001Good afternoon everybody. I call to order this retreat and regular uh board meeting of the Kton School District Board of Directors. Um, we have a an approved agenda. We don't. >> Okay. Um, so then our retreat agenda is as shown. I sure would like the motion to approve the agenda. >> Are there any changes? >> There are no changes in the agenda. >> All right. >> I move to approve the agenda as presented. >> Second. Been moved by director Irvin, seconded by director miles, that we approve the agenda as presented. Is there any further discussion? Hearing none. >> All those in favor, please say I. >> I. >> All those opposed. >> Motion carries unanimously. Please note that Director Weston is not yet in attendance. So, it is a 40 vote. Um, and we'll move
002then to our presenter. Welcome Mike Scott. Take us away. Absolutely. So, thank you um very much for making time on this super busy time of year. Uh I know um many of you or I think almost everyone at this table works in education or is connected to education outside of real life as a board. So, it is a very busy time um for us as we go to kick off the school year. Uh one thing, Good afternoon, Director Wesson. Um one thing that's really important as we go to kick off the school year is to just set aside some time to calibrate um as um a superintendent and board team. It's an opportunity for us to um one just get reconnected with each other especially as we had a little bit of a hiatus during
003the summer and then um two calibrate around what we want to achieve as a superintendent and board team um what you all want to achieve as a board and how are we going to do it and so I know that it's a privilege to get all of us in the room for four hours that's not something that's easy to coordinate. So, I appreciate you taking the time out of your jobs and busy schedules to be here and I'm really looking forward to to what today um will bring and I really look to um accomplish something today that we can look back on as an anchor event throughout the course of the school year. So whether it's um a collective goal, whether it's um a time that we have to go back and say what were
004those what were those agreements like let's make sure that we're we're getting back to those whatever that might be. I'm just really hopeful for what we can accomplish today. Um so with that before I pass it off to to um chairs what I'd like to do is kind of go around and see what everybody hopes to get out today as well. So, I'm really hoping, and this was actually what I was going to talk about, but I think it's easier just to fold it in this way. Um, I'm really hoping that because we have more time, we can have some more really in-depth conversations. And part of that is making sure that we understand each other's perspective. So there's some real opportunities not just for communication as we have at the more formal board meetings
005but really conversation um as well as getting through all of the the musthaves the board working agreements the goals superintendent goals board goals evaluation that sort of thing. So that's my that's my main hope for today. >> And real sorry just to jump in real quick just because I want to have some level of formality. We have a guest here and I did not formally introduce our guest. You know um I think we all know um Mike Scott well enough that it almost seems like uh you know when you're growing up there's that neighbor that just doesn't need need to knock anymore. They can just walk they can just walk in and it's no big deal. Um, so to that end, just wanted to say that we're really excited to have Mike back here to
006to facilitate as someone who's been a superintendent for uh a long time and is very familiar with our district and so many ways, having got a start in this district and having family members who have worked here, uh, we're really excited to have him um, come and present as well. So, all right, Tristan, back to you. >> 22 right down the breezeway. >> That's awesome. taught sixth grade there for several years. >> Um I just I would plus one everything that Sar said in terms of just some really like thoughtful conversations and dialogue and also just sort of looking at those um individual and then board goals and really think about those those passion project all those types of things and really just having a rich discussion around that. Um I uh I I love
007the the stuff on the agenda. I'm interested in talking about what do I mean by training? What do we mean by board self evaluation? That will be great. But I also um as somebody who does board retreats all the time, love the opportunity to to talk in the ways that we don't always get to. um although I would love because we are um I think trying to do a little bit more informal and we do get to work in ways that we don't get to um in a formal meeting. We are doing business in a formal meeting and I think while we all know certain aspects of each other's lives, this is an opportunity to um get to know each other a little better, get to talk about how we feel about things and not
008just get through a meeting which we're very And so having that experience where we sit around a table in this way and not just um and have that experience better is always >> Yeah. Thanks everyone. Um I also appreciate the chance to um have some dialogue and just do some relationship building. Um a little bit different setting and a good way to get ready for the school year. and I I came here for the board pup trivia. So, we'll see. We'll see where >> you will not be disappointed. >> Okay, great. Thank you. Um I think you know one of the things that um that we talked about in um the district that I work in is that if we build coherence and consistency across schools, then uh we can increase the belonging of students
009and and I think that One of the things that we can do here is build that and consistency among us which will then lead to not only our own belonging in in the board but also uh the students. So I look forward to that. >> Excellent. Thank you. Well, so many of your comments just align perfectly with our agenda. There we go. Oh, we can get off that. Okay, there we go. One more. There we go. Thank you. Um, >> great head shot for you. >> You didn't like that one. Um, okay. So, here's here's what we have on our agenda today. And, um, the one thing that was changed when Jill and Ean and I were meeting is we didn't have we don't have a particular section for um, board evaluation. Um, but we
010can work that into the board superintendent goals piece and do some brainstorming around that. So, so know that you're not going to see a little header for that, but we can definitely work that in. Um, we're going to start by always we're going to have a couple opportunities today to get to know each other better. And I know that you all have not had turnover, but um you also usually have to interact in a very formal way. And so, taking a few minutes to get to know each other, I don't think it's ever a bad idea. We're going to do a little bit of review around the power of the board superintendent team. always a good idea to review some things when it's not broken. And so we're going to do that and to to
011keep an eye on what we're what we're looking for. That's true also with the roles and responsibilities piece. Um communication is one of the things that gets mentioned all the time when um people have concerns or frustrations either about a district or an organization or a person. And so we're going to be really deliberate about talking through that and making sure that you know what to expect. working agreements. Um I know you've got some in place, but we do have just an opportunity for a quick review and see if you there's any edits you want there. Going to work on a new idea that a number of districts are doing now around shared goals for the board and superintendent team and I'll I'll walk you through that process and gauge your interest and willingness on
012that. Then we'll do some board agenda planning and we will wrap up this portion of it. any any questions or concerns on the agenda. All right, if you could advance one. All right, here's the meeting norms. So, I love that or Kristen brought number seven. That's that's always one of mine. No, that's that's good. Well, well played. So, these are these are the norms. Um the these are usually pretty easy to agree to, but I also don't want to put words in your mouth. So, as you read these norms, these look like they're going to work for all of us today. Okay. All right. Advance, please. All right. So, quick round of introductions. Your name time on the board or with the district. Why you chose board service and one moment in your life that
013shaped how you see education? And just because we need to have a little fun, what was a highlight from your summer? And this uh we even though it seems like we have a lot of time together like if you each did 15 minutes that would be a problem. So if we could just step right through these up. Who wants to kick us off? All right. Thank you. >> Hello everybody. My name is David Hus and I've been on this school board for four years now. Uh this is my second term. um with I was previously an employee of Tiger Hall. That's also time with the district. Um why did I choose board services? I uh if you listen to my campaign speech, it's because I wanted to be the voice for the Latino community on
014the school board. However, I think that um as I progress in my career, I think it's been expanding more of just being the voice for our focal students and ensuring that they are all getting um not not only the students but also their families and ensure that they're having access to what we're doing here on the school board. uh moment in life that um shaped how I see education is when I immigrated to the US. I was nine. I came to a classroom in Howard Elementary and it was, you know, fully immersed into the English language without knowing any of it. And so although I I lied, I did know the word window. So that was, you know, I I was fully fully set for or prepared. Uh but I think just knowing how um
015how hard it is or that experience, how how intimidating it is for our students who are coming here and have to learn um English as a second language or or as a third. So that's one of the things that um really has shaped the way that I see education and how uh I wish to show up to grant access to those students. And summer for me in 20.5 highlight is um I haven't really I didn't really do much but but the summer's not over. There's still there's still time. There's still time. >> Thank you. Um I'm Crystal Weston. Uh, I've been with the school board for about two years now and I think for me um I feel like um my own education really opened a lot of doors for me um allowed a lot
016of um opportunities and I think it's important for um for all of our students to have those opportunities. I have three kids so I really care about our education um from that perspective but also I care about everyone's education. I think our community is stronger with a well-informed population. it's tied to our economic development and it's a reason people come to our community if um if they appreciate how our schools are doing and so I think it's an integral part of our community um and the health of our our community and our state. So, I think um the importance of education can't really be overstated. And um I don't know if I have one moment in my life that shapes seeing education, but I think um growing up I had a lot of um educators
017that were highly qualified and really made me feel um like engaged and um and inspired. And I think that's an important thing that um I hope for all of our our students. And summer 2025 highlight uh probably a family camping trip. It was appreciated a little bit of time to unplug and connect with family. >> I'm Kristen Miles. This will be my third year on the board. Um I did some other kinds of volunteering before getting on the board. Um, I chose board service. Um, this is apparently the thing that I do. I'm just nerd stuff. This is also my job. Um, but I had been um doing the job of going around the state and telling boards how to operate for about seven years before I got on the board and it seemed like
018it was time to walk the walk. Um, I also have a daughter and really wanted to give back and this was a a good way to do that and also practice what I preached. Um, you know, the third question is interesting. I I grew up with a mom who was a kindergarten teacher and so that was just kind of ingrained in me. But but when I thought about okay, what's the first thing that comes to me when I think about the third question was when I was in kindergarten um I I knew how to read and reading was like the thing that I did and I was asked by my kindergarten teacher to help her teach other kids how to read. And I love doing that. But I realized that in that experience that teaching
019did not just have to be done by but that we could all be teachers and little kids could teach other little kids. And there was an idea of mentorship. word for it. And so education was um it was for all of us and we could all be educators. And so I kind of grew up with that idea and and that student voice was important and that education was um incumbent on all of us. And so I don't know if that was the moment that solidified my idea of education, but then I went into education. I think that was sort of the first moment I thought about education as a thing in and of itself. And then summer 2025 highlight. I haven't had it yet. In two weeks, I'm leaving for Prague and I expect a
020lot out of that trip, so that better be my highlight. Uh, all right. My name is Tristan Irvin. I'm starting my fifth year on the board and then I was teaching in the district before that um and doing various things. Um, obviously the pay is why you choose board service. I just >> um no I think you know for a lot of us that are in education um >> for the record our board members are not >> we are volunteer >> volunteers um so I think it was I mean a little bit from what everyone has said I think um there has been in the last six eight years a real shift in um sort of levers that are trying to control aspects of education and and who feels seen and heard and valued and
021voices that are or not elevated. And so I um with a lot of consideration, we ran at the same time um making sure that um I had something to add or offer or opportunities to give to others um with this board work. So I think that's sort of why I chose this in addition to the other work that I do. Um I think the moment in my life that shaped how I see education it I had a really interesting and amazing educational experience growing up in elementary school specifically and I didn't real but you don't know what you don't know. So, I didn't know same if you had a horrible one, you assume that's how everybody's experience is. And so, mine was incredible. It was hands-on, project based, inquiry based, all the things. Um, and
022I thought that's how everybody's experience was. And so, it wasn't until I was in college and doing America Reads in New York City, um, and going into fifth grade classrooms when I realized, oh, not everybody has this. This is really, really different and really not great. And so, I think the dichotomy of those experiences really helped me better understand um sort of the reach that education could have or not have. Um my highlight will probably well it's like a high low light. In four days I drive my daughter down to college so I'm fine. Everything's fine. We're fine. Um but I'm very excited um for her. So that will be a highlight. We also did a lake trip and I think that will be a a highlight of sorts. I'm Jill Zme. I am now
023entering into my 19th year on the um I'm gonna combine the answers to questions two and three because this actually popped up in my head way back when in 1983 when I graduated from high school. I remember being aware really aware of what and Ronald Reagan was president and said public education isn't worth funding because it's just a kid but he's got it backwards. public education is no good because we haven't funded it properly. And it's that dichotomy between the public perception of how good public education is and how much we still figure out how many years later the fundamental problem in public education in my belief in the absolute necessity of public education keeps me going year after year. My summer 2025 highlight was definitely actually in May. Um getting together at the coast
024with all of my siblings and my mom and grandosa superintendent second year with the district. Um, I'll talk about why I chose a life of service and actually I'm a board member for Community College, right? So, uh, I let me talk about that a little bit as it coincides with my just um, life service as an educator. So, I've been an educator for 22 years now, which is almost half of my life. And, um, it's a calling that I saw very early on. Um, like so I'll combine two and three actually. like uh Tristan, her and I actually grew up in the same school system and had similar experiences which I think were really unique and really helped to open not only opportunities for me but because of the experiences that we had which was
025choice driven um inquirybased. I had a class in middle school called TV daytime prime time your time, right? Or and and I had a class called cav caviar pizza and grits, right? Like I just had these really um rich experiences and um having grown up in poverty, I felt like it gave me a really glimpse into a world I wasn't able to see. And so um I became a teacher and one of my first experiences was teaching in South Central Los Angeles. um Edison Middle School, 65th in Hooper. And um it was just one very large industrial complex and um students didn't opt into the system that they were in. They were just lived in a certain zip code and that's the school that they went to. Thus, that was the experience that they had.
026And I thought to myself um during my time there, what if there were a way that we can change the system um through really great systems, establishing sustainability for teachers, uh creating choice um driven opportunities for kids, uh that we can really um ensure that all students, no matter where you come from, where you live, uh have an opportunity for an outstanding experience that gave so much to me as a as a youth. So that's one of the reasons why um I got into education and why I serve at the level that I do. And it's also um one of the reasons that I continue to serve both as a superintendent and as a board member because um even at the community college level where I serve. Uh we want to continue to um this
027learning doesn't stop when you graduate high school. There's other learning opportunities that I want to be a part of and help students with. Oh, I missed my highlight. And I had a great highlight, too. I went to Hawaii for the first time and it was awesome surfing where when you pick up enough speed, the surf board elevates out of the water and kind of hovers over the over the water, which is really hard to do. Um, yeah. And I'm not as sturdy as I once was because I had a lot of bumps and bruises and I was walking funny the next days, but it was it was definitely the highlight of my summer. All right. Very good. Thank you. All right. If you could go in advance one more, we're going to talk about the
028power of this particular team. Um I think it goes without saying and we don't have to look very far um across the state or across the nation to see that um it is not in it is not guaranteed that you're going to have a high functioning board superintendent. I mean we just we just know that but we've seen it over and over again. But when you do have one and you take those deliberate efforts to make sure that it's happening um that's the time when students really thrive and the community keeps their confidence in the school district and you can achieve those results because you've had leadership and values in place for a long period. Okay. So, I again I I just got to say I I feel funny doing this with Kristen sitting next
029to me. So, just just know that I feel like I'm being judged all day long. So, just just Yeah, if you could just take some notes maybe. So, it goes without saying there are huge benefits to the board superintendent team functioning very well together and I One of the couple things that I don't think I understood until I got in this work or got to the got to work with a superintendent as a superintendent 14 is that some of those things that you aren't even aware of happening or not happening because of the relationship between the board superintendent history um like improved student outcomes. There is research that shows that when you have a high functioning board superintendent and student outcomes go up. There's plenty of research that shows also that staff morale increases. I
030used to have a belief that people weren't really paying attention to what the board superintendent did. You know, once they got in the classroom, they were in their classroom, they were doing their thing. And um I think last couple years in Oregon, we can see that that is definitely not the case. That there is a direct correlation with staff morale and our ability to get things done. And then the last one I would highlight, it's just the public trust and confidence increases. Um during a time where families have choices about their education and what that looks like and whether they choose to go to the neighborhood school or whether they choose to do an online option of some type or they choose to do a private school, they have choices. And anytime that we're acting
031in a way that doesn't show us as being aligned, we are negatively impacting the confidence that community members have in our schools. So being being aligned and being a strong team obviously hugely important. All right. Doesn't happen on accident. Go ahead and advance. So, I know this is old research and I want to 72 or something like that, but it's it's really old, but it's uh but it's it's held the test of time and there there's this whole body of research out there that um will tell you that it was actually 1965. So, long time ago. um will tell you that it's entirely predictable about the stages or the dynamics that teams will go through as they go through it. And so it typically falls there's actually a fifth one called the journey but forming
032storming norm and performing and the interesting interesting thing about this is that depending on the stage you're in as a team it impacts your outcomes and it impacts the amount of work that you can get done. So clearly forming it's it's kind of that surfacy stuff. You know, you're getting to know each other, everyone's being nice to each other. Um turns out that wears off and we get into storming. And when it comes to storming, that's where you start to see some conflicts that oftentimes can occur and there's frustration. People push back because it's maybe not what they expected or or they're they've grown tired of maybe some things. Um norming, the team starts to find its rhythm. They start to get get in the groove a little bit. And then of course performing is
033where the where the teams work really well together and you start to see those outcomes. You start to see student achievement improve. Um you you see communication improve and that's when that's when teams are really hitting their stride. You go ahead and advance. Okay. So interesting thing is that if you look at um the effectiveness of the team there's it's definitely a roller coaster ride, right? When you're informing it's okay. Storming it takes a drop. Norming it's going up performing is when it's at its peak. Go ahead and advance one. Recently teams are getting stuck here. They're getting stuck in the storming side of things. And it's almost like they get in the habit of being irritated with each other or being frustrated with each other. And the problem with that is not only does
034it become a habit and becomes part of the culture of the team, but you can also see that's the lowest effectiveness level that can possibly occur. And so it's super easy to get stuck there. Here's something that I always want to remind people of is that just because you're there doesn't mean you need to stay there. In fact, it's entirely predictable that at some point you're going to be in this stage. You're going to be in the storming phase, right? And so knowing how to get out that rec out of that, recognizing when you're there and not taking it as a loss like, oh, our team's our team's no good, but you just know that here we are and now we have to deliberately work out of this to get on our our way up
035the effectiveness lad. Go ahead. All right. Um, things to think about here. So, there's there's some easy things you can do to get unstuck as a school board. Um, and it's it's easy to say these now and to agree to these in August when school hasn't started yet. It's harder to remember these when you've got a boardroom full of people or you're at different ends of a you know a set of opinions around a particular topic. So I always say just expect that this is going to happen and then find the things that you can easily do there. I mean we heard from the why everybody got into this work. There is so much overlap in terms of the goals that you share for this district and the reason why you are volunteering your time.
036There are a million things that you can do with your time, but to spend the countless hours that you do because of your values around public education, because of the difference you want to make in the community, because of the outcomes you can help students achieve by your service, million different things you can do, but you're choosing to do that. So many overlaps here. Um, I think always revisiting the working agreements. I encourage boards to not just do this once a year, but to do it at a midpoint of the year as well. Um because you know as things get stressful there's going to be some working agreements where you're thinking to yourself now is this the way we agreed to do this or is are we off base here? And so just baking that
037into your calendar is is going to be helpful for you. Been talking with a number of superintendents about the importance of normalizing feedback within their districts or like with their teachers with their administrators. We a lot of people when they get into education they're uh they're kind of perfectionist. The school was a good place for them most of the time. Like if you if you were to do a survey, they would they thrive within the school setting. And so all of a sudden when they're getting negative feedback or when they're getting feedback of any kind, they're you obsess about that a little bit and you think, you know, 99 things could have got gone right that day, but that one suggestion you get, you're going to be thinking about that one for a long time.
038And so as as an educational systems, we need to normalize that feedback. And um in this case in the boardroom, of course, I statements are your safest way to go about it. I feel, I notice, I wonder. Um and that that's a safe way to get your message across. Um I think the other thing that we're terrible about in education is celebrating our successes. We we just check that box and go on to the next problem. I it's it's almost guaranteed that's the way we're going to handle that. So to take a minute or take a meeting or a portion of a meeting and talk about the good things that are happening and celebrate that that's going to be helpful for you and it's it's also a way for the community to continue to have
039confidence in you by celebrating those moments. Um they don't they don't know everything that you know when it comes to the ins and outs of the school district. So, so we need to tell them. I think u when it comes to the emotional intelligence side of it, um I always say we've got to suspend our certainty on issues, especially as we get ready to talk about them, you could be very very certain as you go into a situation. But if you're being the best listener in the room, the odds are you're going to hear something that may change your point of view or add to it or elevate it in a certain way. So, in the words of Ted Lasso, be curious and um and just don't suspend that certain. Any thoughts on that? Okay,
040we'll go ahead and go on. All right. The goal is to get to the performing stage and stay there as long as you possibly can before you get on that roller coaster again. Um, we know that, uh, it takes time to get there and because of the way elect board elections work in Oregon, every two years there's potential for a new team. Um, and then maybe one of those years you have a new superintendent or maybe in one of the off years. So, every time that the team changes, that dynamic changes and you've got to be super deliberate about hitting it all over again. All right. Um, one of the things that we can do to make sure that the team dynamics stay good is to make sure that we have a strong understanding of
041the roles and responsibilities of of the board and of the superintendent team. So, let's go ahead and go through that. Okay. Another I know this is all review for you, so we're we're hitting this fairly quickly and then in a couple slides we're going to have a conversation about this. Um, we know that board members are not elected to run the district. They're elected to provide direction and that's done through vision. That's done through goals. That's done through nudging in a certain direction through those uh through those pathways. Okay. What and the how. I think we probably if you've ever been to an OSBA conference, you've heard this um that the board is the what and the superintendent is the how. All right. just a chart that says some of the typical things that boards
042do, typical things that superintendents do. When you when you look at this chart, where do you have the urge to jump in that's on the superintendent or district staff side? Like what's your favorite thing to say, oh, if I could just do this, what would it be? >> Probably procedures. >> Procedures. Okay. >> Like the implementation piece. >> Yeah. I think it's really hard when like I hear from a community member or parent that something that I thought had been implemented didn't seem to have made it all the way down. And so then I really want to get into the the procedures part of it. >> Yeah. >> It's really hard not to >> Yeah. Especially when the board acts and you're feeling like I you were giving your word that it was going to
043happen. >> Right. Okay. Okay, let's go an advanced one. Okay, so if you think about when you ran for the board, most people most people run for the board without a super clear understanding of what the board work actually is. I You have all kind What's your line, Kristen? This is a great one. >> Nobody knows what a board member does and neither did you before you got on the board. >> It's so true. Um when you think about um maybe not some of the promises you made but some of the things you campaigned on and then you when you get to the when you get to the position and and you start to learn what your role is, what you do and what you don't do, the reality of that can be very it
044can be a challenge to make that adjustment in your head. I think over the last several years it's been particularly different because if you think about community members you chose to run for the board so you had maybe some idea more more than your average community member the community members typically don't know what your role is and they've got all kinds of expectations for what you're going to do and what you're not going to do and you know they're you know I live right next door to Chris and I can't believe she hasn't done this thing that I recommended to her two months ago >> and I I think it's easy for us then as board members to feel like we need to then be that thing or that person or have that answer or
045make that action even when you know it's sort of like taking taking a beat to kind of say like I can hear you and I can understand that and I can have that conversation but always coming back to like is that really my role because you do want to make sure the community knows that you are listening to them and open to what they're saying or their criticism or their >> whatever it happens to be but also realizing saying we are not here to solve every problem and answer every like that's just not our our role. >> So it's hard to it's that's tricky once you're in the work >> and if you then say to that community member well that's actually not my job that goes over like a lead balloon that >> and
046these are the same people that helped you get elect that are kind of pulling for you. I mean, that's what makes it so difficult to be a board member these days is the expectations are super high and slightly skewed and um yeah, finding that middle ground where you can use your influence to advance those values while at the same time not being fully in the weeds is it's a it's difficult balance to strike. All right. Um one of the boards I work with, they this was their mantra. uh there's somebody in the district hired to do it. It's not my job. And the great thing about that is the superintendent never had to say that. It was the board the couple of the board members brought it back from I think winter session and they
047heard it somewhere and they they came back and that just became a thing. So clever. >> I also like to think that it's not that we don't get to manage. We don't have to manage. We don't want to manage. We've hired somebody to do that. is not a fun thing to manage, >> but we don't want to do that. >> We don't have to do that. >> So, knowing that this can be frustrating for board members, knowing that um when you ran for the board, you those expectations and the reality there there's probably a gap there of some type. One of the things that um as Ethan and I were planning for this, he was he is saying it'd be helpful for him to know when is it that you feel frustrated? When is it
048that it's kind of confusing what my role is and what isn't? And are there guidelines or perspectives that the rest of the board would either benefit from or that you use as a checks and balances? So, let's just pause here a second and talk about those times where it can be frustrating to live within your role and and what would that mean from Ethan's point of view of what he could provide you to help remove some of that frustration. Since this is a group participation part, um, go ahead and talk with a partner near you. Do it that way. Let's do it that way. Come up with a couple ideas of when it can be frustrating and or confusing and then what it is that would be helpful for that. >> Sure. Or both. >>
049Sure. >> Yeah. You want to work with? >> Yeah. So well I don't know if this is necessarily I mean you to know but I think we there are a lot of parents on this board right now that is unique that I that four out of five have kiddos in the district and so I think what has been an interesting thing for me to navigate and it didn't it was never a frustation sometimes confusion is what hat am I wearing when I'm asking questions when I am concerned and so one of the things sort of early on uh well within like the first year or two that I would um if I was going to come to Dr. to about something. I would think if this was an email from a community member, would my
050advice to them be let's forward this question on to the superintendent or would it be and this is like keeping myself in check? What if I was going to ask her something or if I'm going to ask you something or is it have you talked to the principal or the facilities person or is this board govern or the teacher like is this board governance work? Um, and so when I when I frame it that way, um, it it helps me sort of tamper down some of that confusion around am I asking this because I have a lot of access to the superintendent um, and I have kids in the district and I I kind of know how things work versus if this was an actual just anybody community member, would that be the same advice?
051And I think that's hard, but that has helped me sort of weed out the ones that that I would be like, "Yeah, this is probably a little bit abusing my my role." >> And now that my child is out of the district, I don't have that confusion anymore, which used to fright me terribly. Um, but now I have the frustration of I don't have a kid in the district and so I don't know what's really happening dayto day in the schools and so one thing I do need I think superintendent is help getting into the schools in a meaningful way. I volunteer in the schools as much as I can but um getting in a meaningful way that is appropriate to my board member role is is where my greatest for um for me I
052don't have a lot of confusion around but what I was saying is I think it's important that um you know we all have a really great interest in what is happening in the district initiative and what's going on in that as a whole we continue to hold ourselves accountable when we do get into discussion at the board table and if we are dive into weeds or strategies or something like that where we find ourselves in discussion as a whole stepping outside of our role and that it is an incumbent on any of us to say hey I think that we should back up so that's not a frustration that's just um for me an acknowledgement that that's that is also part of our job to maintain our role and that Any and all of us
053are responsible for staying there when we're >> I think for me I think um having being in the district as a parent I don't view as a point of confusion. I think um our lived experience in the district, whether you show up to volunteer or you have information from a community member or your own experience, I think it just informs uh what when we're thinking about what serves everyone, having more information. Um, I think, um, for me, I think it's important not to cross the line of like, am I advocating for my kid or is this something that's a systemic thing that I think we should be thinking about generally, right? So, I'm not going to like uh reach out to Ethon about my kids preferred teacher, right? But if I notice something um that
054looks like it's affecting all the kids, it's like, oh, this might be an issue we can consider. um or like this is where maybe our operations are, you know, like as was mentioned, if if a policy is not making it down, then I feel like that's a good point of information to pass along. But that doesn't mean um I'm acting as a parent because if I was acting as a parent, like I think um if I'm passing along information that's not as a parent and I'm not um bringing up my kid intentionally because it's about something that might affect everyone, right? So if um like we had some issues with our buses last year, right? A lot of our community noticed that and that was something our district operations improved over time um and they
055were aware of and we're working on. So I think um part of our role is to be a little bit of eyes and ears and help um just those awareness because it's hard to um for of course our superintendent really engaged um but you can't be everywhere at once. So I think um identifying those kind of patterns is important and I think all of this all of our information and lived experience helps inform us when we have a policy discussion. Um but we shouldn't be trying to set policy for just our kid like um you know I care about electives that my kids will never take or um opportunities that maybe aren't relevant for me. Um I care about communities that I'm not a part of. So, I think um for me, I don't find
056it confusing um because I've had um some background in other roles that um kind of helped inform this for me. Um but I think it is important to keep in mind. Um I know other um entities um or local governments run into this problem and it can be really disastrous. I think it's an important thing to cover. um disagree with everything that people have said here. Um I think one of the things that because we are parents in the district that we have to figure out what hat we're wearing at times and it feels like um obviously I'm not going to bring up an issue for my own children at a board meeting but that would be something that I would to you know follow the protocol right the teacher the principal the assistant suit
057the suit right and it's about knowing that so I don't think there's really any confusion or anything on my on my end >> I noticed people really latched on to the the parent comment I guess and balancing um outside of that just for my for my um development as a leader. Is there was there anything else that surfaced beyond that that maybe people want to put into this space that I can consider? >> I don't know. I think I agree with Miles when uh she says that if we ever do in a board meeting get um deep into the weeds of something that we all call each other out and pull us out of the weeds. So I'm really appreciative about that team dynamic. >> I was actually suggesting when we get into >> Yeah.
058>> And I would >> I would welcome our superintendent being part of that conversation too, right? Like I I think that if you hear us and we are not I mean I think that is primarily our responsibility to monitor ourselves but if we're not doing it right like I would you part of that conversation and saying and helping us maintain that boundary between you and us and saying you know I think a little because >> it's really helpful um I have sat spent a lot of time in boardrooms um across a few different districts um as principal as assistant superintendent and I've seen it done several different ways and the thing that I I like about this board but I think also puts limitations on my participation is board meeting really seems like it's a
059board meeting and I've been to other board meetings where it's kind of like the superintendent meeting with the board present and so I really try to be respectful of that culture that's been cultivated here because uh it's a very um it's a very service driven way of doing things and and I think that's that's good but I'm happy to or not happy but I mean I would be much obliged to interject if I need to um or if I see an opening where it might help us move things along or or pull us out of the weeds, that that's great that I get that leach to do that agency. Can I also offer a word of caution though with that because I've been in other board meetings where it just seems like it's always a
060pushing back on board members not being able to get that information. So like if a board member asks a question and wants some more information on that and then the superintendent says, "Well, that's going to be like I don't know how many hours for my team, blah blah blah." And it just feels like it's going to be keeping that information from the board and not being like like transparent whereas if it's explained in a different way, I think that has to like maybe not within your purview or your role. I don't know. I I you know what I'm saying? >> I believe I know what you're saying. And so I work at the leisure of the board. And so if um there are requests for information, for instance, that are would help the board understand
061an issue, then I'm happy to do that. But I might say, "Yeah, I could do that over to the chair um to make sure that it's a consensus request for information." Um and then I'll leave it up to you to decide. I mean, I'm going to do it. Uh, one thing that I I think I saw happen and I think uh contextual examples helpful. We're going over my evaluation. Um, uh, in the spring, we were I was just kind of noting what the the goals were and areas that I would choose to focus, but really it was just supposed to be me reporting on what my goal was. and uh you all were very engaged board members what you're supposed to do. So then we started having this conversation about like a detail within the
062detail and then it started taking time in the boardroom and so that might be an area where uh you know given given um the permission I'd say hey just a reminder this is just to report and and we can we can definitely go into the the merits of this approach versus this approach if the board wants to but I just wanted to bring this back to this I'd be happy to do Or I can or I can just do that if you're with >> being the one who is built with that. I think there is very >> but you're the board chair. I don't I don't know. Um well I just um that made me think I I feel like that particular instance was a little bit tricky because theoretically the board sets the overall
063direction and strategy of the district. >> Sure. >> And so if it's in the context of um our superintendent's goals, it kind of feels like that's like a little bit of the overall goals because if those are your goals, then that's kind of the direction the district's going to go. So, um, for me that was a little bit confusing >> because it was goals that we hadn't set, which felt like, >> um, because they were your goals, >> which is I like that you have goals, but then I'm I wasn't sure how that fit with the the, um, I think they were a little more specific than our goals that we had adopted. And so I think I think it did make sense in that way, but um it was close to it also felt
064a little bit like um setting that direction, but I think it was I think it it still made sense because it was >> kind of sub goals of our larger strategy. Sure. But it was a little bit of a gray >> a a fine point. >> It's super gray and we're actually kind of doing it right now. Can we go back to those two that two slots? >> Thank you. So it's almost one more. So like on the left hand side where we have the the so once the goal set and so for me the goal was engagement with the community and school community and setting a focus then the sub the sub goal the question is like is it bor and it could be and we should definitely sort that out >> but it
065was just an example of it was like a share out but then the share out got it started spiraling into this really good conversation. about an approach and um given that we had other things on the agenda that might have been the time where I'm like all right do we >> uh do we pull back or do we just give perspective to the rest of the board? >> Yeah, it was sort of like a implementation item within a larger strategy. But I think maybe and maybe it would have been more clear like in the future if we have like a >> I don't know like a hey guys reviewing the fact that this is a sub goal of something you all already came up with. Yeah. that that might have made it more obvious. But
066anyway, that was a good thing that could bring up. >> Yeah, thank you. It's good to continue to talk. Well, I think we're gonna have more time talking about that today, too. We are. >> Okay. >> All right. Um, let's move on to a little communication planning. As I mentioned, as we were going some overview of the agenda, one of the things we always want to do is take time to review how communication is going and then to nudge it in the right direction. there's something that needs to happen. Let's make sure we have that conversation. And um oftentimes where there's a lot of uh there's there's a variety of different ways or groups within the communication takes place within superintendent from the board, board to the superintendent, between board and cabinet administration, between board
067members, and between board leadership and the rest of the board. So, we're going to spend just a little bit talking about little time talking about these and we're going to have um Eon kick it off and kind of review what he does and then get your feedback on that. >> Um thank you so much. So when when I was interviewing for this job, uh there was a a question around um that I at least remember preparing for around communication. And um I think a great communicator is someone that isn't just doesn't have this great oratory skills or written communication skills, but somebody who understands what type of information um the people they serve need, when they need it, and how they need it. And so having um five different board members with five different schedules,
068availabilities, and interest, meeting time, what I tried to do last year is set some pretty standard ways that you would receive information in the spirit of making sure that you always felt like you're informed on things you need to know about should you get stopped in the proverbial Fred Meyer and and asked about things. um so that things would not surprise you in the news cycle unless they were surprising both of us in the new cycle and um so that you felt like you had information you needed if there was something big that came up. So, I used a few different mediums to communicate with you. The most well, the one I thought was the most reliable. We had some technical issues for a month and a half uh or three was my Friday up
069the board updates, right? And I'm about to kick those off again next Friday, but I wanted to have this conversation first. So those were very um kind of I used a template and it was one highlight some of the outstanding things that are happening in our district as far as community goes instruction um happenings in the district or state that I know you get in your OSBA emails but I wanted to double down on how they impact the the district. any immediate happenings, maybe updates on on labor or bargaining, updates on legislative updates, and then finally um calendars and shout outs. So that's the that was the general structure and my goal on those was that you can read those in less than a minute. So because I know my attention span as uh someone
070who is very susceptible to clickbait and I know how much time I spend on things and so that my goal was to create that was really digestible for you. And then um to provide my updates in the boardroom for things that we want to kind of co co-share great things going on in the district that we need to talk about. And then when it came to uh other issues, it would be um relying on my my um communications team to maybe send out an email about a circumstance that happened or an event that had happened. Those would be the ad hoc emails that you get seem like they always happen on Friday afternoon, right? Um they never happen like on Tuesday at two. Um and to ensure that you got those through a text message.
071Hey, let me know if you have any questions. And uh then here's where it gets a little tricky, which is like my one-on- ones. Um, some of you uh especially my my uh board chair kind of feels like they're on standby most of the time at least in the few board chairs that I've had. And so there's we're probably on the phone a couple of times a week no matter what. So it felt like those were a lot more routine. So we didn't necessarily need to do a quarter week. Um, prior to Jill becoming uh, chair, we had a really good I think a good rotation of like every two weeks or so would have 45 minute an hour meeting. Um, but some of you I would have like a quarterly meeting, right? And then
072every now and then I might send out an email X are we good? And then some of you we had quarterly meetings that fell off and then I was like and then I was like man I haven't met with them for a while and so uh I guess what I want to do is open up a dialogue that says what is working for you um in those areas and then what are some things what are some needs that I can meet that aren't completely being met yet when it comes to communication and even when I was driving here today just you know we're wrapping up basically a second week of of retreats cabin retreat and our all admin retreat I don't think we should call retreats almost like games right but uh and I just
073thought to myself I want to be a better communicator and when I said that to myself it wasn't like I want to be better knowing how to talk to people but I want to be better at devising strategies that help people feel like they're informed than if what my vision is for the district their work is what their needs And uh I want the public to know what we're doing. And so it's really important to me to get real honest feedback about communication. That's the only way. Well, I'll say I think sometimes um like I know I had a sometime where I was less available and then if anything came up that caused anyone to cancel the meeting, it was really hard for it to get rescheduled and it's like so it's not all on
074on Ethon, but um so I think just trying to reschedule as quick as we can and um sometimes there's es and flows where folks are more or less available. I think um it's kind of a work in progress for all of us, but appreciate you bringing it up. >> Is that why we're on this side and you guys are on that side? >> That is a point. Okay. >> Okay. I see. >> Yeah. For me, it's it's always me between I mean like as far as inerson meetings, I know that you call me when something needs to be communicated right away. like I I know that you know we've been seen each other and when there comes to resum I haven't >> rough >> um but I also know and rely on the fact that
075like if there's something to tell me you will call me and I know that like that kind of will come no matter what um I guess like my big hope and expectation is just that like that I will that I will always know what I need to know and I have that trust. Um for me I guess and this is not a doubt or I mean it is a a desire and a need but it's not a doubt so I want to make that clear. Um I will just always want to know that like what I need to know I need to know and I don't always what I need to ask because I don't know what I don't know. And so, um, so I'm not, you know, like if the if if the question
076to me is like, you know, open-ended like, "What do you want to know?" I'm not even sure how to ask, you know, like I don't know, right? Um, because I'm not sure. So, um, so if I have a question about something specific, I'll certainly ask that, but if I'm not sure what to ask, I I just won't know. So, um, so I know in a in a crisis or emergency or even not a crisis that is important, like I know about that and other than that, unless there's something I'm tracking, which I track things, but other than that, I don't necessarily know what. So, um, but as far as scheduling, I know that I own that. One of the things that I noticed, um, before I was that I received notifications going on and I
077had trust. >> Yeah. And so having a section of that word update that is in the loop just to circle back probably was solved in an extraordinarily simple and trivial way just to know that yes >> it's something I could actually do pretty easily in that I have a I call it a situation tracker sound official But uh and um I use a color-coded strategy to determine if it has been attended to, if it hasn't even started to be attended to, and time stamp and then when it's resolved. And so one column I can put on there is, you know, board notification needed, yes or no. But um and then we'll calibrate to make sure I'm not inundating you on every decision that's made, but when things are resolved, especially that come to your attention,
078that's going to be attention needed and it could just be hey this you know and if it's complex then give you more context >> or even if it's sort of like on that list here are the things that because sometimes you won't know like do I need do I need to tell the board about it yet but it's almost like oh this was have I mentioned this to them then you can mark it because then we would know that loop had been closed right that's what I mean yeah just kind of like continue that so because a lot of that we won't need to know and some of it you won't >> know when it's on your list if we need to know about it. But once we do, >> then it's like just that
079resolve and it's like a check box at the end of it. These are the things that were mentioned before. >> Resolve. Got it. Thank you. >> Another thing I wanted to mention is um I don't I think I maybe I'm I'm not sure how many other folks have a district laptop, but I intentionally have a district laptop so that I don't mix my communications. And so, um, generally, um, I really do appreciate things going to my district email, um, instead of my personal device. Um, and but I do think the texts can be really useful of like check your email kind of a thing or a phone call if it's something really timesensitive. Um and then um so I just think that's an important thing to mention is just like having um >> not mixing
080up communication devices because I like to keep a really clean line on on that >> and I never put that's helpful and I'm really mindful of that like I have the two >> I feel like that's been doing and I yeah he has done really well. I try not to put anything sensitive on on your text message threads. And actually, I don't know if you've noticed. I think I don't know that I've actually put all five of you on a text. >> Yeah. Yeah. So, it's a different style of leadership, but I just want to be really mindful of that because I know everything's subject to public records and I know this board's desire is to be as above board as possible. So unless it is a a non-material exchange of communication like hey do
081I put second or whatever it is I I try to to keep that off your your your personal devices did everyone get a chance to share over on this okay Good. Any any other thoughts on this one of things that as a board you would want to commit to? >> So I actually want to expand Because sometimes Yeah. >> Say more about that like you give an example. >> Yeah. So I'm thinking most about one of our um and where a board member statement and it then came out in the boardroom and so it's sort of a item but it's not really that one person but just making that opinion and work as it has become. >> Yeah, I think the the no surprises thing is good between whatever group we're talking about here. That's
082that's just a good one. And that that whole issue of whether you're building confidence or eroding confidence, it'll be a direct correlation there. >> And I know Jill knows this, but of course we have our quorum like including the serial quorum and the um I can't remember what the other one's called but basically if we all talk to the superintendent about something and he shares it back then we've all basically met and so it's just um like I and of course so we have a five member board that means we can only talk to one person and so um if you're if you for example if somebody wanted to make an amendment on the agenda and I thought you wouldn't add it so I thought to go to someone else and I can't talk to
083you and so it just kind of like well sometimes but >> the example I gaveactly and it's not business and so it's not a matter of so that they want to make share that board members So like the most informal term I can think of that is like dropping a bomb in the boardroom and and that's is that what you're bringing up is >> one little tidbit I I think also with this um I think sometimes we can confuse no surprises or this you know asking the superintendent questions in advance because we've read all the materials. That's not to say we're just a rubber stamp board room that we don't talk like we do have a lot of rich discussions and we're asking questions but I think again there's that balance of you can still
084ask that question in the boardroom but you've given whatever cabinet member or director or the superintendent an opportunity to gather the information so that you can have those answers and that rich communication. So the no surprises um exactly that is not to sort of undercut the discussions in the boardroom but really prepare for a much more robust informed conversation that would then go quickly because people have to come back and say we'll we'll give you an update on that in two weeks because I have to talk to three different cabinet members. So I think that's really in order to have those good conversations and just means we have to be prepared with those questions in advance. I wasn't thinking about this originally, but this uh does bring up uh something I've wondered about a lot
085is just logistically um because sometimes we have a lot um sometimes we have more notice with our board packet, but sometimes we get it on a Thursday or a Friday or a Monday meeting. And so, um, that does make this really hard to, um, adhere to pertaining to questions because if we get the packet on Friday and some of us are at work until 5, um, maybe we have a free Saturday morning, best case scenario, and look at it immediately on Saturday. But then, and I mean, that's assuming a lot because maybe you're not free on Saturday morning, but maybe you are, best case scenario. and then you have a question. If you email that question in Saturday morning, which is again that's really conservative asking a lot um to get that quick of a
086turnaround, then um then theoretically the district staff I hope is having some kind of weekend. And then I I would feel really bad if that was farmed out to a cabinet member to answer that question on Saturday or Sunday and then theoretically you might be working again on Monday and not have a chance to see any kind of response from that question or even worse the answer to the question might come on Wednesday which is a completely reasonable turnaround for for to expect of our staff. I don't like the idea of everyone being super mobilized over the weekend about anything you might ask. But then that leaves us in a position of not having an answer to that question um for that board in advance of the board meeting or potentially not until after the
087board meeting and it limits an informed vote. And so I've wanted to um encourage or potentially have the board consider um a longer time to review that pocket in order to enable this because I don't feel that I can say um I don't like the idea of saying questions will be asked in advance or I'm not going to ask it if I don't have enough time to figure out what the question might be. So it puts us in a bit of a catch 22 >> and and my um staff stands prepared to answer any questions packet uh and without without prior notice of what you're going to ask. And I say that because there might be spontane uh uh spont spontaneous there might be spontaneous questions that uh you're going to ask based off of
088a bridge discussion. And if that's the case, we're ready to answer those questions. Um, now if it's the whole board uh routinely isn't able to get that packet because of the density of that packet and the quick turnaround, then we can look at I mean, again, we're at your leisure, so we can get that packet out to you sooner, but it will impact the overall it might uh impact the speed at which we're able to do work because we want to make sure a very thorough packet and sometimes it's up to that Thursday or Friday. So, we'll have to change the culture in the district to get those things complete as well. Um, one question is, do you feel like that those are some of the surprises team is the questions that come up in
089the boardroom or are there other I know the thing that um you mentioned Jill from our neighboring district district wasn't necessarily that it was more of a political thing that was going on in outside of the context of the of and then it got it got into the boardroom and then it created kind of a swirl. Right. Yeah. So, I think those are the things that I'm understanding you're concerned about. >> I think this would be entirely reasonable. And also ask questions answer. I don't know. I'll get back to you. Then that implies we might have to table that if it would inform our vote. That's what I'm concerned about. Like even if we got the board packet on Thursday, right? Like say we have a board meeting on Monday. Even if Even if we
090got I mean my preference is obviously to get the packet sooner. Even a day sooner would be useful because I don't like assuming that the cabinet is I mean even and I appreciate that the superintendent and cabinet are are willing to try an answer on the spot but I just feel bad about it and I don't think it's like an ideal way to operate. I mean, of course, things are going to come up in the moment, but I think even a I think a single work day is where we can review it and have that day for them to answer. Um, and then we can I I think that's that would be a lot. Even even just one or two more days would make a difference to be able to just have that opportunity for
091staff to be able to respond. So I will say it is pretty traditional to have a longer time. So it is a pretty short lead time for for this for this district that it is unusual just in the course of day. However, it it is so anybody can make a motion to post to a later date. It does not mean that we will postpone, right? Like if the majority of folks feel like they have enough information, then a motion to postpone might fail, right? So so if one individual board member does not have enough information, it does not necessarily mean that the that the issue would not go forward, right? And so that individual board member could make a decision to abstain or to vote no, right? So I mean that is everybody's decision to
092decide whether or not they have enough information. So that's you know that's the discussion that we have and then that's where Robert's rule sort of takes over and that's where that would happen. So those are the two I mean we have that option for anybody to suggest that and then the board would decide whether or not they wanted to do that >> postpone not table >> table is for later in the meeting like you want to table something that later on >> something so just uh just to land this one. Um, >> all right. Sully. >> Yeah. >> So, right now it sounds like the current practice is to have the board packet out on Thursday typically. Is that correct? >> The the expectation or the norm agreement is Thursday sometimes. Um, I'll just pick
093on finances um because of a bunch of steps that need to happen. um with finances that are outside the district's uh control, they get postponed till Friday. Um that being said, uh we can um commit to getting that packet out earlier, but that's the will of the board. >> It's always a really tough balancing act because the earlier you get the packet, the ster information is right. And so things finance And so by Thursday you got updated version. If the packet went out on Wednesday that means that you're getting a slip sheet on Monday when you show the less valable. I think that the first that's how we landed on the first day and I think that that still remains pretty good most of the time um hits the right mark for me >> and
094particularly when there's not necessarily like to your point like voting on something that we don't have the information for yet or haven't gotten an answer there aren't always action items for like finance because I think that is the one that we're waiting for the most up to date so that becomes less of an issue like that might be an issue if there is something that we are voting on, but many of the times, so maybe we do get a slip sheet or the updated numbers are sent to us later on or on that Monday, but that wouldn't affect any votes because there's no action items in which we would need anything for. >> Yeah, the majority of the action items, I've only been here for a year, but a majority of your action items are
095routine. So, your consent agendas, HR, etc. And um then you will typically have a or a um finance related action item. And then uh we normally have a a policy and that policy you should be pretty briefed on before you even get the package. So for planning for the rule and not the exception, is it true that Thursday works and Thursday would a Thursday Thursday Thursday at noon be helpful? That would give you basically an extra two business nights I guess to review. Or we can do Thursday morning, Wednesday. >> I feel like if it doesn't include nighttime, then it means maybe you're not looking at it >> because you're at work. >> So I think for me, Wednesday night, by close of business, assuming the district is working during the day and I'm not,
096right? So, I feel like Wednesday close of business would be better because then any questions would go out by Thursday and there'd be time for any staff to be able to answer by the end of the day, Friday, which would mean I could know about it before I vote because then if they answer on Monday, then I'm not looking at it until the board meeting on Monday because I'm not unless I take Monday off. That's so I feel like the expectation shouldn't Ideally, the expectation is not that we're looking at these during working hours as a volunteer board. So, I would appreciate that. I know >> five days. >> Yeah. But but I think for me it's what business days is what as far as being able to get any questions in before for for
097the for the staff to be able to answer. Um, not that I would go directly to the staff, but for any question to be able to be answered, I think just enabling the ability to answer questions would make me comfortable agreeing to this concept. But if you um it just makes it I feel like the advanced notice kind of needs to be a little bit mutual and I I think um it is unusual for our board and having more time just makes it more able to have any close any loops. Um I high stock and kind of the process and having due diligence and it just feels a lot better to have time with the packet and make sure you had chance to look at it and ask any questions. A lot of times there
098aren't any questions, but not having the ability to ask questions in advance and get an answer um brings me some discomfort. >> All right, let's give Devid the last word and then let me try and wrap up. >> Thank you. Thank you. I appreciate that. um thought we were going to have something on here about um I guess operating agreements or board. >> We do. >> So I think >> if we get to it. No, I'm just kidding. Um, I think that that's one of the things that we need to um talk about in our agreements because yes, I completely understand we're a volunteer position. However, given that there should be an understanding that we're putting in work outside of the board meeting, right? And whether it's on a Sunday night or on a Saturday,
099whatever, like it's not a job where you pay 9 to5 and then at 5 you can say like I'm not going to check my email anymore. You know, it's it's a volunteer thing. So, you should be doing it. you should be like willing to put some hours in outside of what the regular board meeting is or what the 9 to5 time is. I'm gonna have to clarify, but I I wanted you to have the last word. Um I my discomfort is with any answer to the question being for our district staff to be unable to answer during their business hours, which means that in theory I would have to have asked before Friday morning to that only would give a day for to get an answer back, >> right? And and so then that's up
100to the superintendent to say he's on 247. he needs to like tell his staff like whether he wants them to answer that uh or not and then it's up to him to pay his staff like whether or extra or whatever or their salary. I don't I don't know what it is, right? But like if he can't get you an answer by a decent amount of time, but I feel like if if over the weekend they're not working and they get you an answer at 8 in the morning, you should still be able to check in the morning and five that answer. It's not like you're going to get here and be like, "Oh, well, now I'm looking at the answer." But that that could be part of our agreement. So, >> why don't we why
101don't we do this? Um why don't we give Ethon a chance to talk to his cabinet about what would it look like if they explored the idea of Wednesdays like in a serious way? What would what would that mean? Does it mean that people are just shifting their work forward a week? I mean today or does that mean that um your information is gonna be to use Jill's words gonna be a little stale? Let's give him an opportunity to have that conversation with cabinet and then he can come back. >> Much appreciated. >> Yeah. All right. Okay. We're going to need a speed round here. Um so we've got two more to cover and we're already like 20 minutes behind. So, let's uh let's do this really quick and let's uh let's not go into
102a bunch of detail here, but as we have a new board chair, um it's always a great opportunity to kind of put out there what are you hoping for from the board chair when it comes to communication. So, any any ideas you want to throw out there, any hopes for this? And of course, anything you say Tristan is not taking personally. This is just just a good annual review. >> So, I don't exactly know what this should look like because I'm really really really cognizant of public and the way that that's changed and the fact that nobody can be an intermediary and I'm not saying that has intent. I'm just saying that like nobody can be and and the fact that you know it's just really it's really stepped up public meeting law and and
103I would not want us to you know accidentally or unintentionally get into a place where the board chair role becomes an intermediary and so I don't even know what we should expect out of that role anymore like I don't want the expectation for the chair to be to like see the rule. >> Right. So here's my proposal is if a board member needs to contact your board member about I'm going to respond to you by saying I cannot spal me to talk about it with I think it is appropriate for me to send email. And so please God, don't ever respond to that in any way, shape, or form. Don't ever I don't want to know it. And I think we're very comp anyone who got it or everybody got so >> is it with
104So one thing that we actually do once something comes up but the question I have is I use the or the board chair I see functioning two helping you within the setting and three being the representative for the She was thrilled about that. I gave her a lot of I want no surprises. I gave her like this much notice. Um to that >> Yeah. to that end. Um every now and then though, if there's like something like blade the fire is about to get going, I'm like, "Hey, you call these two. I'm gonna call these two." And that's another one, right? So that's the new rule, right? Call one. >> Yeah. >> And and I would just say particularly because it was at the end of this last year where things like the meeting laws
105were getting really my word tedious. I think if at all possible assuming like the intention is to be transparent without breaking public meeting law and so the intention is I don't think Jill or the chair or whoever it is is not communicating or whatever. So it's helpful like there were that example of I don't know if an email is going to one person or the whole board that does come up because then you're either getting someone's getting five different answers or the sort of unified answer. But I think assuming that the chair is operating with public meeting rules in mind and with that intentionality, I think relieves some of like the stress because it's I don't think anybody that would be board chair be like I'm going to be not transparent or not sharing. >>
106No. And I don't think that intent plays any part in it at all. But I think it's very very easy right now to run a foul of public meeting law especially with you know OGC being very watchful right and but I I mean like you know I don't need any intent like you you're on top of this as much as I am I mean like everybody I mean just like but you know I mean the advice to boards right now is just like you got to know this stuff backwards and forwards >> and that's what I mean so if it's like I'm not sharing something with everybody talking to one or asking you did you get that email or whatever. Like I think there were some times that came up where it was like I
107am trying not to break meeting law which is why I'm not having a conversation with a certain person and it's not me just >> blowing you off or so the intention of the chair is >> keeping all of those public meeting laws in mind >> and the board can assume that best intent >> also while not breaking laws. >> But the other thing will that those five individuals, I don't want that community member then backing different parts of the elephant, right? And so that community member get very respons what is doing it as >> we are going to be talking about the email thing in our working agreements. So, we're going to have a chance. We're almost there. Almost there. Um, let me wrap this section up. And um, the the other the other place
108where it might be important for board leadership to have a conversation with board members and let's say there's there's there's an exchange that wasn't as great as you would like between board members or there's working agreements that aren't being followed. That would be a place where Joe would follow up and say, "Hey, just want to touch base with the member. Here's our agreements." That kind of thing. Um, and that's all that's all okay. That's all fair game. So, I think that'd be another place that maybe Yeah. kind of the interpersonal piece, right? Okay. Why don't we Why don't we take a fivem minute break and then we will um you're going to do your your >> Oh, I know. But but that'd be good if we were on time, but but we're not. We're a
109little behind. >> Recalibrate his segment of his pres. So, do you want to do that? >> Why don't we do that? Why don't we do that coming back from break? Yeah, let's just take a five minutes. So, that's 216. >> Well, it's 211 now. >> No, it's 211 now. Okay. Thank you. Are we ready to go back? All right, we are back and we are doing trivia without say without the beer and without the pretzel. No. Um, a little bit. Uh, right. >> Oh, trivia on Robert's rules. Just kidding. Um, right. This is what we will call a poperri of trivia because we have different interests, different backgrounds, different generations. So, it's a little bit of everything. I I'm saying pop culture is different between like several different people at this table. That's what I'm
110saying. So, grab a little piece of paper to write your answers down. All peeds. Yes, that works. There's 10. It's short. Um, but all electronic devices and personal electronic devices and just have fun. You're not probably supposed to know all these things. Just and and honestly at the end you'll be like, I learned something new today. You can do it at the end. You be like, what did you learn today? Okay, you ready? All right. What is the longest strongest bone in the body? And we don't have to share how many we get right. Uh, all right. I'm gonna slow and I can go back to questions. What is the only US state that could be typed in using only one row of a st? Nope. Okay. I was I was like the standard keyboard,
111but is the only US state that can be typed using only one row of the standard keyboard. And it's closing your computer. Okay. Oh, this one's stumped. All right. It's not moving. It's not. Lisa, you might have to bet. It's not The clicker is not working anymore. in Walt Disney World. We do this one all the time in our family. What does Epcot stand for? >> It sure does. It sure does. Consumer costly Epcot. What does Epcot stand for? >> So you will at the end I say you will have learned something. >> All right. Anybody got it? >> The first iPhone was released in what year? I like the door sized phone. the iPhone 30. That one made me laugh when I put that button. I move on. We get a bo bonus point
112for our anatomy fans. Where can the smallest bone in the body be found? And bonus point, what is the name of that bone? Watch bones. You didn't know this. There's like two two some of them. This one I know from the shows. All right. The iconic Hollywood sign originally spelled out what word? It was not Hollywood anymore. I don't know in five minutes if I don't know it now. We only have 10 questions. What book holds the record for the fastest selling book in history? Fastest, not most copies sold, fastest selling book. It's not the Bible. The fastest selling book is how they explain it. What is this called? And who is it? Celebrity spokesperson. >> Everybody gets an answer, right? Who was the first president to visit all 50 states? Final question. What do
113you call a group of porcupines? Does anybody questions repeated? Need to go back to any just get us out of our misery. All right. Longest strongest bone in the body. Femur. Oh, and the next one is Alaska. The keyboard. The experimental prototype community of tomorrow is Epcot. Like half point. That's half. Yeah. >> 2007. year my daughter was year Dylan was born. Yep. The ear is the smallest bone and it's called a stapes. Good. See the So, you get a point. Stapes was a bonus point. There's like the hammer, the stapes, and the anvil. Hollywood land. It wasn't just Hi, LA. Yeah, Harry Potter and the Deathly Hallows. A Deathly Hallows. Sure, everybody gets points. It's fine. >> Like a half point. The thigh master. Suzanne Summers. S O M E R S. Yes. No.
114See different Nixon Nixon, social studies teacher. And a prickle. It's a prickle of porcupines. I know. So you can go home today and be like, I learned a new thing. It's called a prickle of porcupines family, but it's a prickle. It's good. Do you know what a a group of flamingos is called? A flamboyance of flamingos. Okay. I know things that live rentree in my brain. So now I know many Yeah. All right. Little brain break. as Mike's teased that up. Uh we uh had such great conversation um leading into this that we had to compress his component so of the presentation today and of the retreat. We have about an hour left and we're still pretty confident that we can get what we need need to get accomplished in that hour. It's really around
115board uh commitments, goals, and agenda setting. And so we're thinking 30 25 [Music] 15 40 10. And I can set a timer if that would be helpful. And then we would I'll go I'll go 20 30 One of the framework at first blush. No semicolon probably. So I will yield my time to people that have a formed answer. Um I have a few things but the main one is um number 14 which I think is a good one. Um the chair responds to group emails sent to the board when the question concern is informational in nature and will CC board members in the response because um obviously then the board chair can get information and respond um and you don't want slightly different flavors of information. But I think it should also include that the
116other board members can respond with like a thank you or acknowledging receipt um or information that the board chair will respond because I think um then it looks like I I just think we should be able to have that kind of basic communication with the community. Um so that would be my only um suggestion. And then um number 10, start and end on time. Might be worth discussing ending on time, like what that means. Um because if sometimes we keep going a little bit. Um so I'm not sure what that's supposed to be. I'm sure Jill will know. Um and then number four, the word um themselves and the district. I think the word themselves might be worth clarifying what that's referring to. Sorry, I should have said that. Number 10. If an individual board
117member replies, they say something belongs, "Thank you for your, we've received your email." Um, board chair is going to respond on behalf of the board. >> Is that what you're getting at? >> Yeah. But I don't want a script. I think um >> I'm just talking not like I don't want like a quote, but Well, yeah. I think an example might be helpful, but I think um more So it says this this rule basically says we're not going to respond. Um but the chair will I think um will not respond but with the information and the board chair will give the information. Um but the maybe it could say um but other board members may respond acknowledging receive thanking for the information or other non-informational response. >> Got it. >> Something like that. >> Okay.
118But you wouldn't be opposed to having an example. Not that you have to follow the script, but just so there's an example. >> Yeah, that sounds good. >> Okay. >> Thank you. >> All right. Have a question about number 13. So, where it says um specific questions concerning information package may be addressed to the person providing the information. So, Is that what we typically do? We just email the director directly or should should we be including as well? >> So, normally what I've done is you want to be explicit about ceing. >> Yeah. Well, that and I want to know like >> is that within >> Yeah, we have a question about what's in the for packet, but is that um part of our not the forum, but like you know, yeah, like because we
119normally wouldn't just I guess email directors directly unless we run it by the superintendent procedure protocol. I don't know what I'm trying to say. I think I'm picking up and I think what's important is um whether it's a clarifying question or whether it's a question a request for further information which would then be almost indirectly asking my staff to perform work. >> Yes. >> Um so I think those those are really good questions that you're asking. I would actually be more comfortable if it just said to communicate with the superintendent because I think it's so easy to muddy the waters. But it could say aside from logistics because I think if you know scheduling when we're meeting with the superintendent or oh I didn't get that packet link or something along those lines. I think
120um the logistics make sense, but I I would rather not um toy without line of um accidentally kind of undermining the >> manager and staff relations. So I I'm more comfortable if it was more specific directly to the superintendent and they will >> pass it on >> work with their cabinet as needed or something like that. >> I think another benefit to that is um it maintains anonymity for the board members as well that's a big deal but sometimes it's just nice for me to be able to talk about the board as a unit to my staff and say hey um per board request I'd like to um uh know more about X or do you have an answer for this? And it just makes it sound a little bit moreized >> rather than like
121hey Tristan's asking about this. So just it feels it feels different to present it now. So if I change that second stays the same question. >> Well, could it just go to the superintendent? >> So maybe should they because it does say may My concern with that um is that if we just say all questions go directly to the superintendent too like that's bring a lot of emails in that might be unnecessary. >> That's a slippery slope. >> I would prefer I mean really my preference is for all them to go to me and then I can delegate to my staff or I can might even just have that answer and fire it off to you really quickly. So what if we just say So what if we just then >> say clarifying questions concerning
122information >> that's needed or contained in the board packet will go directly to the superintendent. >> Yeah. your preference. >> But I would I would um maybe get rid of the second sentence, but al but then in but then add um other than or something like other than like meeting logistics or >> to put just other than J because I don't want to be assigning work accidentally or messing with the management relationship, but I think it's like If we are asking the question for clarification or if information is needed then the superintendent could say I'm either going to pass that along or I know the answer. So then we don't have to decide if it's assigning work or not because if we're meet if we're if we're reaching out because she's handling his schedule though
123>> about a meeting that's that's why that one comes to mind because if we're saying um >> like can you check what day he's available to schedule a meeting >> then he doesn't want that you know. So, so >> that seems good. You're not going to go to the board. I would like an additional analysis about that financial report, but like maybe >> clarify themselves. So what's >> about the evaluation >> goals and objectives for themselves and the district? >> Maybe it is clear. Maybe it's because is the word themselves referring to the board and the superintendent or just the board both because they are the subject. So, I make my goals, but you all agree on my could also help make goals for me and agree on those. And then you all make your
124own goals. >> Okay. And then there is the word she in here somewhere that needs to change to >> Oh, no. That was an old one. >> Um, question. Um, I just want to I don't want to change this at all. Um, number 11, I just want to emphasize I I want to continue to see this happen that when additional meetings need to be scheduled that that we consult with board members regarding availability um instead of dropping things on calendars. Um, so one thing I'm not seeing that I don't think is clearly articulated while in number one we have the focus on governance, I don't anywhere the opposite where we are saying we are not management. So I think that that needs to be articulated as the opposite. So I wonder about just putting some
125language in number one or somewhere else where it says we are not management you know um I don't know how you want to that >> and I I don't want to just gloss over one important one that just brought up which is the the scheduling of meetings. Um that's something that that's feedback that I've heard and um we are committed to making sure that we are uh being really clear and efficient on how we schedule those meetings um so that everyone's in the know with what they are with purposes and how we're getting them scheduled. >> The last one um is not an edit to any of these um and I'm happy to help with this if you want to do this too. I'm not But in in these agreements, I love to see cross
126reference to the existing policies that we already have. So a lot of these are already embedded in our B section policies. And it's kind of nice to see policy references because we have certain policies and and a lot of times this is like a synthesis of existing policies. Not all of these are. So when I do these, I often will cross whatever and put those citations next to the certain agreement. So, I'm happy to help with that unless you want to do that. >> Okay. Tristan, anything come to mind? >> I think there were a couple things that I liked the clarification on and thought of it. >> That's time that we have just so you know. I don't try to cut anyone off. Just let me know. >> Go ahead. I just want to
127have this one aboutition. You all know my preference. >> Yeah. >> Oh, I'm sorry. I thought you meant the board pocket time. I think that's fine. That one's fine. >> Yeah. Yeah. >> And I have to come back to work. >> Oh, >> coming prepared to meetings I think would actually be >> what is it that you're asking Debbie? you have like a way that you like to be phrased? >> It's just >> not trying to put you on the spot. >> Yeah. No, I I I don't have a way that it's to be phrased. I just want to make sure that we acknowledge that one of our big roles or responsibilities is to come prepared to participate in the meeting and that being reading the board. >> I agree. >> I don't know where
128that >> why don't we let Jill work on that. This is something we had in the past under the superintendent of the board. I can take that. >> Thank you. All right. So, next steps on this one would be that um a copy edited copy will be re will be brought. >> You're going to see it the next meeting. >> presented. Yeah. >> Presented at the next meeting and you'll have an opportunity then for approval at that time. All right, let's go ahead and move on. Okay, here is a goal. Shared goals is something we want to spend a little bit time talking about. Traditionally, boards have done this thing where the board sets goals for themselves and superintendent sets goals for themselves. And sometimes they're aligned and sometimes they're not aligned. And um sometimes
129it doubles the amount of work you're trying to accomplish and it takes your expands your focus in a in a not positive way. So, want to share this idea with you around shared goals and what this might look like. The idea here is that the the the board and superintendent team, they set their goals together and then within those goals, the board identifies those action steps they would take and the superintendent identifies the action steps that they would take. And the bottom line is that it takes both parties working together in order to accomplish that goal. So, that in a nutshell. And um the idea there is I'm gonna skip some of this is um the whoa the idea there is that you would invest in each other's success that way and when I say
130that don't think that don't believe you're not investing each other's success now but it it really forces coming together to work on a handful of things and making sure that's getting your full attention. So, had a couple conversations with Ethan and Jill about this. And so, what you're going to see in a handout that's in the packet is um five different potential goals to consider. And um and as we look at these, obviously the team effectiveness packet, that's one you're going to be working on that anyway. You have a big bond and oversight of that's going to be very important. Um MLE improvement. So, just the student achievement piece we need there. Financial stability, you experienced that last year and we know that there's PERS cliffs coming in the next couple years. And then strategic
131plan development. So what you're going to see as a starting point are five goals in your in the worksheet. And what we're going to ask you to do first of all before we start that when you see those five goals up there, let me let me go back even one one step further. How do you feel about the idea of shared goals? And if if yes, then are these the right goals for the board superintendent team to be focused on? >> Yeah. >> So, I really like the idea um about having shared goals. I think it's a good unifying principle. Um the only thing is though I feel like how I would normally go about this kind of thing would be to think about what um how is our district compared to other districts in
132the state and then I would consider those items in particular. For example, if our district had particularly better or worse outcomes on a measure, if we had a particular challenge that other districts didn't have, then I would want to focus on that. So, say our district um and I'm going to just make stuff up. Um, but say our district had um really bad attendance compared to other districts in the state and we're all in the same state operating under similar Oregon uh rules and laws and um resources, then I would say, "Oh, we should focus on that." Or if um you know, or of districts of comparable size um and demographics, what are we doing better or worse on? So, I just feel like it's hard to come up with a a goal without kind
133of like the thinking behind why we would select that goal. And so, that's the only thing that gives me pause is I would I kind of would rather have some um like information to help direct what our goals should be and like what we should focus on first. >> Thank you. um goals three and four are um are use uh data to inform the development of those goals. And I presented on it back in May 19th, but um and especially with our MLES, uh those are developed, they're differentiated for the needs of our kiddos. So whereas um there might be some other districts that are there might be a perennial need in the state to better serve our MLAs and um Tiger Talton may or may not look that bad. I think that um given
134the expertise of our instructional leaders, the input from our community, um what I've learned about our district, knowing the will of the board members, and also my my um expertise, that was how that number three was developed. Um so especially around literacy at the elementary school, math um at both the middle school and ninth grade on track and graduation. Um those that's how that goal was developed. And then for the financial stability that is a statewide concern as well and um given given the the status of our district, I just feel like um a we can't implement and sustain programs without that component. So that's why those two were selected. >> I also think making which these do tie into our strategic plan. So ensuring that because there will be different needs for different whether
135geographic size whatever districts but really what have we and we're going to start a new strategic plan. So anyhow but in theory really ensuring that those are aligning to both our strategic plan and financial strategic plan I think are are solid foundations for shared goals. And I think to address the issue you brought up Crystal, if if it comes out in the course of the school year that hey, we're really behind the eightball on something that is then something that we would fold into following year's goals. But to change the goals mid year like that because something popped up is really not fair to our superintendent because he knows he's going to be evaluated on those goals and if we give him one mid year then suddenly his evaluation is thrown into chaos. >> I
136don't mean mid year. Um I mean that here are five goals coming before the board to consider. Um I mean that um my preferred process would be to have a little bit more of a like um like what environment are we operating in like more of a context setting um item before we came up with shared goals. So, I feel like um I'm struggling a little bit to like get to that point mentally because I would have preferred to say um to see like what is our district particularly struggling with compared to other districts of this size in Oregon or here's the trends, opportunities, challenges that present themselves in our in this moment, which I think financial stability really speaks to of um that's obviously a challenge we're facing. So, I think um not to
137say that hasn't been done, but I'm struggling to arrive at this point um without having that conversation first. >> And I think I think sorry, I think we included that information that you're requesting in your May 194 packet. So, those two aren't new. Um but we can also refresh those were based on like a series of artifacts that were collected for those two goals. Sorry. >> Yeah. No, that's fine. That's what I was going to say. It's like we've been talking about the lack of success when educating our multilingual learners. And so I think that's been a common through line from I don't know like the four years that I've been on the on the board is that every year we've needed to do more to to get that to get those uh students uh
138better. um education as well as the fact that with everything that is happening at the federal level and funding things like that, I think we should have something to call out for for them to really codify that this is our stance on educating our multilers. >> Um I see these five as really being an example of systems thinking and um we know that systems thinking is one of those standards that improves student outcome. And so I see these all tied together um especially under that our current strategic plan and then looking forward to creating another one. And I think I would see the use of data a little bit differently and as our superintendent has been talking about like looking at what our specific district needs are first which we've been doing with all of
139those things for a while and then if there is um if there are method are things that we can leverage by looking at data from other sources, then that's great. But looking at what our needs are based on our own data first and and then looking outside at other systems and saying are there other districts that are doing great or you know like what what partnership do we have there? But not necessarily in comparison first because we live within our own environment. We know what ours are right now. And I agree with you know like we some can't call you has to use his first name. Um no I I just think benchmarking is something that we we don't do a lot in education but it is something that we that we do need. Uh
140so I agree with you that we we should be looking at um what other districts are doing and what other situations are. However, education is also very like individualized to each district as well. And so I I think that this is um it is an important thing that we we should have >> and I just wanted to clarify because I didn't want to say that's not true in the boardroom but so the the metrics that we used to arrive at number three were um 11 of our schools last year were identified for um targeted support for comprehensive school improvement. Um and those were primarily for uh lack of growth or achievement for our multilingual learners in English, some around special education as well. Um, so I could then that's in the copy of my superintendent
141evaluation packet that I provided for your consideration. Also, our four-year graduation cohort where it shows that our um students in ELD programs are graduating at 16% less than um the district average. And then um I also incorporated an internal review. what's called a multilingual learner health check document um and then integrated that with our strategic plan and our um district equity pillar. So those are examples of how we we brought it forward. Um also if there's other areas I don't want to get too hung up on this. I just wanted to kind of share that I wasn't trying to be willy-nilly in designing any of these. And um if there's anything else that you feel like is a miss or things that might just be a given that I would be evaluated on anyways uh
142just feel free like this is the time and space to have these conversations. >> Isn't attendance still really lagging post pandemic? >> Um >> and I feel like that also ties into um like impacting some of the other goals, but of course we I don't want too many either. >> Let me get you the attendance info and we can definitely bring it back when we finalize this. I can bring it to the whole report. Our attendance has ebed and flowed. Uh since the pandemic and that's been a statewide um issue as well. Uh is certainly impacting some um populations more than the other and it continues to be a priority for us and so that's something that we could also look at. That's the board agrees that. also thinking about shared goals um and what
143the board might be more or less able to engage on. So some of these might take place like very deeply in the classroom and others might lend themselves to board contributions more. So I'm not sure um if there's any ideas around that. That's why we put board That's why we put board oversight on there and um board superintendent team effectiveness because those are certainly areas that are we can um do some data collection and set some fair goals and have an action plan that very much involves the board. Um the the board is very much part of our um since they've approved the budget. They play a really big role in our in in supporting our financial stability and um the board also plays a important role in our strategic development or the development of
144our strategic plan. >> One of the one of the things to think about here is and we'll take just five minutes to do this. Let's look at each goal and these are just examples, right? These are action examples and let's let's add to it. So are there are there things that are missing for each of these goals? And also be mindful of, you know, what the roles and responsibilities of the board actually are. And so you'll see in the examples that the verbs that are used are very much in the in the vein of the the responsibilities of the board. So as you think about adding things to that, keep that in mind as well. So, let's take five minutes and just add examples to board superintendent actions on all of the goals. Yes. I
145know it's just my fidgety I get fidgety so standing behind his chair. >> Yeah. Proximity monitor. You could lay down. >> Yeah, >> we good. >> You had extra time, but then you started chatting. It's time. >> Okay. So, um why don't we do why don't we do this? We'll just make circle around and just call out anyction ideas that you have us. >> We'll start with number one. That's better. Yep. Do that. First goal training. A ratings all three of us on one. How about you >> for me? There were just a couple where I just want to know the how. >> Uh like number four on board action examples and number four on superintendent action. Anything else on bond another one about how like yes we can like number one right we're setting
146them as equity as a priority so how are we >> so these were a set for me also that a new loop that my educator had on and was like, "Well, what are they going to be?" And I was like, "Lord governance, >> right?" >> So then it would be I think that maybe there's a superintendent action example that kind of closes that loop. So there um while they like the superintendent team is developing and ensuring and providing that data maybe part of so it does say provide relevant actionable MLE data and regular updates to the board. Um but maybe there's another sort of how in terms of the communication around who and how that student equity piece is being set and maybe that's just like a more broad communication piece on the superintendent action
147side but again making sure that we're keeping our >> my governance hat on. So the way that we set >> you can receive regular reports ask questions. >> So that's going to be >> we'll take your ID and expand on it. and I had a how under number four under board action and I just think that spelling these things out throughout the year >> number four on number three >> then we'll pull the ML number four under action >> how do we go forward financial. >> So under board action examples on longitudinal plan. >> Yeah. >> What are we are we sitting on the board right now? >> Probably not. >> So >> yeah, that should be almost that's almost a superintendent action, not a board action. >> Yeah, it wasn't. >> So two should
148just be arrowed down to superintendent examples. And then >> what about >> Sorry, what if we um have priorities or um what if we have um what about prioritization of cuts? like if this if we have to do cuts, how um well the budget is an expression of our policy. So how do we marry those two of like maintaining our priorities within that? I mean I think that's part of the the superintendent action pieces with the implementation and recommendations of cost containment strategies or when there's financial forecasts that would require riffs. But again, that's like that that separation of the board governance piece and not making those district level decisions or priorities. >> So for context then um the board uh approved the $10.7 million rift. Uh so then it was um upon me and
149my staff to determine how we were going to make that uh and the we gave rationale on why we needed that um make that reduction. Um and then later on we have uh a process, a public process to develop a a budget and we present that and allow the the community and board to ask questions, give recommendations and suggestions and at the end the board approves or doesn't approve that budget as a collective based on it. And so I think that's I see that as an example of the board approving cuts. I guess I'm thinking more about not like should we buy paper clips or pencils level but like some districts are talking about and I don't think we're in this position but like some districts are talking about closing schools right so I would
150think something like that level of of uh decision- making would come to the board versus like you know how exactly are you going to finagle this pot of money a little different so I think like maybe some um like you know we can either do this or we can do this or in the We've had discussions about are we going to do two waves of smaller riffs or one big rift. So, I'm >> trying to look at like including those larger strategic conversations like upfront >> within the process. >> To me, that's three, four, and five. I think that all of those decisions are encapsulated in what it says in three, four, and five together. >> And our board action where we regularly review budget and projections in order to monitor financial health. That's exactly
151what you're talking are we in a good spot or are we going to have a conversation and I think also we would then the community in the past. >> All right. Uh number five, strategic plan. >> All right, let's talk. >> My my only thought on this one is um I really appreciated the the board being giving me very clear guidelines, almost a directive on having a couple of big areas of focus know when other things would happen. The strategic plan is scheduled to be developed no matter what um by 2027. Um and my intention is to begin the launch sometime this year. And so I'm just throwing that out there. Um that's something you can certainly evaluate me on. Um, and my question is like will that having a fifth goal would that water
152down the board's focus on being able to achieve other goals that are high priorities? I think it's really important for the board to have all these support so what we are doing we're not I think not Thank you. That's helpful. >> I think having a long runway for that is really helpful because if we were asked to do like a ton of engagement or a ton of stuff like right near the end, that would be really hard to do. But starting out by, you know, where are we landing with the old one with the current one and then how do we monitor like what is the new one, what is it starting to look like? And you know having that having that long stretch of time where you're starting will will really help. >> That's
153super helpful. So for me then maybe it's not that I'm getting evaluated on the completion of a strategic plan in June is that there's artifacts that are showing that I've incorporated the go the board into the process. Okay, that's super helpful because that'd give me it'd be a it'd be a big lift to have that. >> Okay, super helpful. um next steps on this thing. Well, let me ask you this question. Um we um there was a question was asked about board evaluation and superintendent evaluation. Let me pitch this idea and see what you think. If the superintendent evaluation was first of all, we would clean all these up, right? Clean all these action items up. Input put in your suggestions. Um, if the superintendent valuation were based on the completion of these action items,
154does that sound reasonable to you just conceptually? >> Yeah. clarifying question to that would we be >> and this is not because I think it should be one way or the other but you know when you're we're looking at like the Oregon standards for administrators and whatever are we sort of abandoning those more preset like visionary leadership and legislative advocacy pieces for or or do we kind of cross >> pollinate some of these things either way I just I want be clear if we're sort of abandoning how we've done it, which is I'm not married to anything. And then my second first thought was that's a lot to do. >> Yeah, >> I'm a little bit married. That's a weird way to say that. Um, so I don't think we should abandon the standards because
155they are not things to do, right? They're ways of being, >> right? They're characteristics and behaviors that that I think are import Um, and so I I would love to keep those, this is a ton of stuff to do, and I'm looking at superintendent. Um, I would love to see while these are expectations, I would love to see them prioritized as far as evaluation like and and I would also love a lot of input from you on this because I don't think this is something that we just say, right? I think this is a collaborative process. superintendent and the board, but instead of saying, "Yep, this is your evaluation. Do all of it." You know, I would love to see like, okay, as far as evaluation, let's prioritize what we're going to >> and then
156maybe cross reference to the different buckets of like those those domains and those standards. So like these are things that are already on the sheet but they are clearly legislative work or with the finances and advocating for school funding or these are visionary like these fit under these characteristics and traits so that we're keeping those but they're very I mean which they always are like very tailored and to your point taking like two or three >> and we're and we're not we're not asking our superintendent to abandon the work saying like we're not going to evaluate you want five things per bucket right because that would be No, we know he's going to do it all, >> but we're going to evaluate him on the one or two that are really most representative of that.
157>> But you just asked if we could or if we were going to get rid of five, and we all said no. Like, so we could get rid of five. I mean, we don't need to have it as a as an evaluation tool. could be something that we could put off. >> I mean, he's still gonna work on it no matter what, right? >> Yeah. But >> there'll be a goal, but not an evaluation. >> Yeah. >> And I always see the goal the goals as um signals to the public around what um me and my staff are being held accountable for. Um and even though there's other areas that we we have to be accountable for whether it's division 22 asurances or whatever it might be. Um so to that to that end um
158the only the only um thing I would give you to consider is yes um all of these areas are going to get my fullthroated effort um throughout the year. Uh but when we start getting towards the spring and things get busy, uh what it does is it requires me to um do a little bit more diligence when it comes to collecting artifacts, when it comes to packaging it in a way like I don't want to give you a uh it was really important when I worked with chair and co-chair last year to not give you a document that was like 90 pages which and so you there's like a lot of there's a lot of curating going on where I'm like okay how can I tailor this in a way that you can read it
159in an hour or so with hyperlinks and those hyperlinks are clean documents where they're scrubbed so that there's not identifiable information. All that takes time, >> right? >> And that was with two goals. Uh and so with with five or four, it just will be that much more um diligence on on my end uh to to to make it presentable to the public. Um, and of course we're transparent, so like most of these things that in one way or another would be subject to public request. So to that end, um, this is like a, and I know we're over time here, this is kind of like a long- winded way of saying, um, I'm happy to do four goals or five goals, but for every goal I do, you're going to get um, a very
160clean representation of how it was carried out, and that will take time. Um I'm a little unsure about I feel like the waters are pretty muddied especially where we are on time. So we have the existing superintendent evaluation and it is more of a ways of being um communication engaging with the public and that's um some of those things that are ongoing like you can't just stop communicating with the public and focus on these goals although they would be included but like um >> it's still going to happen >> but there's like ongoing things that just keep things running um that are included in the larger evaluation. And so without having it in front of me, I I'm but I feel like we a lot of those are important to keep. I feel like the
161shared goals um or goals generally here are more like what's something we're particularly focused like working on. Kind of back to what was saying. Um and so but but within these goals, some of them are to me a little bit more of like ongoing operations like um like financial stability is like an ongoing consideration forever. Um board and superintendent team effectiveness. It is what lends itself well to a shared goal in particular, but it's still more ongoing operations. Bond oversight is a little bit arguably like that, but we also have a particularly large bond um multilingual multi-ingual I'm not MLA student improvement is more of a like maybe targeted approach that would be more of a like strong push. Um and then strategic plan development. We're always following a strategic plan but we're not always
162uh developing one. So that that would make sense to me. Um but number one and number four I would think are you could make a targeted look at it too, but there is a lot of them. So, I'm struggling with like ongoing priorities and operations versus like here's our focus that we're really going to push. >> I think the ladder is what we need agreement on. So, again, it's a signal to the public. Uh, and so all these for one reason or another have been ident like have been identified either in in collaboration or something that I'm we're putting out here right now because it's a um it's a testament to uh the public that we are really going to take care of your bond dollars, right? Or we're really take elevating the focal the
163achieve the academic achievement of a certain group seriously. So that's I'll just end on that. I know we're running in on time and Mike as a modifier so that we're not gonna have a >> Yeah. >> So we have a way to wrap this up even though we're short. >> Why don't we Why don't we think about it this way? If it it sounds like want to stick with the OSBA model and identifying the ways of being it's very fancy on the ways of being idea but I love the idea of cross referencing that with the work that you know is going to be going on. So would people feel comfortable with Jill and Ethan working on this and bringing back some evaluation focus areas in the process so the rest of board the board
164can consider it at the September meeting? Would that be >> I would also propose just keeping the last framework for evaluation as one option and having a section which I think we might have had but like a section for like um demonstrable progress on shared goals or um you know, made progress on larger targeted goals or something that was able to speak to these a little bit, but it's just a piece of it. And that last framework is the one that is the the one that we are referencing. So, I think that's that all connects. >> Okay. Thank you. I think we probably need to call it there. Um, we So, I'm gonna be full disclosure. Uh, this probably should have been four and a half hours >> and, uh, then I was like, "Oh,
165we can knock this out in three and a half and like get some some business stuff done." So, my fault. >> Yeah, no worries. Um, the probably followup will be a conversation with uh with a board evaluation discussion sometime. I don't know how you typically do that or if that's something you typically do, but uh that can be a follow-up discussion as well. >> Um and then chair, should uh we have agenda setting on the back side of this uh presentation um by Mike and I'm wondering if that's something that we could uh collaborate on with offline during our agenda setting and then bring and then execute it in the boardroom. >> So that brings us to our >> fession. Okay, >> just to uh just to end on a >> we didn't get to
166do any of your fun activities. >> That's okay. That's all right. I think it's important. >> You all talked about things that needed to talk. So, let's not do number one. Let's do number two. Let's just go around and say one word. So should we put it down? >> Okay. >> Uh energized. >> Okay. >> Interested. >> Yeah, they're going fast. fire. Um, yeah, just Yeah, I'm just gonna go with excited. There's no rule. >> Sophomore. >> That's a good one. >> Very descriptive. >> That's right. Don't change your major right now. >> A prickle. >> There we go. >> All right. Thank you guys. >> Thank you so much, Mike. >> Appreciate it. >> Yeah, exactly. I need to Okay. So, we will then move into the reports and discussion section of this meeting.
167We're gonna start with a report on immigration and customs important protocols with Jarvis Gomez and Dr. Mia. As soon as they've had time to settle in and get their computers into the right place, please hold. We now return to our regularly scheduled. >> So, I'm going to step off. So, welcome and thank you for joining us. Thank you for being flexible about the timing of this as struggling to get through our retreat section of the meeting. But now we're ready to hear you. See, we end up transition. Anyway, I'm stop talking now. Let you guys tell us the update on protocol. So, actually, I would love it if you maybe would preface what you want to know from us. Um, because we have the And are are you aware of our 2025 TTSC communication kit
168safe and welcoming school? Are you do you have that? Do you have that now so that you can reference it? >> No. Okay. Um, can you share that with the It's also in our portal, but I'll I'll um have it available. >> I apologize for being in and out. It's a kind of awkward transition from the retreat. >> Uh I heard you ask for a preface or what people are hoping to know. >> Yes. >> I just wanted to be able to chime in. Chime in. Um I think that uh there's a lot of news um around um uh it immigrant compliance enforcement I believe ICE and um as a result um it brings up a lot of questions on what protocols are in our district. um should there be um ICE come to a
169school or is active in the community and we just wanted to make sure that the board was really clear on um the protocols that we have in place to the extent that we can share them. Um so that it gives uh assurance that this is something that not only are we monitoring but is a high priority for us as we want to make sure that um uh our students and community um knows where we stand when it comes to um immigrants come or immigration um ICE ICE right coming onto our uh campuses or events. um knowing that we are a sanctuary state and a sanctuary district and so we want to make sure that um there's clarity and assurance that we are doing everything we can to stand that up. >> Yes. Well, I'm glad
170uh for that purpose and um I um Jarvis and I got a chance to also uh bring in some key partners in our district. Um the the good news is that we um I think what was once reactive, you know, as now can be proactive and preventative. And so um uh I know that we had a few incidents within our um district over the last I think maybe even six or seven years ago and we were um together then. Um at that time that really offered um an important perspective for me at that time and leading um some of our collective work and how important it is to partner with community um during that time when we experienced um that in the incident uh at the bus stop. I think that really initiated a lot
171of the importance of partnership and that was ahead of our SIA process and things like that which really helped um us um really build out a why partnering with uh CBOS are really critical and so um at that time it also reinforced the importance in partnership with our uh police department as well. Um at that time it was Chief Miguel Pine had helped um uh join us in a lot some of the know your rights um sessions that we held um and in partnership with um our uh police department in our community uh process that also was a part of the conversation. And so um I hope that you received the um document that says TTSC communication kit safe and welcoming schools. Um last year uh I um was able to um work with our
172administrators and share with them exactly what we were talking about around um we have an opportunity to really um be proactive and started our community engagement with our staff um and our families ahead of time. that we wanted to hear what are the things that are important to you to have known which then helped us build out some of the components here in our teaching communication kit and I know Lisa's around here as well so she is a big um partner in this work we also had a recent meeting with um our uh new mental health coordinator Audrey Dr. state and um our social services manager um Colleen Mishi who has been doing amazing work in um connecting with partners um and working with our FBA's our family partnership advocates to be able to do
173that to support families when situations like these occur and we've had a few um situations where families um needed some of those supports and so we were able to um connect them with community partners and things like that. So with that being said, um I heard that one of the most important questions was related to what happens or are we um what's the protocol when um ICE uh is in or um the fear of ice schools. So Jarvis has done amazing work in partnership with the police department and he can help lead some of that right now. >> So I'm gonna Hi. Are you guys tired? and we're dealing with something that's not a very exciting topic. So, I apologize. Uh, let me just direct you to the document because I think everybody's in there.
174See, uh, the the place to probably look very quickly is if you click on the either the link or on the far left there where it says quick communication toolkit and then that takes you to um down the page. There's a lot of words and a lot of links and I just want to point to a couple because I think that's going to help just frame what the response is from either school staff and or our police departments. The first one, if you kind of scroll down where it says TTSD resources, it's there's a green bar and then um some information down there. Look at the second um box says if ice comes to your building. You all see that? Those are uh just some four quick bullet points of of what we will do
175is they're not allowed to remove our students. We won't allow our students. Then we want office staff then to ensure that they communicate with the SRO because they're going to be able to kind of massage that a little bit more. Uh if things get and if things also get a little so to speak that um they'll give me a call and I can help kind of buffer some of the uh things there too, but we will not allow them to take any students um from the school. They actually know that they can't do that either. Uh if you look on the left part of the screen, it says joint law enforcement. Um there's a tab on the far left. Uh you probably have seen this. This was written last last year, but you don't necessarily
176need to read it now, but in a nutshell, it basically says um what I just told you and that all the police agencies around Washington County are in support of that. One thing that's interesting about how ICE works is that ICE basically works independent from police departments. Police don't even really know that ICE is coming or anything. And so the only way that I have personally found out information is that um there's a warrant out for the arrest of that person or something that that the agencies can see, right? And so that's the only way they know. benefits they work independent. The one thing and to be very transparent is because we've seen it in the news is what happens if it's in the community close to a bus stop or something that um we
177don't have direct contact with. Um how do we respond to that? And if I'm being 100% honest, I don't have an answer yet. We haven't worked with our um bus service yet to see how we want to react to something like that. So, for example, let's say something's happened in one of our apartment complexes and we have 30 kids that are getting off of that apartment complex. How do we handle that? And we need to run through that scenario to find out how we want to respond. So, I don't have a perfect answer. Um I can anticipate some parents are going to say, "Get my kid off the bus. I want my kid." And in some cases, we want to protect the kids what's happening at the same time, right? So, we're kind of caught
178in this um odd situation that we need to promote through. >> I think along those lines, one of the things that um I know that has really helped in being able to um address the trauma that will present itself when the situation like that because we know what happened after that. It's a ripple effect of not only those that are directly impacted but then the those that have observed um what has occurred. Um and so that is why um one of the things that we are doing um is to bring in um you know our mental health coordinator because um we know and we have them experienced um the need for families to be able to have some of those supports. and also for students that might witness or um are aware and the impact
179that it already has on some of their families. And so um I say all of that because um you know we the last year we navigated a lot of concerns and worries and um actual imprints of the impact that um students brought and sh and shared with teachers, shared with trusted adults and things like that. And so one of the things that we um are hoping to include also is very explicit ways of helping train staff and um uh on how to um look for like um some of those um impacts and and how do we support students when they're with us, but then also um connect with families and the resources and support they might need. Um as well as um as we um had rolled this out, we some really great feedback from
180um our staff members to share. Um having like more u easy to read um uh and also like uh like a short shorthand um uh pieces for our office staff specifically. Um and so we're working on that and the uh team um uh our communication team is helping with that. The other thing that we also realized was even um ICE works separate from our police department. Um I think people there's still like the worry and concern of what that looks like. So being able to um uh effectively and proactively communicate the difference and also um sharing with the community who are our SRO's um to be able to make sure that people understand um when they do see our SRO's coming in or you know what I mean that that that that's known. Um but
181I think like Jarvis is saying um these are the things that we're having to figure out real time and many other districts have similar I think um hurdles that they're working with. I think we have um a really uh strong advantage of being able to have these strong relationships with our police department already which really helps bridge that a lot. Um we want to open that up for any questions other questions that you might have that Just one more thing to point out uh that I just want to draw your attention to. On the far left, the second to last tab, this is district messaging. Uh you'll see all the messaging that came out and also you'll see it's very small link there. It says full YouTube video. Um that's when Dr. was at a
182board meeting and made a statement. And so those things have gone out publicly and about what our stance is as a district. So that's great. And these are just things that we can reference, refresh, and um send out again if need at the appropriate time >> questions. I have a question. Um I know that you provided a lot of um resources to office staff um since they are sort of the first folks that um that I would imagine that would be what kind of inerson they get to to handle that kind of situation because I can imagine even though there are rules and laws in place that they actually can't take student that there could be a situation where they were told yes we can or something else I don't I can't predict what would
183happen but I wonder what >> yeah I I would say we they're the obviously the front line the first ones that are going to see that but our administrators are the ones that are going to have to do the the heavier kind of conversation with with those agents. Um that would be pretty difficult for someone there that doesn't like it's terrible to say doesn't have the authority to really say no when our administrators kind of have that. So we would try to put it on them in instead. Um but the we haven't had specific like in-person major training on those things. It's just been more of conversations and here's what we want you to do and that sort of thing. But uh one that pops in my head more so is because it could be
184a traumatic experience. It's more of how do you handle the employee after the fact. And I think that's that's a big deal and that's why one reason why Audrey we brought her on board too is to help with that. >> Along those lines um as we were talking about about that, you know, we have um we have our our our we had our retreat, we have um we have our nuts and bolts time where we share some of these insights. Um and then we have ongoing um administrators and manager meetings where we will bring this up just like I did last year. We had um one of those uh meetings and then we were able to share the framework for addressing um immigration concerns. Um this would be the same like um piece where we
185would share hey these are the new updates that we have for our um kit and these are the things that we have heard from everyone that like um you know We made we are making the shorthand um resource for the office staff but like Jarvis said and it's the principles and the administrators that are supposed to be um um really the the one because a lot of that is called administrators to support that and that's where some of that um training dental workshops can occur. Um, and so, but what I'm hearing you say is, you know, how how are we going to be prepared? And so, that's a really good um idea to be able to um check in with the administrators to say, is that something that you want us to come and just
186roll through as a as a workshop at your office? That something too. >> And I just wanted to um thank you both for coming. I think um having a discussion today isn't really about thinking the district doesn't already have processes, but more of a concern that situation's changing um or potentially changing and um wanting to express support for that work and also be able to think through problem solving a little bit um to the extent that we can. Um but just because you know in the past immigration enforcement has been um there was always problematic but there was some um respect for sensitive locations like schools um healthcare facilities and places of worship and those appear to not be um being treated as sensitive locations any longer. And so it brings up um potential situations
187that maybe haven't come up before. And then of course um from a schoolboard perspective, it's really alarming um to think about the bus stops um and um things like parking lots where we have busy um a lot of activity, people walking, people riding their bikes, a long light of cars and buses and the idea of some kind of um scary immigration enforcement where we've had situations where um people have had windows broken um parents removed in front of children, not at our school, but I mean generally. Um, but like there's been enforcement actions that are really scary. And so the idea of that happening at one of our schools with schools um about to start is really alarming. And so I appreciate the efforts put into this um and just problem solving and sharing information
188between districts and um and from the community as problems arise. Um I really appreciate the like proactive work. Um, I did want to bring up something that came up in conversations um I had with another schoolboard member in another district um that our because our bus stop information is often posted online along with school supply lists and other just really routine information and um just encourage uh really looking closely at what we're posting, what we normally post and maybe what we should maybe consider not making as publicly available because I don't like the idea of just being able to see like where kids are congregating and there might be other things like that that I'm not thinking about, but it just brings up a lot. Um, and I don't want kids to be panicking and
189um getting injured. I don't want um our schools to be places that aren't safe. Um, and so, you know, it might not make sense to get into details here since it's more of a um staff and management type thing, but I just want to express support for all the work you're doing. >> We can certainly bring those back to safety and risk and we huddle up and have a conversation about ways that we can continue to strengthen um safety measures to preserve community for students that are might be especially students that might be vulnerable at the same time not limiting access to families. That's a tricky balance. >> Yeah. So, uh two two comments because I kind of said two different things on there that I heard. I think that what you brought up is
190u around safe schools, bus stops. You know, I think the the variable there that's hard is that we don't know when where those things are going to happen. And so to try to plan for all the things can sometimes be difficult. That's a really good thing to think about. Like I brought up bus stops. That scares me. But field trips, you know, there's things that can happen that you just you just don't always have complete control over. But I think it's good to think about the other things. Um the things that are put on the website, we do not post elementary bus stops on the website. we have done secondary. So I think that's another thing that we can think about is whether we post our secondaries for elementary. It basically says on the website
191contact your schools and to get where your bus stop is that we don't um post publish at for elementary >> when students are registered they norm correct on where to where >> yeah they all know where their bus stops are and that sort of thing but sometimes parents want to just see the big what time that sort of thing. Got it. Um, so thank you for all of this and um it's hard work and it's important work and I love So we've kind of talked about the pro like we get to be a little bit proactive and and some of these things now and I'm wondering coming into the school year and we had some board messages and some newsletter pieces in terms of as a a family is there going to be I would
192assume answer is yes but kind of what is the proactive approach to communicating some of the general sort of FAQs or like concerns or the ways to appease kind of coming in so they don't have to be worried until they have to maybe make a call or ask the question, but really um is there something that's going out to kind of give them the community version of a lot of this proactively? Yeah, we haven't honestly talked about what's going to go out right at the beginning of of school yet. Uh we are updating our FAQs. Lisa, if you want to chime in on that part >> based on feedback from our FPA who work closely with them on the needs of every school community, I would say that um we would do schoolwide or districtwide
193communication, but we really work closely with them to see what would be um the best way to do it where people feel safe. Um and we're not announcing things, you know, that's what I would say that are out as well to help with that. And when we vetted that with our staff because we had our building equity coordinators and family advocates that helped that a lot of the information um they really they wanted to have that proactive communication and that's part of what we're talking about. Um the other part is uh with the reorganization of our department's work um all of the although they are assigned at schools they have a central mission and support so they are not as tight as the building much so then we are more to be able to um
194make sure that communication and supports are availables So a lot of community that we partner partnering with to make sure that as well around >> similar to if there's like a police presence close to a school this necessity like a lock down for schools. >> We wouldn't do a lock down. We would do a secure. >> Yeah. Sorry. It's all right. Uh just if there's something like that happening, just like if there's major activity that's too close to a school, we want to keep people inside and safe, you would do that for sure. Yes. >> And I I always go down the what ifs, but I apologize for that. But if we are say close to dismissal time, right, and we see that ice is present, um is there a possibility to hold kids back
195or not release. >> Yes, we actually had not. It wasn't ICE, but there just last year there was a situation happened really close to one of our schools that delayed um a a release and so we we did a we call a control release and had buses go a different direction. Uh we held the students that would walk to that location. They were stayed at school. So we we did a a modified hold. Um it was a hold for about 10 minutes so we could create a plan to exit our students safely away from that incident. So it worked really well actually. >> And then you talked about um there if there is activity like an apartment complex where a bus is dropping off students. Have we trained the bus drivers to like keep them
196or or release them? Yeah, that's what I was talking about. We have not. That's that's the scenario that we really need to talk through because we could have parents that say, "I want my kid." But maybe there's an ability to say, "Hey, we're going to go to the next bus stop and away from there and that's where you meet your kid when we I'm just thinking out loud of ways that we could >> um problem solve that." Then instead of dropping off right there, we we can go emergency spot that's two blocks away. We have parents pick up there. You know, that sort of thing. That's >> what we do if it wasn't Like let's say our bus drivers were there and there was like a fire or there was >> that'd be very the
197same exact thing. We just have to figure out where what we do and then try to communicate that and we can commun the great thing is we have to communicate directly to the just the students that are on that bus and so we it's not like we have to communicate to the whole district. >> Sure. But we can just pick those students which is great and then and that can go out in period square which is a text message and everybody gets it pretty quickly. >> Okay. I just thought we had maybe like a protocol already in place >> something that was like comparable to the need to like um Yeah. Yeah. >> Yeah. what I think is really apprec what what is helpful um and I I know that you opened up um Dr.
198Weston about you know the function and purpose of this meeting and I I I appreciate that because our our goal is to make sure um to be able to um keep as preventative and practice possible like you said context has changed and I think it's really important for us to be able to kind of work through that and it kind of reinforces like when things like this It just um it also gives a bigger um perspective to how healthy our systems are in general on how to communicate and effectively contact families which is I think something that you know community relations communications and our department really worked on how do we get to 100% of our families but all of these other pieces so I think all of it contributes to a broader like and
199better health healthy system forum but thank you for like two minutes left. So, >> just one thing to add really quick, the protocol is to keep kids on the bus. That's the pro. It's really the next step is where and how do we get the kids then connected to their families. >> Yeah. I did want to bring up one other thing um that I think important to mention is um concern around masks because there have been situations where ice has showed up in plain clothes, unmarked cars and with uh covering their faces and I think that is scary and presents a lot of other issues like um generally with ICE but it could also be used for other things like you could have a non-custodial parent or someone with restraining order show up covering their
200face demanding a kid. Um so there's a lot of other things that it brings up and I think um the protections we put in place will be helpful for everyone. Um and it does speak to our systems. I know last year we had a few late buses and we were you know um perfecting our communications around that and now we might use those same communications a little bit differently. So thank you for all your work and the opportunity to um discuss this together. >> Thank you team. >> Thank you so very much. That was a great weekend. >> Reassuring in a strange way. [Music] >> It's getting late. I'm getting >> great. Welcome director. Do you have Andy? Just get on top of box if it's on your email. Lisa Burton. Oh, TGTSD. Sorry. I
201want to step out of I'm gonna step back into my lane. >> Yeah. where I make things messier than they need to be. This is actually kind of nice. Give the board a chance to kind of reset their brains. All right, looks like we're ready to go. Good afternoon. Dr. Udo requested that I come and present just a couple updates regarding finances. a couple different fiscal years, a couple different areas. Um, so I'm happy to be here and just invite any questions. So, um, our summer has been busy preparing for our bond sale which happened last Tuesday and closes next Tuesday. Yes. So, um, doing so though with the timing, you know, we had a lot of support with our placement agent by trying to get in ahead of a couple really large sales and,
202um, just fascinating selling Oregon debt right now. And, um, but anyways, part of that was really trying to get our arms around year-end amounts as of July 10th. And so, um, I'm going to spend some time giving you an update on the 2425 general fund update. This will be codified in a board packet item for you at the next board meeting. We're still a couple months out from our audit, so things are always subject to change, but we just want to give you an update there, as well as um just some developments related to our 2526 budget. All right. So, this is a summitative table comparing the 2425 general fund compared to what the board was um was presented with when we gave our year-to- date analysis in for May. So, that was the period
203ending May. I think we reported that at late June to you and the board packet. And then again, still all results as of for 2425. around mid July we had our S&P rating estimates and then just as of this Wednesday continuing to update those amounts. So what we'll see is total resources have increased. We had indicated that in our monthly updates to the board that we were seeing favorable gains in resources. Um and what we'll also see is expenses are slightly actually decreasing. So again um we an area of emphasis um trying to rightsize what happened with the 2324 close was we worked with departments and schools to move up our year-end purchasing deadlines so that we weren't waiting for secretaries to come back this week like they did last year and find out that
204we had a lot of orders that hadn't been entered into the system. And so you might recall last year one of the major drivers of the missed fund balance is there um when the team reviewed expenses they saw a large amount encumbered but thought surely only half of that can actually be spent and sure enough all of that was actually spent. So, we've been trying to work with programs and departments to move our um closing procedure, our purchasing cuto off earlier in the year. Um and then yes, so but we still weren't sure if people were actually going to answer that call. I guess that's what I meant to say is so you saw in our forecast each month we were holding expenses just trying not to be surprised in in the bad way. So,
205um okay. So where that puts us though is if we look at our favorable net activity row. So that's about five rows up from the bottom. That is the difference between what our planned and budgeted fund balances um for each of those scenarios. So originally in May we were saying we might be about $750,000 better than plan. When we did the S&P rating update that went up to $1.9 million. And um you can see that's a combination of expenditure savings and growth in revenue. And then as of this Wednesday, we're at $2.6 million better than planned. So I'll jump into the details of where those favorable variances occurred on the next slide. Again, still subject to audit. We've done our best to try to forecast expenditures. We implemented another procedure with secretaries um supporting departments
206and bookkeepers asking them you know we need we gave them a very concrete list of reviewing their prior year budgets and also notifying us of problems and I say that just because some departments are sometimes disputing bills or waiting for invoices and they're kind of trying to handle that quietly and we're just trying to like be involved at the onset a so we can track anticipated expenses, but also use our department's resources to help bring those items to resolution faster. So, where did we see good news? So, comparing um that final most recent August 13th number, we do see some favorable revenue variances specifically when we look at our 2425 state school fund amount. So, as the department continued to reconcile ADM and resources, um that amount increased based off of what was communicated to
207us last spring. Similarly, the prior year state school fund reconciliation also improved. We had a higher percentage of state students statewide than we originally forecasted and just the funding factor per student increased. Interest income specifically was an area that exceeded budget. It's about $63,000 better than plan. And then you see miscellaneous revenue. We have had a lot of work doing Medicaid survey um claiming. So we've seen some pretty significant increases um there. I would say that that probably accounts for about 600,000. And then just with the timing of some USC rate reimbursements, we also had a couple sizable reimbursements come in from a prior year on um unfavorable variances. So places where we missed our target, our local operating levy tax due to compression, I believe we mentioned that originally in November, that's probably going
208to miss target by about 200,000. And then just the amount of which we were able to claim from service credits at the ESD was lower. And then high cost ROI paid a year behind for high cost um reimbursement. So that was $80,000 less than budget. And then really getting into the granular detail when you look at a $191 million budget um our like gate fees and driver's ed was off. And I think that has more to do with the assumptions used in the budget than the actual historic performance. That makes sense. So on the expense side, again, favorable variances, we spent $1.78 million less than was at least appropriated. And we knew payroll variances would carry us this year. We do, but there were some assumptions in health insurance which kind of gave us a
209temporedic sized cushion. Um, but we also did institute that hiring freeze. And so the combination of those items meant that payroll, so both salary and payroll related benefits had about a $3 million favorable variance. And just to be clear, that's something that helped us meet our target at the conclusion of the 2425 school year, but is not part of the 2526 budget. >> Correct. Yeah. Yes. So, um we also had favorable variances with um contracted bus services and um also just those expense freezes that happen specifically with directors at the district office. So, our unfavorable variances are really in repairs and maintenance. That um is something admittedly is still on my list to work with operations through. The next two items um when I started I caught that those were probably utilities and subs were
210severely underbudgeted. So we've resolved that for 2526. I'm still digging into repairs and maintenance though. um with ops just trying to understand yeah I just want to make sure that their budget is sufficient and so I still need to do some work in um what projects perhaps as we were waiting for the bond led led to that. So >> I have an additional comment to make as well just to make sure um my what I'm seeing here is accurate. So we finished 1.78 million under budget but that's after we borrowed 5.1 million from our um from our uh reserve. Correct. >> So we had a budgeted use of fund balance of the 5.2 two, but now because we have net favorable activity of 2.7 million >> most likely at the end of our year those
211two will get netted out. So we'll have only used about um it's Friday >> threeish and change. Yeah. >> Yeah. >> This is why I don't do mental mental math but 5.2 less um 2.6 that will actually be our use of fund balance. So if we had not got used that fund balance, we would have still not been able to meet to to balance the budget. >> Yeah, we're still we still used reserves this year to maintain operations. >> I just want to make sure the public hears that when they see the >> Yeah. Just not to as a severe as we were initially planning and that's because we conscientiously reduced expenditures and we also had good news on the revenue side. >> Thank you so much. >> Yeah. >> Any other questions? I just
212that might be good to put on the PowerPoint in the future. >> Yeah, that's helpful. Yeah, thank you. >> Okay, so those so those are expenditures. So um now with 2526 we I you know um second year working for the district. There are just things as we went through the budget process. No budget process is perfect. So these are items that we're continuing to monitor. So you might recall during our budget message, I had shared kind of a a snippet of what has happened in fiscal years where we've reduced staff but then ended up hiring and not just hiring back adding FTE. I want to be really careful with language because the recall process sometimes means we rehire people but the district was adding FTE to the approved budget in prior years. But um our
213team this year we had a a cushion of nine FTE that's included in the budget that we've been using since about June to monitor unique circumstances that require staffing. Um the other thing that we're paying attention to is grant pressure and I have more information about that on the next slide. But the other item as I'm just looking into the 2526 budget is we included core assumptions for OCA. But um I probably was a little short with my assumptions for what the memorandum of understanding would result would um with special education and two-way immersion teachers would be. We probably did not estimate enough to um complete anou with them. So that is a that's a potential ask from the 2526 general fund that you might need to consider at a future date or board action
214item. Are you feeling pretty confident on the unemployment insurance? >> Yeah. Yes. Um we'll have more summer data in October, but um we continue I did not adjust the reserve um last year and so we're continuing to um the reserve we've been setting up seems to be sufficient. Yeah, thanks for asking. So um for terms of monitoring our pri our priorities or at least those that I I communicated was um I told school leaders if our prior year ended up better than planned that reinstating their 15% budget discretionary budget cut would be the first thing I would hope to reinstate for them. And it um looks like student services also has some pretty pressing needs. So, if we were to consider looking at that favorable variance and doing something with it, that that would be
215a priority. Again, I mentioned just really understanding the difference of budget pressure with maintenance um and trying to get into that repair and maintenance cost. And then just as an FYI for the board, I really want to bring accurate forecasting um each month and especially when we are doing a budget because reductions in force and um making cuts is not something that any of us take lightly. And so we just have four areas of operational focus that we're working with department leaders and cabinet on just to refine some of our practices. So that includes working with our directors to better organize their chart of accounts so that their budget reports have more meaning um during the year. We're also um doing some backend work with our substitute reporting software and how we instruct schools to
216code time sheets just to kind of mend the fence where some time gets recorded to um like expense accounts that don't actually make their way back to the budget manager. So um again just trying to increase accountability and transparency with using subs and paying employees for extra time. We're also trying to reduce comp time balances. So being sensitive to the fact that yes sometimes employees do need to put in extra time but trying to encourage them to use that extra time during the year instead of cashing it out. And then our last area is realigning our practice with um board policy in terms of getting a purchase order before you make a purchase. So, those are the areas um we're working with schools on. >> You mentioned in an earlier slide that you were wanting
217to dig in a little bit to the maintenance budget and subbudget >> um because those went over. Um do you think that it those things are underbudgeted or did we just have a crazy year? >> Yeah. So for um I'll just go back for the utilities and the subs that those were two of the areas which I knew back in October had been underbudgeted that the 2425 budget wasn't even enough to cover what had been paid in 2324. So, as we were forecasting needing to potentially do a like to do a freeze, I was I knew that those budgeted those budgets needed to be rectified. And so, I made sure those were at least addressed in 2526. Repairs and maintenance is still one of those areas where ops was really forthright that they um their
218budget hadn't necessarily been increasing over the last few years. Um but again like just when I look at the object number working with um Kevin to understand and plan for this year um because we can't have an object like that going over by $900,000 this year. That's just not an option. Like I don't have the leverage or I don't have the the cushion to work with that. So um okay. And so just an update with grants. We also have some, you know, I thought we did a really great job with the general fund and then it just felt like late in the budget development process or even in early July we um didn't have the greatest news with some of our grants. So, um you'll see yes, the federal um government did end up releasing
219title funds to the state, but as we're just um comparing payroll for those grants compared to our new allocations, it looks like there's about $400,000 that will need to be covered by those six grants listed. So, um that's something we're working through. And then also just at the end of the session, um preschool promise specifically was flat funded. And just in terms of um all of the back and forth between the general fund reductions and looking at the SIA um there, especially with SIA, there were some historical costs that just I missed when putting the they weren't payroll related. they were non-federal related but um that typically that program would have used and so um that's like an area where as cabinet we need to we need to look at options and potentially come to
220the board to ask for some resource shifting and that specifically relates to Zenia's work her pillar work >> I'll wait until you're done >> oh that was it >> okay so thank you so Director C for bringing that to us. There's a couple of points that I wanted to make that I think are just important for the board perspective. Um, Director C and I get a see these numbers often get to be analytical and and so uh we take some some perspectives for granted. But one thing I think that you all in the general public should know is that this concept of variance is really wide, right? And um I arrived in our last year, director C and I were looking at the budget and saying, "Holy smokes, we know we have some work to
221do." And um so we we've been preparing for the worst case scenario because there's so much volatility and unpredictability in the marketplace with state and federal funding, all those things. You saw a bunch of great examples of that. just how the pend pendulum will swing with um soft dollars or um around SIA or high school success, those have a really big impact. Um so when we have that and then we have $900,000 in unexpected maintenance costs because we just know we're underfunding maintenance in our in our budget because we don't have the funding, then that's what happens, right? So, so we have this broad amount of uh variance and there's some of that we have control over although those other areas around federal and state funding we don't. But one thing that I want to
222praise um director C for doing is that really working with cross departmentally on some procedural um um moves that will help us us get a better understanding even if it's a few hundred,000 or a million dollars will help us tighten up that variance a little bit. Um, and it's just good good standard practice so we don't get caught off guard by something that maybe was not encumbered that all of a sudden is going to end up taxing us down the road or costing us down the road. Um the other thing is uh I feel very fortunate and I think we should all feel fortunate that uh some of the variances worked in our favors favor especially around um payroll with our midyear reduction that was strategic and with our federal um we were all looking
223at the federal very closely um statewide and locally in um November when the election happened because of uh the current administration's uh intention to reduce funding for in a lot of public areas. And so, um, that was $1.1 million that we did not know that we had in July. And so, um, and so we have that happening, which is volatile. And also, we just have our systemic systemic overspending that we have been doing, um, that we shored up in the form of a reduction in force last year. And um remember I believe we still were going to borrow 1.1 against our ending fund balance this year to make ends meet even after that $10.7 million. So while we have um some good news when it comes to favorability and variance um and um we have
224good news and we have a very diligent uh CFO uh who is working very closely with um uh their team to ensure that we are uh ensuring financial stability. Um I don't want it to overshadow the fact that we still uh need to continue to be diligent and and um in our efforts to maintain the long-term stability in our district. I would just add as we look at specifically this grant um slide, those are 2526 needs, but title 2 3A and 4A have no allocation in the federal budget that that's impacted by um the one big beautiful bill. So, those programs don't have any allocations to the state, which means it's a um I guess we'll be asking for guidance this year as to how to support that just with the state pressure of backfilling
225Medicaid and food stamps and other priorities. Um you know, those aren't slated to really have any state allocation, right? >> Will impact our kids, too. >> Yeah. I wanted to ask um because there's also been threats to school meals and um Medicaid which might impact or I would makes me wonder if it impacts um school health centers. Is there are we I think it's gone back and forth. So I would appreciate an update on where that's at. I'm not even going to try and say what I think it is at this point. >> The reason I'm smiling is because I want to know where it's at. and uh director C and I are supposed to have a huddle uh early next week to discuss Medicaid but you >> you may be able to uh answer
226that question. >> I can so not to be polyiana it it seems like most of the Medicaid reductions have been targeted to adult coverage and not necessarily coverage for children. So right now specifically our district um when I talk about the increases we had last year that was specifically because of our work through survey data which is one Medicaid mechanism of um a way of getting Medicaid funding. There's also direct billing to Medicaid and that's actually um an opportunity that director Kinch and I pursued that we were picked to pilot and that um but again as I'm reading through the Medicaid changes it's mostly impacting adults not children's programs or programs funneled through school and regarding meals um for sure food stamps will be affected but we haven't had any type of like three exclamation
227mark email or call to a meeting from OD's student nutrition department to indicate that um that would be challenged. And I think one thing to note is most of the increases we see for providing free meals, yes, um the federal program changed their lowered the eligibility requirement, but a lot of our funding for free meals is actually through the fueling student success program. So a healthy corporate activity tax helps support that component of being able to provide free meals for all students districtwide. >> So is that C and then we have SNAP and you're referencing SNAP >> for food stamps. Yeah. And C is the federal program and then CI is one of the two options school districts can use in Oregon to access um meal support for serving students. >> Thank you. >> Yep.
228>> I just want to say a thank you for all of this. This is the reason that I feel so informed at the end of the year because you do this for us all year long, right? Like and I know that this is a collaborative effort. I appreciate and not just here but like I know the entire cabinet gets together and I know that like we have a superintendent who is super informed and all of you are super proactive. But the fact that we get updates all year long um is why like I have practically no questions during budget season, right? Um because I feel super informed um and updated all year long about um budget changes and where we are and and what we're doing and um so thank you. Thank you for putting
229this on and just really appreciate >> I also want to say thank you but I also want to point out to the board that we have probably three more years of financial instability ahead of us on the federal particular and we need to figure out how to make our reserve last and the last time we had to use the reserve for this we had bigger reserves to start and a longer runway um coming in and now it feels like we're kind of coming to the end of the runway. We're running out of runway and we still have some time. So I think our one of our charges as a board is making sure that that reserve is there because one of the things our CFO is able to do get us through this because she's
230got that reserve to work with when these times are tough and so We need to make sure that we keep providing that tool. >> Sure. >> All right. On that shipper on the right hand side, two minutes early. This regular meeting of the school board of directors is ajourned.