001I call this meeting to order. Roll call, please. Mrs. Clark, Trusty Burlesen, excused. Trusty Black, here. Trusty D, excused. Trusty Lucine, here. Trusty Moran, here. Trusty Neil here. Trusty Reinhardt here. Trusty Wilson. Here. Please stand for the pledge of allegiance. I aliance to the flag of the United States of America and to the republic for which it stands. One nation under God, indivisible, with liberty and justice for all. Welcome to the April 28th Boseman School District School Board meeting. Thank you for joining us. Public comment will be taken throughout the meeting on agenda and non-aggenda items. During public comment, no member of the public will be allowed to comment on contested cases, other adjudicative proceedings, or personnel matters. The public portions of this board meeting are being recorded in accordance with district policy 1420 and
002section 2-3-214 MCA. By remaining in this meeting, all participants and attendees acknowledge they may appear on the recording, which will be placed on the school district's website for a minimum of one year from today. Further instructions about participating will be provided throughout the meeting. Before we engage in the business of the board, I would like to share the core purpose of the Bosezeman School District, which can be found on the back of our name plates. It reads, "Boseman public schools exists to ensure high level learning for all students. We will now open with agenda item 3.4, consent agenda. I move we approve the superintendent's recommendation for 3.4.1 and 3.4.2. Second motion made by Trustee Reinhardt, seconded by Trustee Moran. Is there any public comment? Seeing none, all in favor? Motion passes 6 to zero. I
003move we approve 3.5.1. Second. Motion made by Trustee Reinhardt, seconded by Trustee Moran. Is there any public comment? Seeing none, all in favor? Motion passes five to zero. Up next, 4.1.1 action item. Consider approval of LRSP staff well-being measurable goal and action plan. Superintendent Bertrram. Thank you, Chair Neil. Uh, in the audience, we have some staff members that were members of the 3-day consensus committee. You can come up and sit in those hot seats. Yeah. Yeah. Yeah. We had 51 staff members participate in a three-day consensus process to turn the staff well-being measurable goal placeholder into a recommended goal and action plan. Um, go from left to right. David Swedman is uh works at the Wilson building. Um, Kelly Hayden is at um, Sakajia Middle School, Lucy McCauslin is a teacher at Hawthorne Elementary, and
004Dana Holland is a teacher at Bosezeman High. Um, so we have all grade bands u represented. I'll quickly walk through what we did and then I really want you to hear from them on on their experiences. Also, special thank you to Trusty Reinhardt and Trusty Wilson for participating in three days of consensus. Um, trustees, I sent I sent you this draft, so I'm not going to go through all the nitty-gritty details. I'll hit some highlights. Um, we unpacked staff data. We took the Panorama survey in the fall. A reminder, we moved away from HumanX and adopted the Panorama survey. It has been much better received. Um I in in short um that survey showed that we had our um teachers certified staff um the well-being area scored the lowest which is items like I'm exhausted
005and and I'm overwhelmed. When you move down to the classified and professional, their lowest scoring area was in belonging. And we spent some time during the consensus process um tackling that specific piece. How do we make classified staff and professional staff, those at the Wilson and those in our school sites um feel a part of each um school site team? Uh we came to an agreement on a measurable goal. Um that that goal reads by 2028 BSD7 will increase staff well-being to 85% or above as measured by the Panorama survey. Um that 85% is sort of a aggregate or of average of those four areas. So, belonging, school climate, staff leadership, and well-being. For reference, um our fall baseline data was about 63% um for for certified staff and 67% for classified staff. So, we
006have a ways to go to get to 85%. Um there was a three-year timeline chosen um that was on purpose. Some of our other goals, as you know, are more of a five-year plan. That three-year implementation timeline was to give a sense of urgency on these topics. Um that group also decided to uh or recommended that we take the panorama survey twice a year. So we have a fall data and spring data. So that just launched um uh April 25th. It'll run through May 9th um for two weeks. And we are um we're providing an incentive um for all buildings who meet or exceed 90% their name goes in a hat. will draw staff members out and myself or members of my team will give them a free personal day. So I may become a
007teacher or a data analyst or a Spanish teacher or a custodian or who know who knows God help us. Um then you get to the um action plan and there's a lot of items in the action plan. I'm not going to go through all the items. I'll let them hit on any highlights they want to talk about. Um I will tell you that um it's a lot of things to keep track of and so we are um going as an executive team going to be working through who owns what in this action plan, what pieces are owned by sites, what pieces are owned by central office. Um we also will be folding it into the LRSP accountability framework. So when you start talking about um board lunchons, you start talking about what we're communicating publicly
008on those L LRSP implementation frameworks, district work and sight specific work around these goals uh will be part of that. Uh a couple highlights I want to I want to hit on. Um some things that came up bubbled up is our teachers uh want support dealing with students with uh difficult behaviors and they want support um supporting students that uh are multilingual English learners. And so there is a a need for um supports and systems and ongoing professional development. Um they want to know me and my staff. Um and they want um uh I I think relationship building with with central office and we'll be working on h how we go about doing that. um they want consistent check-ins with uh with their principles and they want to they have they want to build relationship
009with their principal and let them know when they're doing well and not doing well. Um there was some uh some some great things that that I that I heard that also got cemented. So all of our work around multi-tered systems of support and professional learning communities um that work is cemented in in beginning to feel like it's the actual culture and climate of our schools. And so you know establishing or improving fidelity and consistent application and having it look more similar than different across buildings. Um and then also um encouraging our leaders and our guiding coalitions to differentiate that roll out. Um there was an acknowledgement in the room that for example um Lucy was on the Hawthorne team as and Kelly was as well uh when we were walking through um that process at
010Hawthorne and it was a multipleyear process and we kept getting better at it year after year. Um and so those changes incrementally happened over time where the the high school we ripped a big band-aid and changed a whole bunch of things at at once. And so, um, being mindful of that in the in the roll out and having guiding coalitions and building principles differentiate, um, not, um, everybody has the same end goal, but differentiating the pace and the and the expectations of how we're getting there. Um, couple other ones I wanted to, um, I I mentioned classified sense of belonging. Um, that was an important one. There was also um uh I was very appreciative in the room an acknowledgement that there's a difference between personal well-being and professional well-being and that there's a individual
011component to all of this. And so it was nice to hear staff own that um part of their um personal well-being is up to them to to engage in uh wellness processes um that the district might be having or that they're doing outside of school. Um and and we're we also had Alyssa Pac, the wellness coordinator in the room, which was very helpful. Um so she could hear some of that and how can we um enhance our wellness opportunities that we're offering to staff to increase um them uh participating in the personal wellness pieces. Um other things that bubbled up is a prek12 attendance committee. Attendance, you've heard it at almost every board lunchon. Um it's our attendance rates are pretty strong and they've been consistent, but the the students who do have chronic attendance
012issues um are a challenge. And then we we always have challenges with the tools we're using. Um whether it's um the new tools at the high school for um RTI scheduler and taking attendance during hawk time and prime time and how that translates to power school. All of that um we're continuing to work on. um some simple shifts. Um shifting substitute hours instead of 8 to 4 to 7:45 to 3:45 so they can arrive a little earlier, be prepared for the day, work with the staff that are in the building who are um usually on the hook to get them up to speed on things. And so um the notion being that if you're a teacher and you're gone, um and the sub does a great job when you come back your life is easier.
013And so trying to increase those um prevalence of you coming back to something that that was awesome when you were gone. Uh then those were kind of K12. When you zoom down into preK5, a couple of the big items were the expectations around the power teacher pro grade book and what that looks like K5 versus middle school and high school and there will be some shifts that are made there. Um, and then, uh, the impact grant. Not that we're going to blow everything up again with a new impact grant, but there were a lot of things that were talked about at the impact grant that were much more than just a schedule change. And so, circling back to some of those items and also giving some clear timelines around when will we revisit um, K5
014prep time or when will we revisit when um, PLT time happens um, after school or or during the day. Um, so kind of a um a relook at that. Uh, middle school specific items. A couple of them that that that popped out are um our middle schools and our high schools. Uh, you you kind of see it if you go to a super PAC meeting. It's full of K5 buildings and there's a handful of middle school or high school folks there. So, the buildings get bigger and the parent participation impacts gets smaller, which also equals um uh kind of a disparity in the fundraising opportunities as you move up. Um and so, um trying to um enhance pack partnerships at the middle school level. Um and then uh similar there was a two things very
015similar at the middle school and the high school but this concept of one Boseman like how same does CJ and SMS have to be uh and what items do they have to be in lock step and what items can they have autonomy or flexibility and the same thing at at Bosezeman High um and and Gallatin High. Um a lot of the high school specific recommendations um there was an acknowledgement that um there was a lot of change that happened at the high school and so some of these are articulated as recommendations to the guiding coalitions and recommendations to building leadership around hawktime prime time expectations um student expectations and and accountability for going to hawk time and prime time. um whether you can use hawktime prime time for 504 meetings uh things like that. And
016then and a big topic at the high school is again that one Boseman um knowing that um we may be stifling some uh creativity and some expertise in buildings. When you have a department at one building that wants to launch a new course, they have student interests, they have teacher interests. Um but because we don't have the same thing at the other high school, we've said no to some of those course proposals. So um we're not looking to open this up as a big external conversation, but more of an internal conversation about what does one Boseman really mean and what what are the what are the areas that we have some flexibility on. Uh then classified and professional um opport continued opportunities bring secretaries together. As you know, building secretaries do 5,000 things. as their
017job description is. Um but many of those things they do like once or twice a year and so um providing ongoing training about about those topics and collaboration. And then we have a couple staff members, professional staff who are working remotely and we're going to be doing some policy work, procedure work around what does it mean to work remote and what are the what are the um what are the rules around that and and when is it appropriate and when is it not? Uh the only other thing I'll mention is that there's a long list of items that we didn't spend time on on the circle that are going to go to um bargaining because they have a um a cost associated with them um or a likely cost associated. Classified bargaining is Thursday and
018Friday of this week and certified bargaining is May 12th through 16th. And um those teams, the BEA in particular, they have the longest list, uh will be working with their members on prioritizing some of those items. And there was there was a great um conversation in the room and a recognition that if we say yes to any of those items that cost money, it's saying no to some other things or saying no to um percentage, you know, a percent on the base or or you know, um it'd be competing with salaries and benefits. Um, with that, I'll be quiet and I want you to hear from um, this group or from Tanya or Sandy. Um, I guess my to kick this off. If you press the button that's on the right with the little person,
019it'll turn green. Then they can hear you up here. Um, and if you just um, remind us who you are, talk a little bit about your experience in the circle and any key takeaways you have for personally or for your grade band. Okay. Um, I'm Dana Holland and I teach Spanish at Bosezeman High. Do I have to keep my finger on the button? Okay, sweet. I was like, I'm gonna feel silly if I can let go, so I should ask. Um, yeah, the it was a very unique I did not part this is my first time participating in consensus. Um, and I think judging from what other people were saying in the room, it was a very unique experience for consensus just that well-being is such a nebulous um thing. And then all the grade
020bands had specific things that they needed as well um that were very different. Um and we learned a lot about what one another do. Um also we've got the current climate that we are in just in terms of education um in terms of politics local and national. Um so we had a lot of those kinds of things coming into the room a bit in terms of well-being. Um, and in terms of high school, for me personally, um, what I hear is like growing pains, essentially, stretch marks, if you will, from, um, this particular year. I serve on our guiding coalition and, um, probably don't feel those stretches as much because I've been a part of that process. Um, but I think that, um, there were a lot of good things that were said and a
021lot of, um, emotions and solutions and things that got into the room that just needed to be addressed so that we could continue to move forward in our PLC process. Oh, they are. Oh, well, there you go. I'm Lucy McCoslin. I teach third grade at Hawthorne. was not my first go at consensus. Um, but it was definitely unique in having so many people in the room. It definitely um feels like it was a lot of go slow to go fast kind of situation. There's so much sharing of feelings at the beginning that that um but it is part of the process and you have to get that out. Um, so that it was very interesting to have three days as well, but a lot of people acknowledged that having a break in between the first
022initial days where we kind of got all the ick out and then started some very preliminary um, brainstorming for solutions, but having time to kind of sit with that and think about what we had actually discussed and whether things felt as important afterwards as they did in the in the moment. Um, and I think there were a lot of benefits to having as that big of a group. I think it's really easy to think that the grass is greener when you're a K5 teacher. Oh, those high school teachers or or vice versa. And so, I think um it was important that we hear the stressors that are unique to each grade band, but we all have them. Um, I think it was um important to have central office admin. And I just wanted to give
023a shout out to Marilyn and Casey because um to sit in that room and hear some of the things it wasn't they weren't easy conversations um and to be vulnerable and open to hearing the not great um I don't know that I could have walked into the room with the grace and the um respect that was given back to the teachers. Um yeah, K5. I think that the other big thing is just um knowledge is power and that the people in the room really walked away with understanding why decisions were made along the way and true the um like the realities of funding. A lot of teachers don't truly understand how things are funded and um the really hard decisions that have have to be made. And I think that Boseman is a little behind
024the curve in certain things that we've kind of some of these issues that we're dealing with other people have been dealing with for years and it's just all hitting us at once and that COVID kind of slammed us with a lot of that as well. So I think um a lot of people walked away feeling like they had a much better understanding of why decisions were made and then having respect for those decisions as well. Um K5 we um did talk a lot our three main well two main items was revisiting the impact. a lot of people in the K5 buildings that weren't necessarily part of impact or even the PLC committee that had been formed before that um didn't have this notion that somehow impact is just the schedule where we all are teaching
025ELA at the same time and then we all have this time to PLC and it's really more of a philosophy of how why we are doing those things and how we deliver instruction and what those blocks are really truly meant to do for kids. Um, and so kind of getting away from the idea that this is just a schedule, but it's really a philosophy of how we do business at the elementary world. Um, the other one was the uh online grade book. Um, it's interesting because when I had first started in the district, we actually were required to put assignments in and then all of a sudden that kind of like went away and now it's back. Um but what we've found is that in the interim a lot of people have devised systems that
026work for them as far as how we track data how we're and biggest thing is with PLC's we're looking at kids across the grade level. So when we're looking at data I need to be able to see Kelly's data as well as mine and P school doesn't currently allow us that flexibility. So a lot of teachers are maintaining two to three grade books depending upon what their systems are in their building. So their own personal one that's actually what they use that drives instruction. Then they were feeling like putting things into power school was just basically a double dip of that. as well as then in some buildings we also have um like pri uh priority standard documents that our principles are using to pull information for to make decisions through guiding coalition. So the
027ask was to pause power school requirements beyond um it generating a report card. I think those were I talked a lot. So I'm Kelly Hayden. teach uh eighth grade math and algebra at Sakajuia. I used to teach with Liy at Hawthorne and Casey's my principal. So, it was fun to I guess one takeaway, it was really fun to be in the room having worked in the district for 15 years just to see people from all these different veins of work I've done here. So I think similar to what both Lucy and Dana said, it was really a nice opportunity to just hear how everybody's doing from classified to high school to middle school to elementary and get a better understanding of what um just what yeah what the stressors were. Um, just like you mentioned,
028Lucy, just after COVID and after all the changes, it's just felt like this wellness group was kind of a good landing place of like, okay, how is everybody doing with the like local politics and national politics and, you know, some teachers expressed just just feeling a little bit nervous about their profession. So, it just was a great opportunity to gather and feel like we were heard. I was very appreciative of the fact that um the leadership was willing to listen to what teachers had to say and um be vulnerable and take some very critical feedback. Um and then Pat did a great job of leading the consensus. Um I'd been one a part of one other consensus and that was the budget cuts and so that was like very hard because um it was you
029know knowing that we were going to be delivering this news to this teachers and so this hopefully these changes it's been I think powerful for those of us a part of the committee already seeing some of these nocost changes happening that are very simple um such as like the newsletter on a midweek and I mean these like little things where people are like and you're like I can do that and hopefully some of the changes will make Casey's life easier in Maryland's. Um but I think a big takeaway is that teachers want to feel celebrated. Um, and I felt like that was this across the board that this just these for like simple things like or not even simple like national board certifications and master's degrees and just to kind of be seen as humans
030working hard and um that seemed like that voice of like we just need to be seen and heard. I don't know why teachers are so needy right now or like you know what I mean? But I'm like okay well I guess we need to be celebrated. But it's true. I think that like people work really hard to get national boards which is like this like incredible effort and then they get a letter in the mail. So those are just very simple changes um that I think I left feeling really heartened that um okay like our district's you know has a lot of great ideas still like really wonderful people working here and you know despite all the changes there will be some things that we can look at again. for example, the middle school um
031block scheduling. I think for me it's wonderful. I have 90 units of math, which I love. Um but I think for others it's been very hard and challenging, especially elective teachers. So I think that putting here a timeline on looking at some of the block change schedules or like what can we do best for the students. Um that was another thing is I think teachers that were a part of that group and classified just really had the students um learning in mind and their their well-being as as well. Um so I think just disseminating this information so others feel as seen and heard is kind of the challenge at this point. Um because I think being a part of that process was really cathartic and just um I don't know just I guess reflecting on
032the profession and and how can we make it better for all. Um it was nice to have a few very young teachers there but I think a big concern that was shared also was just how do we keep young teachers in the profession when the cost of living in Bo has been so expensive and it's teaching is a lot of work. It's hard. So, um, that was something that I'm glad we're addressing well-being and kind of this retention and how to how to, um, support new new teachers across all grade levels. So, yeah, I am David Swedman and I am a professional employee um, here at the Wilson. I am the district's data analyst and assessment coordinator and I represented the professional/classified group. Um something that we were asked to touch on specifically during consensus
033uh was the sense of employees in this group not necessarily um feeling engaged or connected to the primary purpose of the Bosezeman public school district which is um ensuring high level learning for all students. And I think part of that um by its nature is that these employees um including me, we're we're not in the classroom um we may or may not be at a school. And so the work that's done in educating our students um and helping them grow and helping them learn sometimes I think that's difficult for us to feel a part of. Um perhaps we feel a part of it in the abstract. And so that that's something that we discussed. I think my group we were a bad representation and I I use the word bad because we all really value
034our jobs um our work here. We're happy. Um we're kind of hypothetically thinking about people who probably should have been been in the room but weren't. And you know that that's always the the students who don't need extra credit, right? They're the ones who do it. Um so something that that came up we spoke a lot about parah professionals in particular and that's because of some of the perspective that um one of our group members brought to the table and I think um real or perceived that there's this feeling of a cast system unfortunately at many buildings sort of down abbey right upstairs downstairs that sort of they're they're the help and they serve a lot of those functions, but it's challenging to bring those people into the hold or into the fold when they
035feel like outsiders. So, a lot of our recommendations are focused on things that could be done um to help with a sense of belonging, especially amongst pair professionals. For example, we don't have technology readily available for them yet. they're expected to check email or communicate electronically. So, um you know, I think in the cost section that that was something that we put forth and then um opportunities for professional development or learning. Um secretaries, as Casey mentioned, for example, they do so many things. Um and as we all know in education, the ground's constantly shifting. So technology changes, procedures change, and there's not always um the time or the formal training to get everyone on the same page. So a lot of schools have developed their um own little quirks or culture, which isn't necessarily a
036bad thing, but um for example, when we're reporting things to the state, there may have been changes in the standards that we need to get everyone aligned with. So being able to make time for those types of activities was something that we discussed. Um those were really the two two biggest areas. Um and one thing I do want to reiterate um in a world that is seemingly very reactionary and gravitating towards authoritarianism in in many ways. Um, it's pretty awesome to be part of a district, part um, part of an organization whose leadership team is democratic in a sense. Um, I think one of the most underrated qualities of leadership is the ability to listen. And I can say um at least I work almost daily with the executive team here at the Wilson building
037and I can I can speak to them and our principles and by and large um I think they listen and they listen well and I can say that I feel valued and I feel seen and I think that's really important. So, I just want to give kudos to the culture um that our leaders are helping to make and as a board since you choose the superintendent um give you credit for the decision that you made there and so I'm appreciative that you bring opportunities such as consensus for staff to be able to participate in. It means more than you probably think it does. That was really great reporting. Thank you all. Are there trustee questions? Gary? Yeah, thank you all for your participation and this I support this 100%. Um I'm curious through your discussions
038when we look at the four categories belonging, school climate, staff leadership, relationships, and well-being. Was there any discussion of of like a common conceptual definition of each one of those because they can have a broad spectrum of perceptions. So I'm curious if there's any way to kind of define that. So is it different in elementary than it is in middle and high school? I can help with that one a little bit. I think that um they're not um they're those are the overarching categories, but under each of those categories is like 16 to 20 questions. So there's a um it's so we get feedback and reporting at the district level and at the site level down to the question. So when we talk about overwhelmed and exhausted, those were two specific um questions and then
039they all kind of roll up into those general general categories. So yes, we do we do have the ability to look at areas of celebration and areas of concern at a building level, at a district level, at a gradeband level in this data. I'm curious um what each one of you feel um could best be done to provide you really good well-being and belonging in the classrooms. I think Casey has a document in front of him that might have the answer to all that. Um I think that's one of the things that's really it's such a nebulous thing and every you know teacher from every grade band brought in a different perspective especially in terms of like the professional stress um because for example at the high school we do not have we just use
040P school. we do not have the stress of having powers school just be mostly the communication tool for parents and then having our own systems that let us compare data. Um so for us we were like that's a thing that's stressing you guys out. We had no idea. Um so everybody's needs were so different. And then within that when our groups got together um we're all here kind of representing our grade bands but every individual within the grade band had very different perspectives that they brought to the table too. Um, so like in terms of our personal, we might have things that we personally think that need to be done. Um, but that's the nice thing about this document is that it is the summary of what everyone believes. I honestly was a little nervous
041about coming today to represent high school because I feel that my perspective is going to be so different from what a lot of people would once said. Um, but that's what we really that's why it took three days to do this to come to that point where we were like, "Okay, these are action items that certainly don't harm anything, certainly could help, and here's a bunch that don't cost anything." Um, my for me personally in terms of the high school, I can say that um I I've had a really good year and I expected this year to be a little bit tricky um with all the changes, but again, I think a big thing is that communication piece. I felt a little bit more in the driver's seat being on the guiding coalition. I understood
042all the decisions we made and why they had to be them made the way they were. Um, I helped, you know, we looked at all the different software that we were going to take attendance with for hawk time and prime time and RTI is incredibly user friendly. We could have picked something so much worse. Um, so I was really happy with how this first year went considering everything. Um, but I had that big picture um, part of it and I think if you don't have that then it just feels like it's being done to you. um which was a part of why we talked about um I think recognition comes into this like um Kelly was mentioning that um there's a lot of teachers that are working really hard to make everything we're doing successful
043and I think that's why that recognition desire is so strong. They want to be seen as you know like I'm doing all this stuff that's you know to benefit our kids and it feels like I'm just getting more thrown at me. Um so I feel like that maybe would be one of the smallest things that seem to be like no one doesn't like recognition. Um, but in terms of onesizefits-all silver bullet, that was one thing we discovered in those three days is that there is certainly not a silver bullet for this one. Yeah, I think that was the biggest one is that for every idea that was mentioned that was meaningful to one person, like half the room was like, that doesn't make a difference to me. Um, and so that was the hardest part
044of all of it is especially when it came to recognition, food became a very hot topic. um whether people want food or don't want food. I'm team no. Um but um I think I think a lot of it's dependent upon um what your current reality is. Like for me, one of the things that was really big was um having some balance between schools um as far as student populations and class size and those kinds of things because that's something that's pressing at my school. I'm looking at having a very full group of um I'm looking at having 32 third graders in my class next year because we're really full at Hawthorne. So to me that feels like it's a big thing whereas at other buildings if they aren't that full then that's not the thing
045that felt big. Um so I think that there isn't just one. I think a big part of this does come down to balancing your personal and your professional. There are a lot of pressures coming at teachers now that didn't exist or at least not in Bosezeman five to 10 years ago. And so really having to check ourselves and say how much of our exhaust and overwhelm is because of the realities of the day-to-day job or just because of the pressure we feel from society. And so to me that's a big piece of all of this is how do you separate those two? And if you can't, then how do you get the help that you can or that you need to be able to separate those two? So, what really is within our control and
046what isn't? Um, yeah, I think I answered that question. Um, I don't have too much more to add, but I think one thing that stands out would be um just the sense of belonging. I think another thing that we talked about is like a stronger um like support network for new teachers or if you switch because I've done a lot of switching grades like seven, eight, new subject, new subject, new subject and um I feel like that has been hard to feel like I'm good at it because it's you know when you're always switching to a different topic than you're um I kind of love doing that because it's fun but it's also hard. So I I guess a sense of belonging is um like having people that you have the capacity to kind of
047help you get get you up to speed regardless if you're a new teacher or if you're like switching subjects and things like that. So I think in how do we keep these like new teachers in the profession? I think that making them feel like they are supported and that they do have um actual mentors that they can talk to and you know brainstorm with outside of the PLC. So um I know that that that idea has been kind of out there but um that's something else I heard is just you know just feeling like you belong in a certain spot. But I I I love my job. So I guess I feel I feel happy with my year and happy with how things are going, but that's not everybody's um not everybody feels that way.
048And especially just in the middle school, like you know, maybe the sixth grade hall is having a hard time or because it's all new teachers. So it's really it's really dynamic. So I don't think like you mentioned there's not one answer to all of this. It's very personalized. So yeah. So, not being in the classroom, take my response with a grain of salt, but um what I heard and what I see is teachers have the weight of the world on their shoulders. They're they're literally being asked to do everything. And I feel that what I heard is there's this sense of having to do everything and not knowing um if, where, when they can draw boundaries, right? Um parents can communicate with teachers 24/7. That's not something that used to be possible because of technology.
049Um, student behavior is changing, populations are changing, and I sort of picked up on this sense where teachers want to do a good job, but they don't necessarily feel they have the permission to establish boundaries, um, healthy boundaries, appropriate boundaries, and I think a lot of that is weighing on them. And I think a lot of these um recommendations try to get at the root of that. I don't Yeah. Okay. Thank you. And before we move on to additional trustee questions, trustees Reinhardt and Wilson, would you like to you're welcome to report on your thoughts on the process. The one thing that's coming to mind to me right now that um I didn't hear them share but was really a key part of the of the final day for sure was taking a look at
050every suggestion that was thrown into the room and thinking about who that might impact without intention. And so um pulling a lever here, what would it do to the staff over here? And I I think I really appreciated how well thought out that was and just the the incredible listening that was going on there so that when um somebody at the middle school would suggest this, the high school could say, "I think that might impact this." And it was it was it was very rich and I think that the items that are being proposed for the group here for the trustees really have weeded out the things that had unintentional consequences and Um there's a few make K5 teachers happy. There's a hit on some administrators um on and the ability to draw data and
051stuff like that. So there was just it's not perfect, but I think I was really impressed with how well thought out all of the actions that they're recommending are. Well, I I really support everything that was all the work that was done in those three days was wonderful to spend time with teachers K12 and classified and certified and and and to just be in the room to listen as someone who is part of the decision making at the end of the day for a lot of things. Um, I have to say that one of the coolest things that I saw and it was in day one was there was there were times when we went around we were talking about things but the shift immediately into seeking solutions happened so fast instead of just you
052know hanging out and and wallowing in what is the there was this intense potential thrown out in the room and it went and it went into day three big time, you know, and so I that was really exciting to be a part of that to to just um see how everybody was so there for the for their colleagues, for themselves, and for the kids in the room and for the district. I'm really proud. I I talk about this process that we just completed to a lot of people and they're like, "You're kidding me. You guys did that? That's awesome." Right? And I think it's one of the most important things we can do at this time is to invest in time of of doing well-being work around for our kids and for the people who
053make that happen. And that includes teachers and classified and everyone and the administrative staff, you know, at the Wilson, everyone. And I'm just really proud that we have committed to resources and it's in the long range strategic plan. It is not just a survey solutions move on to the next thing. this. We're committed to this and so I'm very very supportive of all the work that's been done. Casey, thanks for putting this document together. It was great. Um and I'm ready to hit the ground running. See whatever the board can do. So thank you. I don't have any questions. Um I I support this so much. I have spent all weekend reading and reading and reading and it it's fantastic. It is 100% fantastic. Thank y'all for being on the on the committee. Tanya, Sandy,
054Casey, Marilyn, Pat. I just I mean I probably spent 10 hours reading this. I killed probably three trees because I had to print it, too. Um I just it's fantastic. Thank you. I have two of my kids have had y'all as teachers, you know, so thank y'all. Seriously, this is and whatever we can do to help this and I can't wait to see it be at 85%. Kevin. All right. Well, uh, first of all, I think, um, the consensus process to me just continues to be a a stronghold of our district and gives us the ability to communicate in a manner which is unique to a lot of different places. Um, and I think I and part of it like the survey is great and I'm glad that we found one that people actually enjoy
055taking and will participate in. So I I hope that continues. Um, but also because I read a lot of the comments in the survey and I had a little P PTSD going back to like getting a lot of emails during COVID. Um because there is there's as you guys mentioned there's a lot of communication um and pieces that go into the decisions that aren't always either maybe it's communicated maybe not read or maybe it's missed or I mean there's so many different things that go into communication that get can become challenging um when we're dealing with a lot of different people. Um, and so I was to get this document out of the survey, we would have not got to this point with the survey. And so the consensus process is is so valuable of
056actually getting those everybody in the room having conversations about the hard things. Um, and and I appreciate the process. I appreciate the ability of so many different people and the willingness just to listen regardless or you know whether that's Casey or Marilyn or the teachers that were in the room or the classified staff like everybody's willing that I've seen in these situations are willing to listen and be a part of it and then communicate some of their thoughts back and then we can actually get somewhere. So, I'm appreciative that that process um I do wonder a little bit about the surveys in the moving forward in the future because I hear of like okay right before spring break is that the best like I'm not saying that we want to alter the surveys by any
057means but right before spring break is that a great time. I hear how exhausted people are and how kids like that week before it's like so is there any consideration on like timing of sending those out and maybe there's just never a good time but that was one thought I had and then and then I think the other thing to touch on was just uh regarding Casey you mentioned the ownership of the document of the recommendations that sort of thing is that something that would come back not necessarily for board approval um but some information like oh here's we've broken this down you're going going to do the work. Would that be something that would be um people would be able to look at and know understand? Yes, certainly. And I think that that's the
058um communication like communicating what happened in consensus is is really hard, right? Um but for this to for people to respect this process and fe see be seen and heard and valued, they're going to need ongoing communication on these topics. So, I think it's going to come to trustees in a variety of ways. So, for example, there's some specific items that um high school administration and guiding coalitions are going to be churning on. Um that that information is probably most important for teachers at the high school and it'll be communicated to teachers at the high school, but we'll keep you appraised of those items. There's some other items in here that are like very specific um and they're going to need someone to like oversee them and champion them. So like uh K12 attendance committee,
059we're going to be having conversations. If that's Mars, Mike, or Patrick Mlullen taking on the ownership of that process, K12, um that may need to be a consensus process by itself and um would we be scheduling that? Yes. So I think um there's going to be some natural communication updates that happen and then um each site is on the hook for pieces of this that will be documented in their long range strategic plan. You'll also consistently hear about it when you go to board lunchons because it'll be one of the topics that they're sharing sharing out on. In terms of the um survey timing, there there was a lot of discussion around that. Um and um November um was was decided as the fall um the fall survey date to get new teachers up to
060speed a little bit. Um so it's not in the chaos of the first few weeks of school. Um and then April, so it's after spring break. um but it's before the um end of the year and April's a hard time. Uh and so there was an acknowledgement that that's probably an accurate representation of it's really hard in April. Let's take the pulse on how hard it is. So yeah, I guess I meant to say this, but I think this is part of the consensus process and it happens every time I engage in it. But the trust that existed in that room, the trust that teachers had for administration that we're we mean this, we're going to address this, we're going to attack this, and we've got this was another thing that was really stayed with
061me for a long time. And it takes takes a minute to develop that trust. and we worked on it for a full day. But I I walked away from there knowing that um I trust that we heard um what the teachers wanted us to hear and I trust the district that we're going to uh work on these things um continue to work on these things to address the things that are hard. So So anyway, I just needed to put that word out there because it's a big part of what makes that successful in my mind at least. Thank you. Did you have more, Kevin, or were you finished? Um, I just I think I said it, but thank you guys to you, um, being taking the time. Um, I would also just express I do
062a couple other things where I look for volunteers in few different committees or things that I'm involved in in the community and I know how challenging it is to find people to volunteer. Um, I would just continue to encourage you guys and you guys have been a part of many different processes um, and within our district and I'm very appreciative of th those people stepping up and I feel like you learn so much more about what's going on in the districts and the why behind those crazy Casey making these crazy decisions in his little in his little box. It doesn't touch touch base with anybody. Uh um so I would just encourage you guys because you guys are the voices of seeing your the people that you're working with on a day-to-day basis that um
063and again I completely get it's hard because I do a lot of asking for volunteers as well. So but the more that other people can get involved I think it just helps our culture to continue to understand like what is the big deal like why is financing so hard in the district um and why do we have to make cuts and that sort of thing. So, um, and that's all of us. It's not just you guys, but the more that we can have championing saying, "Hey, there's opportunities. Our district does listen to us. We get these groups together, it's definitely you have to plan for a couple extra days or whatever. But I appreciate you guys take having the willingness to do that. And if you guys can just continue to we'll all try, but
064you know, encourage people to be involved. That's I see that making us stronger and stronger. So, thank you again. Did you have a rebuttal? I don't have a rebuttal, but I like he he said that jokingly. Um but but I think that that um that kind of came out in the circle that there are a lot of people that think that we're kind of like the Wizard of Oz over here behind a screen and we just make terrible decisions in isolation. Um and so for for some people in the room um like it was the first time that they heard that I wasn't even in the guiding coalition at the high schools, right? And so um it and Pat brought it up, it's sort of this mixed blessing of a consensus driven district. We share
065um decision-m um all the time. Um which means that for some of these items, I couldn't say yes or no to them. um they have to go back to the guiding coalition and to building administration or to a different consensus process um because that's how that's how we operate. And so um it it's probably less efficient um but far superior um and but I I think that that is a myth out there that we just sit over here and make decisions all the time and like I kind of pick what I'm going to eat for breakfast and that's about it. Well, thank you everyone. Gary, I would move the superintendent's recommendation that the board approve the LRSP staff well-being goal and action plan as presented. Second. Second. Motion made by Trustee Lucine, seconded by Trusty
066Reinhardt. Is there any public comment? There's no public. Any further discussion, comments? All in favor? Motion passes six to zero. Thank you very much. Thank you. Thanks for coming. Can I say one more thing real quick before they take off? Leaving the room after that third day um was about the most hopeful I have felt in a really long time. And it was because of the teachers and the staff in the room. Um, David, getting to know you was just incredible. And so, um, new teachers, I mean, oh my goodness, the joy and enthusiasm and their willingness to butt heads with some of you was just awesome. I It It was I It was so good. It was so positive. the the dynamics and the interactions that were going on in there were just incredible
067and everybody there kept the focus on the students and what was going to be best for them and it was just an incredible experience. So, um, thanks for letting me be part of it. Thanks, Tanya. Do any of the four of you have public comment on non-aggenda items before you leave? Okay, thanks for coming. 7.1 Executive Cabinet reports. Are there any board of trustee reports? Gary, quickly. Oh, did I skip? Legislative update. Yeah, quickly. Um, I got invited, Mary Joe and I, to the speech and debate event they had a couple weeks ago for the fundraiser. We were invited by um, Elizabeth Williamson, former trustee. This is our third year, but it was really good. But it was very impressive of how the students I mean sophomores and juniors how they confident they are and
068can express themselves well. So anyway, it was a very fun event that they're going to do it again next year. So stay alert. Thank you. I apologize I skipped right over item 5.3, legislative update. I'll be brief and I have a another executive cabinet topic too. Uh but uh STARS Act is on the governor's desk to sign this week. Uh you passed anou. Um we're not certain whether theou is 100% necessary, but we're ering on the side of caution and ensuring we have anou in place um for the stars act so we can u receive those funds in year one. Um the legislature uh I believe is going to wrap um tomorrow or the next day. They're still churning on um the property tax relief bill and going back and forth and I think House
069Bill 231 ended today in some sort of conference committee assignment. So they're coming to um some agreement on property tax relief and then I think um they've already you know passed House Bill two so they can they can adjourn at any any moment. So I think that'll happen um in the next day or two. Um on another topic, uh we are um sort of increasing our um we sort of uh we don't have any more um election presentations, but we're increasing our um reach out to local media and trying to get on all the uh TV stations this week. Um our uh ballots were mailed um flyers were mailed, but flyers have yet to show up in many homes. And so I think it's a it's a it's a post office issue. Um we we
070mailed it as nonprofit flyers. You it's cheaper to do it that way. That's worked for us for years and years and years and for whatever reason um it still hasn't arrived to many households. The the piece we're particularly concerned about is the um is the building reserve because there's the offset uh and we can't put the offset on the ballot. Um, so that's the piece that I'm trying to share on social media um this week and trying to share in the in the um you know the operational levy sort of speak for themselves, but the the building reserve is uh is a big ask but there's a big offset um and we're trying to get that out. So whatever you can do to reshare those on your social media and have those um conversations in
071the community um so that people are aware. Tanya, would you be willing to just shoot us one little burp that we could just copy and paste onto our social media things? Um, that would be super helpful. Yeah, I think it goes out the um tomorrow if you just share what's on the district. This photo is going out tomorrow with a little blurb on it. Okay. Because yeah, I have those are the questions I've gotten to is on the offset. Have we contacted Drew? It's on the foundation board. No, that's a good idea. Yeah, I'll do remind me that Desert Mountain Broadcasting. Yeah. Um, some of them are not sharable. So, like on my on my Facebook, it's not made so that I could just automatically share it on my feed. And I don't I don't
072know what needs to be done to them or if it's just my person my ability. My ability. No, I I know how to share things, but um so some of them aren't. So I don't know if we need to check into that. Just make sure that they are sharable. Okay, I got a little out of order here, but we're kind of wrapping three things up at once. Is there any further legislative update, executive cabinet reports, or board of trustee reports? Little non-conventional, sorry. Okay, seeing none, then we will adjourn. Tanya, congratulations. This is your last meeting.