity um and achievement um gaps that we need to work on. You did a great job on this stuff >> in our school district. >> You spent a lot of time on these slides before I went into my interview process with you. >> I really actually do enjoy this because I like data driven. >> This is kind of heartbreaking.
340It is heartbreaking. >> It is. >> So, good news is um we started the year off looking at data and and really helping our administrators understand the importance of disagregating that data. We help our we're going to help our teachers. We start off the year talking about professional learning teams and the reason why we use data to inform what we're doing and to inform our instruction because it'll make a world of difference with our student achievement. And their research says this is everywhere you look that one of the best places to lift student achievement is in the classroom with really high quality um instruction. But then the second best place to lift student achievement is having really good instructional leadership. Like what are the leverages, right? So instructional leadership and good teaching, right? Those good
341teaching practices. Top two things that will raise student achievement if we focus in on that. The third thing is professional learning communities and collaboration. providing time for educators to collaborate and look at data alongside administrators, not just teachers doing this, but everybody getting involved with it and bringing that to the school board, right? You could consider us as a professional learning team, right? Because you're learning about data today. You're um in this session with OSBA, you have a question. >> Yeah, desegregating means like you're splitting all of it up. Okay. >> Yes. You're disagregating by race. You're disagregating by ability. You're disagregating by language, socioeconomic status, foster care. Yeah. Okay. So, St. Helen success for the 23 um 24 school year, high school um success on track to graduate. Oregon's average for on track to
342graduate. This means that students earn one quarter of graduation credits in their ninth grade year. We're down 3% from the 20 um 22 23 school year. Remember this is 232 24. We haven't received 2425 yet. Um but you should have had that preliminary. We'll have that. No, we'll be presenting on that in November, October or November when we get the result. Um so decrease of 30% on the on track graduation, but we weren't at Oregon's average. >> Wait, by 30% or >> 3%? Sorry, sorry, sorry, sorry. 3% and then on track ontime graduation which means with um that students are earning a diploma within four years. Um it's the cohort includes students who were firsttime 9th graders in 20 201920 and it graduated in 2223. This one's a little different. This is not 23 24
343right? But the it's always reported the year after because of course graduation we can actually collect that data through summer school. And so um this is actually not bad 20 with because Oregon's average is 81. >> We we have come up in previous years to this number. >> Great. Okay. And then fiveyear completers um students earning a high school diploma diploma or GED within five years fiveyear cohort. This includes um their first time as nth graders in 201819 and this is 20 22 23 and this is actually pretty good too. Our average is almost as is almost at the or Oregon state average and it's increased two years 2% excuse me and then here is our data as it's disagregated. We still if you notice we are we still have um some disparities and opportunity
344gaps here. I do seem higher numbers which >> can I I don't know. So my husband's a teacher, right? And he said that he's experienced in the last few years a lot of opportunities or instances where an administrator will force him to pass someone who say has less than 10% um they don't show up. He gives them lots of communication with parents, etc., etc. This is just obviously like my husband talking to me about certain things or whatever. Is is that is that like taken into consideration that we're trying to like or that there has in the past been let's boost our graduation success by passing people even though they have not even attempted to earn it though given multiple opportunities. We're not talking about >> uh we're not talking about children who, you know,
345might have an IEP or something. We're talking about children who are choosing not to show up or whatever. I don't know. I mean, are is that >> it it depends on like what the data is that we're using for student um like passing like you know what I'm not just based so kids graduating the the classes of course they have to make a certain amount of credits to graduate, right? But we have like removed essential standards and um for some students because of COVID. When does that come back into effect? Wasn't it 2000? I can't remember the date. >> Is it 27? >> I think it is 27. They keep they kept pushing it out. Um but no, we should never like um and I don't know because I haven't looked into this or investigated
346it, but um we should always um provide opportunities for students to actually um pass the course, which means they would have an opportunity in summer school to do it or they would retake the class. But we really want them to pass within the first time, but we should be providing multiple points of access if they don't pass it the first time, right? >> So we're not just giving them a free check. be giving students have to perform because it's not good for any student, right? >> But I know during co >> we're not talking >> okay was a whole different ball game but yes we did do that. >> Okay so here is St. Helen special education outcomes um graduation rate students with IEPs who uh exited special education by earning a regular or modified
347diploma. It's pretty I would say close to the state average and dropout rate um >> or better or better. >> Yeah, it's still devastating. Students with an IP who um exited special education by dropping out. >> We don't want students with special needs dropping out at 116%. >> Question is that like shine or is that >> it's it's similar. >> So would that count? So, like let's say as Shiny go to 21, so there a girl just graduated this year cuz she was 18. Um, >> let's say she chooses not to come back next year even though she's technically eligible to go till she's 21. Does that count as dropping out? >> Yeah. Yeah. She doesn't finish. >> Um, but she graduated >> cuz she like she I have a photo I have a photo.
348She had her whole capping down. >> Oh, she graduation but it was too much. or even if they if even if a student graduates who has special needs and they can access their the extended school year the shine program 21 but they don't have to >> but I'm saying they don't that's not called the dropout then if they just drop out though right >> it depends on if they received the diploma or not >> right or the or the modified >> yeah the certificate >> so that's still really high dropout rate for Oregon and for St. talent, we'd want to beat them. >> Um, so outcomes, remember we said 100%. We want 100% of our students walking across that finish line. >> Um, and prepared, not because we've asked them along, right? >> Yeah. >>
349Higher ed students on IEPs, it talks about right here, leaving 10%. Do you notice, look how low it is? Again, >> students with an IEP, that's not just general students. No student if you enrolled in higher education within one year after leaving high school. We are only at 10%. The state average is 34%. >> Yeah, that's low. >> And then um higher >> Can I ask that question? I'm so sorry. Is this including trade schools or trade like because we have a lot of youth in our area that do that and I just wonder if that's included in this because that would honestly make me feel a little bit better if >> higher education. Well, so so say they enter they they enter that that trade school they or they become an apprentice. >> Yeah.
350>> So yeah, >> it's all so like this is >> and we are just like you said we are higher than the state average um on both of those. But is that because we're so low here? Do you get where I going? And so we need to balance that out a little bit more that we are >> this you'll know there because we're encouraging kids to get into a trade to move on and earn a living. This is what I told but this is what I told my folks at um educational leadership and I'm going to tell educators whenever I meet and I told secretaries when we um when I was at their meeting we our goal as a school district like our vision right we really need to say that number one we want
351students to graduate right from high school college and career ready. Number one, we want them college and career ready. But graduating, I say college first. And the reason I say college first because if we don't prepare all children from college for college, it's not a choice, >> right? >> By the time they get to high um a junior in high school, if we have said that, you know, here you could go to a trade or CTE or do this or that and we haven't prepared them to go to college, then they haven't made a choice. And education is freedom and it should be a choice on what a student wants to do. If a student wants to travel around Europe, student wants to work at McDonald's. If a student wants to be go to a
352school to be an attorney or a doctor, that all should be a choice. It shouldn't be or work on a trade, it shouldn't be where we've tracked them into making that decision. >> So, it's hard to it's hard to track that though, right? Isn't it? Because if 10 only 10% are going to college, could that just be economically not because we didn't prepare them, but rather >> the only reason I would challenge that is when you look at the other percentages, right, on how high those other percentages are because are we are we literally tracking our students with special needs for these other things, okay, >> to be successful, which isn't a bad don't I'm not saying it's a bad thing that a student can graduate and go to um work in a trade or
353as a skill that they're going to have a competitive wage and be independent. That is not what I That's a good thing. >> Yeah. Is military in here? I know a lot of kids also go to military to get their education for free. That might have been >> the trade, right? I don't know. We already put military. Anything. It's the last. >> Yeah, I would say it would be the last one. Yeah. >> Okay. Here's the discipline data. This is what I was excited to um share with you today. 2425 all students 87 87% of our students had zero to one discipline infractions which is pretty good and but is it accurate? 9% of students had two to five um discipline infractions. um 40 4% of our students had six or more discipline infractions and
354then 4,73 discipline infractions total. 535 infractions that led to high out of school suspensions or expulsions infractions and then 230 students received an out of school suspension or expulsion. What I would like and this is for the next time is when we get it become more accurate is to find to find out what percentage of students like does this make up like is it like maybe five students that are getting like a ton of these right disciplinary actions which are referrals >> um and discipline and I would like to disagregate it. I'd like to know like who are we suspending and expelling from school? >> This is districtwide correct? >> Yes. Okay. >> I think it's a little bit skewed. >> Why do you say it's skewed? >> I would say it's a lot skewed
355when we don't have the lower we do not have elementary school accurate numbers at all. >> How why do you say that? >> Because I know they they haven't been recorded in synergy. >> We we have a practice where um some schools do behavior trackers, which is fine because behavior trackers aren't things that you would put in synergy. you would do a behavior tracker because after they get so many behavior trackers, then they would get a minor, right? >> A kid, I'm just use an example, but this isn't probably happening, but a kid's chewing gum, chewing gum, chewing gum, gets caught. Maybe it's against the rules. They've had three in in infractions. They hopefully have called their parent multiple times to say, "Hey, we know the kid loves to chew gum. Can we do some
356sort of alternative, you know, way of strategy to help that the student help you fidget or whatever?" And then um if the student continues to do come then it might be a minor and it would go into synergy. That was just an example but I wouldn't say that that they should be giving minors for gum but I'm just saying. >> Thank you. >> Yeah. And so I'm not certain because of the information that I have received from both administrator and educators that this is accurate. And so we're going to continue to pull that data over the year. So if we see an a really huge increase I just don't want this to be our baseline data, right? like what the heck is Corine doing all right huge increase a spike >> but we want to
357get a baseline this year we would like to we we've told folks that um we really want us to become what do you call it when you calibrate we calibrate the reasons behind why we would do be behavior tracker in like a Google spreadsheet or doc but then why when it hits a certain level when are you communicating with parents what interventions and strategies are you using and then when you would lift it to a minor or a major and why you don't have these uh surprises when a kid flies off the handle and oh this is a troubled child and you have nothing to back that up. >> Okay, I want to go back. But what about our students with special needs? Notice there's no data there but here we go. Okay, 2425 in
358St. Helens the discipline for our students with special needs. 20% of all students enrolled in St. Helens. So it's 20% that students in St. Helens have um an IEP what I'm seeing right >> 16% of that 20% >> 16.4% of >> 100% okay >> um suspension expulsion rate for identified special education students >> that's percentage of the students expelled is 16% or 20% % students are special. >> But we need to but um we need to remember though that we have a high percentage of students with special needs here, right? >> Um and that that is just saying 20% out of the whole. >> The 16.4 is out of all Yeah. Out of the 100% of kids that were suspended or expelled. That's huge percentage of student that is that is disportioned. >> Okay. Okay.
359And then here's about student discipline um for our >> expression kids. Yeah. >> Well, no, because it doesn't if we go back to the how many kids were suspended. >> Yeah. >> Okay. So, only 230 students received an out of school suspension or expulsion, >> right? And so that's out of how many students in the entire district? You have to get a percentage. >> 35 kids out of the out of the out of special needs. closest data. I'm gonna give him this. He likes it. He does. >> Okay. And then here it is where it's um broken down. It's aggregated by um race, >> ethnicity, >> all hydrated. >> And we need to remember that this you see how it's the enrollment which is so great the comparison they're showing you. Yes. >> Comparison between
360referrals and enrollment. And then there if we only have how many students enrolled, right? >> Right. Because that would change the actual >> Yeah. And then this is so it's showing you how we have disproportionate discipline here. Right. >> Yep. >> And then by where we see ourselves growing and celebrating is kind of the thing we need to think about over the next um year. It's where we want to be and we are done with that. Oh, I mean I think the attention is >> right. What >> the attention right now that we needed is towards the data, isn't it? >> Yeah. I mean, >> so we also asked um we're going to have a uh with OSAS we've before we were just doing easy CBM and that's really a screener. That's not something you
361should use to monitor students progress or us progress toward towards our goals. It could help inform teaching a little bit. Um but the OSAS SBA OSAS is um has like what do you call it? The tests are now free the interim assessments and we're because they used to charge you for them. now they're free and so we're going to be using those interim assessments here because then it helps us monitor the progress of our students and they're going to be using that data in our their PLTS professional learning teams and then they're going to be able to we're going to be able to see that progress like when the first one's given we can see the baseline and if we've made progress and then it helps us know if we're gonna if our students are
362ready for their OASS this year. Okay. Right. >> Yeah. One of the things that um somebody mentioned a former teacher mentioned having concern about is um that procedures don't tend to be followed at the elementary level. Um if the procedure is a child is either um violent towards a student or staff that they be removed from class and not be allowed back in class until there's a parent meeting. And oftentimes you find the principal or another staff member who soothes little Johnny and gives him a sucker and tells him sends him to the quiet corner and then sends him back to class. But there hasn't been a parent meeting. And so little Johnny learns that that's how he gets out of class. So he has repeated behavior instead of actually having consequences. And that behavior
363is a learned behavior that comes up through the secondary education as well. And then you have this cycle the student when you haven't supported them. >> Telling me I got to see her last time I did this. >> So we we talked about this at leadership. That's one of the reasons I had Thank you. You all informed educators and folks to come to me to have conversations with me because it informed even it we changed the whole startup for leaders. We were going to focus on academic academic academic achievement and we got all this feedback around Yeah, >> we got all this feedback around systems of support for our students around their social and emotional care. So learning the social learning that culture of care. So we brought we talked about cultivating using hope as
364a strategy means you look at the whole student and it's a systematic approach. You're collecting data and you're looking at the culture of um care as a whole for that tier one. You're looking at what is the system AC across the the school, right? What are we doing as a school? Is it PBIS? >> Are we >> is it PBIS with um uh zones of regulation and um restorative practices as interventions within the PBIS? So that's we we had these great conversations around that. There's also what do you call it the conscious discipline. So, we let everybody know that um it's extremely important to collect the data and we also talked about um consequences and what that looks like for students when they need support because it's not just about let's let's spend let's suspend
365or let's remove a kid from class. It's about what is the partnership we're doing with our families like you said to build that cohesive plan, the state plan of action and having the teacher involved in that conversation as well. Um, it's like a wraparound team, old school wraparound team we talked about. >> But doesn't that see the next year? >> Doesn't that take the principal also doing the follow-up like with if your child like like I know that the I can't remember the name of it where like let's say this happens to Johnny during class and you're supposed to have the principal call the teacher or call the home and hey, this happens with child today. Like a debriefing almost. >> That's not happening, right? Well, I don't know because I haven't been here long
366enough to know if things are happening in schools or not. I'm just I took feedback that I was receiving and had we had conversations around the importance of you have to have a we have to have a schoolwide system and that we have to be collecting data and we provided interventions along the way which those interventions are calls to families. Okay. >> Our follow-ups are restorative conversations could be suspension in certain PBIS because we removed PBIS. So, are we putting it back in? >> I don't know what this acronym means, but >> positive behavior intervention supports. >> So, we are taking >> It isn't No, it's in secondary school still. It's in the middle school kind of sort of. Um, so what I want you to hear is that we're going to have to be
367working on what that baseline looks like this year >> before we can we'll still collect data and we'll still provide interventions. is we'll still make sure that um we're following through on those consequences and supporting parents and families with that process. >> Them all using the same >> we do. Okay. >> But we have to have we can't just change systems. We have to have feedback from >> educators within professional thought. Yeah. >> Yeah. Because if we were to say you're going to we're going to just scrap everything that you're doing and start over, we would have a I it doesn't matter how like how many people have come to talk to me. It means we haven't included all the voices of the educators. I also don't have data to support we should scrap everything,
368right? So we're going to be looking at >> when we come together as PLTs, you are required to talk about academics and discipline. It's not just about academics because you want to be a cool child. Okay. So, I have a different subject. So, does anybody have more on the same thing you were talking about? >> Okay. Just a minute. >> Yeah. Yeah. >> We have I'm taking a time check because I wanted to talk about >> this. Can we can we talk a little bit about >> Write it down so you don't forget. >> Yeah. >> Okay. Yes. Okay. But I wanted to make sure time >> How long is your question? >> Is it like gonna >> because you said it was a different topic and so I didn't want to change the state.
369>> Okay. What about the testing? What does it impact? Does it impact like funding or things like that >> or state test scores? Okay. Not right now at the moment. No. >> Okay. Because I know at high school no kid takes it seriously. That's why when I saw the low scores I was not surprised because kids could just skim through it. >> Oh. >> Because there's like no >> they just mark all B. >> Yeah. >> That's why we're going to be doing the interim assessments to build the capacity. Students are going to learn to set goals. >> Okay. >> Yeah. So, it's like it's a whole systematic approach because that's how we're going to cultivate the hope. >> I like that one. >> Yeah. >> Cultivating the hope. >> A strategy. >> Okay. Thank
370you. >> Okay. We >> All right. We're going to learn how to do this today, but we're not going to be able to do a lot of this today. However, um so what you've got in front of you is the is a draft monitoring and um and I you've got a copy of this. Michelle's got a copy of this. You can like it's a it's a word doc so you can make as many of these as you want. I think I do. >> It's in your board packet. >> Yeah, there you go. So I can write >> um what this is meant for is you know you've got your strategic your blueprint for success in front of you and and when I said earlier that you know when the district is doing all of this
371great work um the board's job then is to figure out how it follows along and and helps track that work right because the board's job is to say working with the superintendent What kind of information are we going to be provided along what timelines, who's going to bring it to us? And then what is our job in monitoring, supporting like looking at, you know, what course corrections need to be made. Now that that does not mean what strategies are we going to come up with to make course corrections, but like what is our role in helping to do that and in holding the system accountable. So what Corine just did is like kind of like a little monitoring session, right? She brought you a bunch of data. She got like the guiding questions are next.
372Where are we seeing growth? What areas need the most attention right now? Like this could have been a monitoring session like where you would then stop and discuss like if this was on here as like hey at either a work session or as a big chunk of a board meeting we're going to discuss something on here she brought you the data like that that is an example of what you might have put on an agenda or a work session to monitor X. >> Yeah. >> Right. And in maybe this case um well part of it was about um specialists, right? Like that's part of it. There was a whole bunch of data but like if you wanted to target certain pieces of data like that's what she would do. She would bring you data. She
373would talk about this. What do you see? What do you want to look at next? She talk about she talks about like you know next we want disagregated data. Next we want to look at discipline in this way. That kind of thing. So then you would schedule that out. So what you want to do with this is talk about okay in this what is the strategic priority what's the big piece here. So as I'm looking through this I'm looking past your corrective action plan that is a different thing al together but as I'm looking under your strategic plan of your is one of those pillars. So I'm going to flip past a couple of things. I'm going to go to I think it was What did I want? The last one. >> Was it attendance?
374Is that one of the big goals? Yeah, >> that's one of the big goals, right? So, attendance is one of the district >> is a district goal. Would you call that a district goal? Okay. So, attendance would be you write that in under district goal. So, what are those performance indicators that you would write in there? Let's see. How does that match up? I think is it little a increase student regular attendance PK12 from 61% to 70% by January 2026. Is that would that be one of these? Is that what you would call a performance indicator? That >> Sure. Because it says you'll increase it to 64% January and 61% by June. >> 61%, >> right? >> That's not an increase. >> You went down. 61 to 70. >> No, but if you look at
375the at the indicators then >> we have the goal and then you look at the indicators increase to 64 by 26 January and to 61. >> Oh no, that's for B. So under the attendance column under A, it says increase from 61 to 70 and B it says increase from 70 to 75 by >> Right. I think that might be 71 instead. >> Oh, got it. I got it. Yeah, >> the title. That's supposed to be 71. You're right. >> or some title number. >> I don't know. I'm going to have to ask for clarity because that doesn't really that's not a whole lot of progress. >> No wonder it is. It's within your bracket. So, a your bracket is 64, which it's between 61 and 70 >> and 71 would be between 70 and
37675. >> Okay. >> Yeah. But it's still, you would say that that would even if it was 71, you're only going up by 1% from >> So you're going up from 64 to 71 between June. Between January and June >> and June. >> Oh, I see what you're saying. >> So 64 to 71. But then how are you supposed >> No, I get that. But if the goal was increased um student regular attendance PK12 from 70 to 75% >> you got to be within that bracket. >> You need to be within but still it's still only like 1% of >> 1% of that but it's an increase it's an increase of 7% between June and January and June. >> Yeah. >> But I I do see I see both of your points. >> I mean
377I just >> it's not whatever this is. It's not accurate though. was all asked what was meant. How about that? >> I I think that's just so we were right. >> But yes. >> Yeah. So yeah. So if so but but let's go back to the point is you're you would the performance indicator would be the A B C right for the attendance and D >> right >> those are the goals and then the performance indicator is what you wrote to the >> right and so maybe another clear one is ensure admin staff participating in tier one and tennis professional development through north regional ESD basis training right so I mean that's a clear one right and so that's a performance indicator yeah so so you So you fill that in in collaboration with your
378superintendent, right? If that's okay with her. So then you work with her. What's the progress timeline? How does that check out? Like when is that taking place? Right? Who's responsible for ensuring that happens? What are the expected results if any? Does that mean like everybody does it or you know who is expected to do that in in cases where there's data, right? what are the expected results of that data, >> right? >> And then you can talk about also what and I wouldn't necessarily put this as a as a um a column to fill out because this one is rough, but like what do you do if that if that isn't met, right? I don't like to have that as a column because how do you predict in advance? What are we going to do
379if that's not met? Right? That's that can get a little punitive or like preemptively punitive, right? Because what are you what are you gonna say you're gonna do? >> Or you would ask like me like what are we what are we doing to address this issue? And then during the professional learning communities we say so what are we doing around student engagement right um like I say attendance team met to review data what are we doing within there to provide the supports and interventions um to to help students feel more of a sense of belonging and included when they come to school like they want to be at school every day right and so we would have to think about um what are those strategies and interventions we'd be doing to address if it's not
380we're not making progress towards what our goal was. >> I had a student many years ago that only attend was only passing three classes. Didn't like to go to the other ones too much. >> And I asked why and he said, "Well, in those classes, I actually learn something and do something." And so, some of it is just like she's saying that, "Hey, uh, the kids want to be engaged. They want to be engaged in active learning." And and if they are, they value that time. They I I think that's good. So these are these are reasonable questions and you you're talking about in in this particular case going back to our numbers there a 12% increase over what we are that's pretty significant goal for a single year but um you know maybe we'll
381get 20 we're going to have to really work. >> So here's something that I would caution as I'm looking at this. There are a whole bunch of or there could be a whole bunch of indicators for a lot of these. Right? So, I'm looking under inclusive learning and you've got, you know, a page like almost two pages of things that you could put in as performance indicators. Don't do that to your superintendent. >> Yeah. Or your staff because you can't do it. >> Yeah. She's she is going to be tracking this. Her staff is going to be tracking this. I would not put all of those things as things that you're going to expect her to report to you and her staff is going to report to you. Again, we are wanting to prioritize and
382narrow focus on a that she is she and her staff are still going to be doing the work. It does not mean that the work is getting lost but it will you know you are prioritizing and you're giving her a message that you're priorit like what you want as prioritization in collaboration with her. You can ask her what do you think is the most important thing to report to report back out to us to show us that these uh priorities are being addressed. She'll let you know what she thinks the most important things are. You can give feedback on that and then decide together what the performance indicators are that you would like reported out on on those big goals and then and then put those down. And that also focuses your attention as well
383because you could get reports all year long on all of this stuff, but the smaller those strategies get also the less business it is of the boards, right? because those are those get small strategies and then like and then you're in the weeds. So again, we are still looking to be at the governance level. And so I really encourage you to have that conversation before you go about filling this out to really have a rich conversation about what is important for each of these goals and you know work with your CEO over here to identify like hey here's what I recommend to you as things that would be really important for you as a board to hear that would be tracking. So, I do want you to know that this school district did go through
384a ginormous um strategic plan and I just I found it. I was wondering where where it went because I I found I looked at it before I was hired. Yeah. >> And it was with Jerry um >> Oh, Colona. >> Yeah. Colona where he passed and so amazing human. But there are things in here because it aligns with this where it talks about indicators. You >> find them. >> Yeah. Well, it's kind of hidden. So, I thought that was weird. It's in the communications. Um, which I don't know why it would because really this is what we you all went through with the community. >> Is this why I thought stuff was missing? >> I don't know. So like this is this was what I looked at and then there's was an action plan and
385then when I went back >> before I got here there was this blueprint for student success which does mirror because I said I believe this is a cross between the corrective action and the strategic plan because they're same their same things are in the here. But I'm going to go back and look at the strategic plan. I'll send it to you as well. Um, and all of you if you want to see it because the indicica, it does give us >> like it says performance indicator 1A and then it says measure 1A and then this is around student success. Lisa Tyler is on it, but we wouldn't have to worry about that. Um, then because I would I always tell people don't ever put people's names in a strategic plan. You put nothing in there
386by name. But I was going to tell you if you had any questions. >> Yeah. They're not measurements. Like the the part I'm seeing that I worry about is that it's not like smart goals. Like they're not some of them aren't like how do I measure this? >> So what I'd want to do is work with you on like how do we create the and that's what I think that um Karen was trying to do was to put the measurement to like to put the actual um baseline in. Um, and so but we're gonna I think it's just going to take a little bit of work. Um, but there's no reason why we can't monitor that. And is this just is this actually the strategic plan? >> Yeah. >> Okay. Maybe that's the area to
387focus on. Maybe this is a little too >> Yeah. So, and maybe this was that was >> But either way, this would apply to whatever you are you end up with that you are measuring. Um I know we are almost at time. Um but that is how you would go about that. >> Um I can I have a quick question? >> Yeah, of course. >> When do you suggest we have this done or not? I mean >> during work sessions. No, I mean, no, I mean, just in general, like we're we're all starting and there's a lot on on their plates. And I guess I'm just wondering like when do we sit down and and try to begin this? >> This more work. >> What's a good time for you? >> I think a work
388I think work sessions are fine. We we have policies, too. Um, you can't go to executive. >> Yeah, I know. I can't go. So you know I and and don't >> we do have like a good start of like we we follow these things like right and then I would say um we just start meeting and setting like uh board >> goals and that would be this the strategic priorities on these >> I'm wondering when do we at least begin this >> so I'd say work session >> work session yeah Yeah. So we can get it accomplished. >> Yeah. >> Okay. >> So just the difference between a work session and a regular meeting. A work session is maybe even a little more like this. It's not quite as formal and there's more open discussion.
389Okay. >> In a regular meeting, you're basically there reporting and doing the general business of the district reporting on things. There's also no public comment during >> I think now I think that's how we >> one of one of them we went to no I think that's correct I think >> work session work session is to do our work >> and you're generally diving into like yeah >> um I want you to know that while you were doing your data presentation I um edited your draft Look at that. We got >> you. I sent you to the little uh script for public comment that we have. So, you can have that if you want to. So, now you got everything from me. Um, >> thank you. >> I uh I want to save the last
390five minutes for any questions. I will also thank you very much for spending your day with me and allowing me to come and hang out with you. Um, I know that there is there is stuff we didn't get to. Um, I I think that I left you with all the information I really wanted to get across and wanted to leave you with. I hope that you felt like this was a good use of your time. Um, I will say that and I'm not trying to sell services here, but like training is not one and done, right? It's not a oneshot thing. I would love to see you, no matter what it is that you do, keep going in your professional development and um and really um keep working. I mean, I I sense a a
391real desire for collaboration and camaraderie and really um trying to communicate to the community that you are a unified board and that you are unified and collaborative with your superintendent. And I think as we talked about, there's a lot of hunger from the community to know you and to know what you do. And I think there's a lot of opportunity here to um to do a lot of work with yourselves and and with the community. And um and I hope you do that. I would love to continue working with you. Again, I'm not trying to sell anything, but like um but uh I think that um hope as strategy is a really wonderful thing to to really grasp and and I hope you continue. >> Great. Thank you. Um any questions anybody has before? >>
392I you can go first. I was gonna ask you a question if you don't mind. >> No, I just wanted to say um thank you. Um and yes, we uh really appreciate having you with us because it's hard as you know being a new board superintendent um and having gone through a lot of controversy and hopefully we've gone through our fair share and moving forward. we don't have as much but um we will I will connect with you. I'll um connect with the the board to our 2 by twos to see how to move forward with your support because it's really helpful. Yeah. Um so thank you for that. And then you were going to ask a question. >> Uh you be willing to send me that thing to my >> Yeah, I will do
393that. I will do that. I promise. Can board members like pay their own way to go to these conferences if there's not money in the budget? >> Yes. Y >> there are scholarships. >> Yeah. I'm working on rural visiting the rural application >> and uh >> and this one the next the next session though is in Portland. We wouldn't have >> hotels and stuff. We could we could Yeah. We could go and yeah if >> we wanted to go to dinner after that would be on our >> so we can we're gonna I'll look at it. We're going to look at the we talked about it already. Um because there it was there is money put aside in superintendent and board like when you guys did your budgets and stuff. We would just have to
394figure out what that fund is. Um and then we would have to talk about what that like what that would would look like for us to attend those things. Yeah because the board November board conference is really good. Well, and I also feel like we are on this like >> trajectory that I don't want to lose >> that momentum. I hear you. >> Like we are inspired and empowered right now and I want to just keep >> November is just the right distance away. >> I mean it's it's perfect because you've got all this information now and it's you're not going to have lost it by the time you get. It's it's really and it's >> we will work on that. board me just kind of seeing things you might have either liked, didn't like,
395whatever. And it's great to learn again or you'll be able to ask questions, >> right? >> Any other questions or comments? Thank you very much for spending your afternoon on a Sunday with us. >> Are you a little >> whatever that is? The red f >> I was wondering if that was you. >> Okay, I will call the meeting ajourned. >> That is so cute. I'm just um CCing Rael um because I don't like emailing students, >> but I'm gonna send it to you. This is the data slides. >> Red panda. >> It's cute. >> Turn it off. >> I like red panda. >> I appreciate your input, my friend. >> Yeah. Do you want to