School Board Mtg. - Jul 21, 2025

001I'LL CALL THE LAKE OSWEGO SCHOOL BOARD MEETING TO ORDER AT 840 A.M. WE RECEIVED WRITTEN TESTIMONY FROM BEN AND ANA LEE ADAMS REGARDING THE CELLPHONE TOWER AT MIRROR LAKE RIDGE HIGH SCHOOL. WITH THAT WE WILL GO TO BOARD BUSINESS. WE WILL BEGIN WITH THE OATH OF OFFICE, WHICH WE WILL ADMINISTER TO OUR NEWLY ELECTED BOARD MEMBER AND OUR RE-ELECTED BOARD MEMBERS. SO WE WILL START WITH CATHERINE LUPTON. OKAY, ALL RIGHT. I WILL REPEAT THIS, AND YOU JUST REPEAT AFTER ME. SO RAISE YOUR RIGHT HAND, PLEASE. I, CATHERINE LUPTON. I CATHERINE LUP TP. TO SOLEMNLY SWEAR I SUPPORT THE CONSTITUTION OF THE UNITED STATES OF AMERICA. DO SOLEMNENLY SWEAR I WILL SUPPORT THE CONSTITUTION OF THE UNITED STATES OF AMERICA. THE CONSTITUTION OF THE STATE OF OREGON. THE CONSTITUTION OF THE STATE OF OREGON. AND THE

002POLICIES OF THE LAKE OSWEGO SCHOOL DISTRICT. AND THE POLICIES OF THE LAKE OSWEGO SCHOOL DISTRICT. I I WILL FAITHFULLY DISCHARGE THE DUTIES OF THE POSITION. AND I WILL FAITHFULLY DISCHARGE THE DUTIES OF THE POSITION. TO THE BEST OF MY ABILITY. TO THE BEST OF MY ABILITY. CONGRATULATIONS. [ APPLAUSE ] NOW WE WILL DO BRIAN BILLS. THAT'S AWKWARD. I TOLD YOU. ALL RIGHT, RAISE YOUR RIGHT HAND, PLEASE. I BRIAN MILLS. I BRIAN MILLS. >> AFFIRM THAT I WILL SUPPORT THE LAWS. AFFIRM THAT I WILL SUPPORT THE LAWS. AND CONSTITUTION OF THE UNITED STATES OF AMERICA. AND CONSTITUTION OF THE UNITED STATES OF AMERICA. AND OF THE STATE OF OREGON. OF THE STATE OF OREGON. AND THE POLICIES OF THE LAKE OSWEGO SCHOOL DISTRICT. AND THE POLICIES OF THE LAKE OSWEGO SCHOOL DISTRICT. AND I WILL FAITHFULLY

003DISCHARGE THE DUTIES. AND I WILL FAITHFULLY DISCHARGE THE DUTIES. OF MY OFFICE TO THE BEST OF MY ABILITIES. OF MY OFFICE THE TO BEST OF MY ABILITIES. CONGRATULATIONS. I GUPTA AFFIRM THAT I WILL SUPPORT THE LAWS. AFFIRM THAT I WILL SUPPORT THE LAWS. AND CONSTITUTION OF THE UNITED STATES OF AMERICA. AND I WILL FAITHFULLY DISCHARGE MY DUTIES TO THE BEST OF MY ABILITIES. OF MY OFFICE TO THE BEST OF MY ABILITIES. CONGRATULATIONS. WHAT IS THE NEXT ITEM? ALL RIGHT, NOW WE'RE GOING TO GO ONTO THE INTRODUCTION OF OUR STUDENT REPRESENTATIVES. ONE SECOND. YES, ALL RIGHT. ALL RIGHT, SO WE HAVE TWO NEW STUDENT REPRESENTATIVES TO THE BOARD. NATHAN KO AND MAX KOGLER. DID I SAY YOUR NAME, RIGHT? YEAH. >> WELCOME. IF YOU'LL TELL US A LITTLE BIT ABOUT YOURSELF, AND, NATHAN, WE'LL START WITH

004YOU. I'M A RISING SENIOR AT LAKE RIDGE HIGH SCHOOL. I'M REALLY EXCITED TO BE SITTING HERE WITH A DISTINGUISHED GROUP, OF COURSE, AND I'M LOOKING FORWARD TO BEING ABLE TO ADVOCATE FOR STUDENTS IN MY SCHOOL, IN THE MIDDLE SCHOOL AND AROUND THE ELEMENTARY SCHOOLS, AND HOPEFULLY IT'LL BE A GREAT YEAR. I'M LOOKING FORWARD TO IT. AWESOME, GREAT. MAX. THANKS FOR HAVING ME, GUYS. I'M MAX KOGLER, AND I'VE BEEN THROUGH THE LAKE OSWEGO SCHOOL DISTRICT MY ENTIRE LIFE STARTING AT LAKE GROVE ELEMENTARY, AND I'M ALSO EXCITED TO BE HERE REPRESENTING THE LAKE OSWEGO HIGH SCHOOL STUDENT BODY AS WELL, AND THERE'S A LOT I'LL BE ABLE TO BRING TO THE TABLE AS FAR AS PERSPECTIVE. I'M EXCITED. WELL, WE LOOK FORWARD TO HEARING FROM YOU. SOMETIMES WE START TALKING AMONGST OURSELVES, AND FEEL -- JUST BE

005SURE TO LET US KNOW IF YOU HAVE SOMETHING YOU WANT TO SAY, AND WE'LL ALWAYS TRY TO REMEMBER TO CALL ON YOU BECAUSE I THINK IT'S IMPORTANT TO HEAR YOUR PERSPECTIVES. THANK YOU. THANK YOU. >> [ APPLAUSE ] ARE YOU GUYS REGISTERED TO GO TO THE OSBA MEETING? ARE YOU ABLE TO DO THAT IN AUGUST? I DON'T KNOW. ARE THEY ABLE --ARE STUDENTS ABLE TO GO WITH YOU? THEY ARE. >> OKAY. ALL RIGHT, VERY GOOD. WELL, WE'LL GO ONTO ITEM 3. 3, WHICH IS ELECTION OF A SCHOOL BOARD CHAIR AND VICE CHAIR FOR THE 25, 26 SCHOOL YEAR. ARE THERE ANY NOMINATIONS FOR CHAIR AND VICE CHAIR? CHAIR WALLIN? YES? I WOULD LIKE TO NOMINATE DIRECTOR AIRD AND DIRECTOR GUPTA FOR THE POSITIONS OF CHAIR AND VICE CHAIR RESPECTIVELY. AWESOME. THAT'S GREAT. IS THERE A

006SECOND FOR THE NOMINATION? I SECOND. GOOD. THAT'S AWESOME. A SECOND. SO WE HAVE A NOMINATION AND A SECOND FOR KIRSTEN AIRD TO BE CHAIR AND NEELAM GUPTA TO BE VICE CHAIR. ARE THERE ANY OTHER NOMINATIONS? HEARING NONE, I DECLARE KIRSTEN AIRD AND NEELAM GUPTA CHAIR AND VICE CHAIR FOR THE 25, 26 SCHOOL YEAR BY ACCLIMATION. CONGRATULATIONS. [ APPLAUSE ] WELL, I CAN'T DO ANYTHING ELSE HERE, SO --WHAT'S NEXT? I THINK WE HAVE A BREAK. GOOD IDEA. BREAK. >> EXCELLENT. ALL RIGHT, WE'RE GOING TOTO BRING TO ORDER THE LAKE OSWEGO SCHOOL BOARD MEETING AT 9:24 A.M. ON JULY 21st. AND WE'RE GOING TO START WITH 4. 0, THE CONSENT AGENDA. I MOVE TO APPROVE THAT CONSENT AGENDA AS PRESENTED. THANK YOU, DIRECTOR BILLS. I'LL SECOND. THANK YOU, DIRECTOR WALLIN. ALL THOSE IN FAVOR? AYE. >> THANK

007YOU. MOTION CARRIES. ALL RIGHT, 5. 0, BOARD BUSINESS. FIRST ON THE AGENDA, SUPERINTENDENT UPDATE. DR. SCHIELE. THANK YOU, CHAIR AIRD. HERE WE GO AGAIN. >> THE FIRST ITEM I WANTED TO MAKE SURE EVERYONE IS AWARE OF WE HAVE A NEW LAKE GROVE PRINCIPAL. HIS NAME IS SETH JOHNSON. VERY EXCITED ABOUT THIS NEWS FOR SETH. HE'S COMING TO US FROM PORTLAND, A COMPETITIVE POOL, WHICH WE'RE VERY PLEASED ABOUT. WE HAD PARENTS AND TEACHERS AND STAFF MEMBERS AND ADMINISTRATORS IN A VERY LARGE GROUP -- AND HE WAS THE FINALIST AFTER THAT. HE HAS 25 YEARS OF EXPERIENCE AND 16 AS A PRINCIPAL. SO THAT'S FANTASTIC FOR US. WE LOOK FORWARD TO HAVING HIM MEET OTHER STUDENTS AND STAFF. HE'S ALREADY STARTED. KINDERGARTEN TRANSITION. AUGUST 11th AND 14th IS RIGHT AROUND THE CORNER. WE HAVE 131 LITTLES COMING

008TO EXPERIENCE OUR SCHOOLS. IT'S A GREAT EXPERIENCE FOR THEM TO HAVE THAT SNEAK PEEK IN SCHOOL BEFORE THEY HAVE TO COME. AND WE LOOK FORWARD TO WELCOMING ALL THOSE NEW FAMILIES. SIGNING UP FOR ELEMENTARY STRINGS. WE WANT TO MAKE SURE EVERYONE RECOGNIZES THE ELEMENTARY STRINGS PROGRAM IS ACTIVE, AND YOU CAN SIGN UP NOW. IF YOUR CHILD'S IN 4th OR 5th GRADE AND HAS NEVER PLAYED AN INSTRUMENT, THEY CAN BE IN BEGINNING STRINGS. IF THEY ARE IN 4th AND 5th AND HAVE PLAYED BEFORE, IT'S ACTUALLY CALLED ELEMENTARY ORCHESTRA, SO THAT'S KIND OF THE DIFFERENCE, A TOTAL BEGINNER VERSUS SOMEBODY WHO'S HAD ABOUT A YEAR OF EXPERIENCE IN PLAYING. YOU CAN GET ALL THOSE ON OUR WEBSITES. VERY EXCITED ABOUT THAT. UPCOMING ACTIVITIES FAIR. THIS IS OUR FIRST EVER OSD ACTIVITY FAIR. THE COUNTY, OUR COORDINATOR HAS

009ORGANIZED THIS. IT'S GOING TO BE AT LAKE RIDGE MIDDLE SCHOOL FROM 9:00 TO 11:00 AND 4:00 TO 6:00 ON AUGUST 7th. SO WE'RE GOING TO HAVE TWO SESSIONS, SO IT CAN BE AVAILABLE TO ALL PEOPLE. IT'S GOING TO BE NUMEROUS ENRICHMENT OPPORTUNITIES FOR STUDENTS MOSTLY AROUND K-8. AND THE IDEA CAME FROM FEEDBACK THAT WE GOT FROM SURVEYS FROM PARENTS SAYING, FOR EXAMPLE, HULA-HOOPERS, IT'S TOO LATE. WE'RE TRYING TO MAKE SURE EVERYBODY UNDERSTANDS WITH A FULL YEAR WHEN THINGS YOU HAVE TO SIGN UP FOR THEM AND HOW YOUYOU UP FOR THEM. SO EVERYTHING FROM STEM, MUSIC, ART, ELEMENTARY STRINGS, ROBOTICS. ANYTHING VOLUNTEER RUN OR AFFILIATED WITH THE SCHOOL OR SPORTS AROUND THE COMMUNITY. ANY KIND OF THE I-9 SPORTS, SOCCER CLUBS, THEY'RE ALL GOING TO BE THERE IN ONE STEP SO PARENTS CAN WALK IN AND

010START MAKING THE CALENDER FOR THE YEAR. WE REALLY THINK THIS IS GOING TO BE A PRETTY GOOD WAY TO MAKE SURE EVERYONE IS INFORMED ABOUT WHAT ACTIVITIES WE HAVE. AND THEN LASTLY I WANT TO SAY THAT SCHOOL STARTS ON SEPTEMBER 2nd FOR GRADES 1 THROUGH 5, 6 AND 9, AND THEN SEPTEMBER 3rd FOR 7, 8, 10, 11, AND 12th. IN SECONDARY SCHOOLS WE HAVE A 6TH DAY ONLY AND 9th DAY ONLY AND EVERYBODY STARTS. AND KINDERGARTEN IS THE FIRST THREE DAYS MEETING INDIVIDUALLY WITH THE TEACHER AND FAMILY TO MAKE SURE WE SET THEM UP FOR SUCCESS. IT'S GOING TO BE HERE BEFORE WE KNOW IT. IF YOU'RE WONDERING WHEN SCHOOL STARTS, SEPTEMBER 2nd. THAT'S IT. DO WE STILL DO THE THINK WHERE THE KINDERGARTNERS COME AS KIND OF A MATH COHORT AND THEN WE PAIR

011THEM WITH TEACHERS? WHEN YOU THINK ABOUT WHEN THEY MAKE CLASS PLACEMENT THEY ALREADY KNOW THE KIDS FIRST GRADE THROUGH EVERY OTHER GRADE, SO KINDERGARTEN THEY WANT TO MEET WITH THE FAMILIES AND FIND OUT THE NEEDS OF THE STUDENTS BEFORE THEY PLACE THEM OUT. WHEN IS SMART START? SMART START IS THE THURSDAY BEFORE SCHOOL STARTS. 29th, WHATEVER THAT THURSDAY IS. WHATEVER THAT THURSDAY IS. AUGUST 28th. THE 28th. ANY OTHER QUESTIONS? ALL RIGHT? QUESTIONS FROM YOU TWO? COOL, THANK YOU. ALL RIGHT, NEXT AGENDA, BOND RESOLUTION. MRS. LARSON AND MR. KETZLER. THIS IS GOING TO BE AN ACTION ITEM. CHAIR AIRD, MEMBERS OF THE BOARD, IT'S OUR PLEASURE TO BE HERE TODAY TO OFFICIALLY ASK YOUR INACTION TO REFER THE BOND TO THE BALLOT IN NOVEMBER. BEFORE YOU WE HAVE THE RESOLUTION, SHOULD YOU TAKE ACTION ON IT,

012THE NEXT STEPS WOULD BE WE WOULD FILE IT WITH THE COUNTY, AND THERE WOULD BE A TEN- DAY PUBLICATION PERIOD WHERE PEOPLE COULD WEIGH IN. AND IF WE DON'T HEAR ANY NAYS OR FEEDBACK, THEN WE WOULD MOVE FORWARD WITH GETTING A BOND MEASURE, AND WE'D BE OFF TO CAMPAIGN. BUT IN THIS RESOLUTION YOU ALSO SEE THE BOND LANGUAGE WHICH INCLUDES THE CAPTION QUESTION AND SUMMARY. AND THESE REFLECT EXTENSIVE COMMUNITY FEEDBACK AND INPUT, MONTHS OF SEVERAL POLLS. WE'VE HAD THREE VOTER POLLS. WE'VE HAD A BOND DEVELOPMENT COMMITTEE. WE'VE HAD YOUR SUBS WEIGH IN, AND THIS IS A REFLECTION OF THAT FEEDBACK. IN PARTICULAR WE JUST RECENTLY DID A MESSAGE POLL WITH OUR LIKELY VOTERS, AND THEIR FEEDBACK WAS CONSISTENT AND EXTREMELY POSITIVE. WE SAW VERY STRONG SUPPORT FOR THIS BOND, AND STRONG SUPPORT PARTICULARLY WITH THREE

013AREAS. ONE IS THAT OUR VOTERS APPRECIATE THAT WE ARE KEEPING -- MAINTAINING OUR CURRENT BOND TAX RATE. WE'RE NOT INCREASING THE TAX RATE. YET WITH THIS BOND SALE WE WILL HAVE THE FUNDS TO MAKE INCREDIBLE SAFETY AND SECURITY AND RESILIENCY IMPROVEMENTS IN OUR SCHOOLS WHICH OUR VOTERS ALSO VERY MUCH APPRECIATE. PARTICULARLY THIS BOND INCLUDES TAKING CARE OF PRIORITY REPAIRS AT ALL OF OUR SCHOOLS, THINGS THAT WE KNEW WERE COMING UP BUT BUT NOW IT'S TIME. IT'S URGENT. FOR EXAMPLE, OUR FIRE ALARM SYSTEMS IN ALL OF OUR OLDER SCHOOLS, THEY WORK. I WANT TO --WE WOULDN'T BE ABLE TO HAVE SCHOOL IF THEY DIDN'T WORK, BUT THE PARTS -- THEY DON'T MAKE THESE FIRE SYSTEMS ANYMORE. SO WHEN ONE BREAKS DOWN OR IS LOOKING LIKE IT'S STARTING TO NOT OPERATE AS WELL AS IT SHOULD, WE

014HAVE TO GO ON THE SEARCH FOR A USED PART AND GET REPLACED. SO IT'S TIME TO REPLACE THOSE IN OUR SCHOOLS. THAT'S JUST ONE EXAMPLE OF THE REPAIRS NEEDED. WHAT WE SAW WITH THE RECENT STORMS, ICE STORMS THAT OUR OLDER SCHOOLS ARE VULNERABLE. LAKE GROVE, AS WE ALL KNOW, HAD TO DISPLACE --MOVE OUR KINDERGARTENNERS TO DIFFERENT CLASSROOMS AND MOVE OUR FIRST GRADERS TO A DIFFERENT SCHOOL SO THAT WE COULD DO THE NECESSARY REPAIRS ON THAT SCHOOL. THAT SCHOOL IS OVER 75 YEARS OLD. SAME WITH FOREST HILLS. OUR NEIGHBOR JUST ACROSS THE WAY WAS AFFECTED BY THE SAME STORM, AND THAT SCHOOL WAS CLOSED DOWN FOR AN ENTIRE YEAR. SO WHAT THESE STORMS SHOW US IS IT'S TIME FOR THESE OLDER SCHOOLS BE REPLACED. IT'S THE MOST COST-EFFECTIVE WAY TO PROVIDE SAFE, SECURE, READY FOR LEARNING

015SCHOOLS. AND LAST BUT NOT LEAST THIS BOND ALSO --AND PEOPLE IN OUR COMMUNITY APPRECIATE THAT WHAT WE'RE DOING WITH OUR BUILDINGS NOT ONLY MAKING THEM SAFE AND SECURE BUT ALSO PUTTING IN THE PROGRAMMING AND THE NECESSARY CAPACITY SO THAT OUR STUDENTS ARE READY FOR CAREER AND COLLEGE WHEN THEY LEAVE OUR DOORS, SPECIFICALLY THAT INCLUDES THE IMPROVEMENTS TO OUR CAREER TECHNICAL EDUCATION IN BOTH OF OUR HIGH SCHOOLS. WITH THIS BOND WE'LL BE ABLE TO CREATE DEDICATED LARGE SPACES THAT ARE REALLY CONDUCIVE TO THAT KIND OF LEARNING AND ALSO THE SCIENCE, TECHNOLOGY, ENGINEERING, AND MATH SPACES AS WELL. SO ALL OF THOSE ARE --OUR COMMUNITY IS IN BIG SUPPORT OF. AND SO WITH THIS, WE WOULD ASK FOR ANY QUESTIONS. I WILL SAY ALSO THAT THE BALLOT LANGUAGE, CAPTION QUESTION AND SUMMARY HAS BEEN REVIEWED EXTENSIVELY ALSO

016BY OUR BOND COUNCIL, SO IT MEET MUSTER. AND WE ARE -- WE ARE AT THE WORD LIMIT SO --[ LAUGHTER ] SO AT THIS POINT ANY ADDITION MEANS WE HAVE TO TAKE ANOTHER WORD OUT, AND EVERY WORD HAS BEEN RUMINATED OVER MANY TIMES. I'LL OPEN UP FOR ANYTHING. I'D SAY WE WOULD THE STRUCTURE WE'RE CONTEMPLATING FOR THE UPCOMING BONDS IS ESSENTIALLY THE SAME AS WE DID WITH THE 2021 AUTHORIZATION AS WELL AS THE 2017. THOSE BOTH HAD BONDS THAT CONTEMPLATED MULTIPLE SERIES, THAT BEING WE DON'T SELL EVERYTHING AT ONCE. SO WE SOLD THOSE TWO PREVIOUS BONDS IN TWO SERIES, AND THAT'S WHAT WE CONTEMPLATE HERE. BUT IT MAY END UP BEING THREE. IT'S SOMETHING THAT'S REALLY HARD TO PREDICT EXACTLY HOW THE BOND MARKET WOULD BE ON ANY GIVEN DAY TO SELL BONDS. AND THE

017RESOLUTION AUTHORIZES UP TO 26 YEARS, AND THAT'S AN ODD NUMBER TO HAVE FOR A BOND ACTUALLY WHAT WE DO OUR 25-YEAR BONDS, BUT IT'S VERY COMMON FOR THE SALE TO TAKE PLACE IN APRIL OR MAY. AND SO IT'S 26 YEARS AND 2 MONTHS. AND INSTEAD OF RESTRICTING OURSELVES THAT NARROWLYNARROWLY JUST IS UP TO 26 YEARS. AND THEN FINALLY THE RESOLUTION DOES APPOINT DR. SCHIELE AND MYSELF AS REPRESENTATIVES TO UNDERTAKE NECESSARY ACTIONS FOR MOVING FORWARD WITH THIS MEASURE ELECTION AND ALSO APPOINTS FOSTER GARVEY AS OUR BOND COUNCIL AND COURTNEY WITH FOSTER GARVEY. SHE USED TO WORK FOR -- AND THEY WERE OUR BOND COUNCIL FOR I BELIEVE ROUGHLY 50 YEARS OR MORE, SO SHE HAS EXTENSIVE HISTORY AND EXPERIENCE WORKING WITH US AND HAS BEEN A PART OF ALL OF OUR SUCCESSFUL BOND PROGRAMS THAT WE

018EXECUTED OVER THE LAST --AT LEAST THE ONES THAT I'VE BEEN INVOLVED WITH SINCE --SINCE 2000. JUST WANTED TO MAKE THOSE --HIGHLIGHT THOSE ITEMS. SORRY. EXCUSE ME ME, GUYS. I'M GOING TO -- I'M JUST GOING TO PUT US ON A RECESS REALLY QUICKLY. OKAY, SO NOW I CALL US BACK IN AT 9:40. SORRY FOR THE INTERRUPTION. THANK YOU. SO JUST TO RECAP, WE ARE HERE TO ASK FOR THE BOARD'S ACTION ON THE RESOLUTION THAT WOULD DIRECT THE DISTRICT TO FILE THE BOND MEASURE ON THE BALLOT FOR THE NOVEMBER 2025 ELECTION. BEFORE YOU HAVE THE BOND LANGUAGE. STEWART HAD WALKED THROUGH THE BOND COUNCIL HAS BEEN WITH US AS LONG AS WITH OUR COMMUNITY EVERY STEP OF THE WAY AND HAD WALKED THROUGH HOW THE BOND SALES WOULD WORK, IF THERE'S ANYTHING ELSE WE NEEDED. THAT'S PROBABLY

019ABOUT ALL I WOULD SAY OTHER THAN UPDATING, YOU KNOW, WE DID --WE'VE PERIODICALLY DONE UPDATES OR HAD OUR FINANCIAL ADVISOR GIVE US UPDATES TO CURRENT MARKET CONDITIONS PLUS SOME CUSHION WOULD GENERATE IN TERMS OF BOND PROCEEDS. SO WE DO ESTIMATE AT THIS TIME WITH SOME REASONABLE CONDITIONS OR CUSHION, THAT THE FIRST BOND SALE BEING IN ROUGHLY MAY OF 2026, AND THEN THE SECOND SALE IN MAY OF 2029 WOULD SUPPORT A PRINCIPAL PAR AMOUNT OF 245 MILLION, AND THAT IS A SMALL IMPROVEMENT OVER THE LAST PROJECTION, AND TAKES ACCOUNT OF UPDATED ASSESSED VALUE AFFIRMATION THAT WE HAVE AT THIS TIME. AND YOU WOULD DO THE LARGEST PORTION OF THAT IN THE FIRST TERMS? IT'S ROUGHLY 50-50. OKAY, IS THAT BASED ON CURRENT CONDITIONS? CURRENT CONDITIONS, YEAH, AND THEN JUST WHAT -- OUR DESIGN IS TO MAINTAIN

020THE CURRENT ESTIMATED PROPERTY TAX RATE. OKAY. WHICH IS ESSENTIALLY 290 --ACTUALLY 289, BUT ROUNDING THE REMAINDER AMOUNT HERE. AND THE FINAL STRUCTURE AS IT RELEASED AT THE FIRST SALE WOULD GET DETERMINED IN THE WEEKS AND SOMETIMES EVEN DAYS LEADING UP TO THE ACTUAL BOND SALE. THAT'S $290 AND -- AND THAT'S THE TOTAL, YEAH, CURRENT RATE. SO THIS MAINTAINS THAT CURRENT RATE. IT'S ABOUT 90 -- YES, THIS OVERALL PORTION OF THAT VALUE IS ROUGHLY 90 CENTS PER THOUSAND. SO IN SUMMARY JUST FOR ALL THOSE LISTENING, THIS IS THE THIRD BOND FOR A TOTAL OF 290, AND WHAT YOU'RE --WHAT? $2.90. >> YES, YOU'RE RIGHT $2. 90, AND THEN THIS IS THE 245 -- ESTIMATED $245 MILLION WORTH. AND WHAT YOU'RE WANTING US TO VOTE ON IS THE CAPTION, THE QUESTION, THE SUMMARY TO PUT IT ON

021THE BALLOT. MM-HMM. AND JUST TO ADD TO THAT ALL OF THAT, ALL THE MONEY STILL MAINTAINS OUR CURRENT TAX RATE. SO NONE OF THAT IS AN INCREASE. IT KEEPS US STEADY. I WOULD CLARIFY, TOO, THAT WE'RE ASKING YOU TO ADOPT THE RESOLUTION, WHICH IS PART OF IT BUT ALSO INCLUDES THOSE THREE ELEMENTS THAT YOU REFERRED TO. AND THEN SO WE SEE YOU HAVE A SUMMARY OF THE POLLING RESULTS AND YOU HAVE, I DON'T KNOW IF YOU MENTIONED THIS, 66% APPROVE -- EITHER APPROVE -- STRONGLY APPROVE OF THE -- OF PASSING THE BOND. CORRECT. YEAH, SO WITH OUR POLLING, WE POLL --WE LOOK AT THE TYPICAL NOVEMBER ELECTORATE, AND WE POLL THE LIKELY VOTERS, AND THAT POLLING SAMPLE REFLECTS A BALANCE OF AFFILIATIONS TO ALL DIFFERENT DEMOGRAPHICS ON WHO WOULD BE VOTING IN A NOVEMBER ELECTION,

022AND WHEN THAT POLLING COMES BACK ON MAINTAINING OUR CURRENT TAX RATE, ADDRESSING SAFETY AND SECURITY IMPROVEMENTS IN OUR SCHOOLS AND ENSURING OUR KIDS GRADUATE CAREER AND COLLEGE READY AND ALL GARNERING SUPPORT AT 66% PLUS. WHICH IS A HUGE IMPROVEMENT AND I THINK CREDIT TO YOU AND YOUR TEAM FOR --I THINK VOTERS HERE WHAT IT IS AND WHEN WE WERE POLLING EARLIER AS JUST THEORETICAL. CORRECT. >> SINCE YOU'VE GONE OUT AND EXPLAINED WHAT IT IS AND WHAT YOU'LL DO WITH THE BOND. I THINK WE'VE MET WITH OVER 30 ASSOCIATIONS AND COMMUNITY GROUPS. AND THAT PRESENTATION HAS REALLY BEEN STEPPING BACK AND LOOKING AT A TEN-YEAR LOOK AT OUR BOND PROGRAM, WHY WE HAVE IT, WHAT WE'VE ACCOMPLISHED SO FAR, ALL THE DIFFERENT COMPONENTS THAT WE HAVE IN PLACE TO MAKE IT SUCCESSFUL BOND PROGRAM, AND ALL

023THE WONDERFUL THINGS THAT WE'VE BEEN ABLE TO DO WITH THE BOND FUNDS THAT ARE -- THAT OUR COMMUNITIES ENTRUSTED WITH US BUT ALSO COMPLAINING WHY WE STILL HAVE THE NEED FOR THIS THIRD AND LAST PHASE OF THE BOND. AND THAT AT THE END OF IT ALL OUR SCHOOLS WOULD HAVE BEEN IMPROVED AND MEETING THE STANDARDS THAT WE HAVE FOR OUR SCHOOLS IN OUR COMMUNITY, BUT WE'RE NOT THERE YET. WE STILL NEED THIS THIRD BOND TO MAKE THAT HAPPEN. BUT JUST ONE QUESTION. I MEAN, THIS LANGUAGE LOOKS GREAT AND EVERYTHING. MY ONLY QUESTION WAS IN THE SUMMARY, YOU KNOW, BASED ON WHAT YOU SAID ABOUT WHAT VOTERS RESPOND TO, YOU HAVE REPLACING TWO OLDEST SCHOOLS AS THE SECOND ITEM. AND THEN YOU HAVE IMPROVE AGING FACILITIES BELOW THAT. GREAT QUESTION, YES. SO WHEN WE LOOK AT

024THE INPUT FROM POLLING AND ALSO FROM OUR 30-PLUS COMMUNITY MEETINGS THE OVERARCHING FEEDBACK IS DO WHAT YOU NEED TO DO TO MAKE SURE OUR SCHOOLS ARE SAFE, WHETHER THAT'S REPLACING AND MAKING IMPROVEMENTS AT AN EXISTING SCHOOL, SAY LAKE RIDGE, AND ADDRESSING THE FLOODING AND THE ELECTRICAL ISSUES THAT HAD HAS. OR IF IT MEANS IF A SCHOOL NEEDS TO BE FULLY REPLACED TO ACHIEVE THAT SAME SAFETY AND SECURITY. AND SO WITH FOREST HILLS AND LAKE GROVE, IT'S MORE COST-EFFECTIVE IF WE REBUILD THOSE SCHOOLS AND REPLACE THEM ON THEIR CURRENT SITES TO ADDRESS THAT SAFETY AND SECURITY NEED. IN OTHER WORDS, SAFETY AND SECURITY LEADS AND HOW WE DO IT, THERE'S DIFFERENT APPROACHES. AND WITH, AS WE KNOW, NOWADAYS PEOPLE ARE HIT WITH A LOT OF DIFFERENT MESSAGES FROM A LOT OF DIFFERENT DIRECTIONS. AND THE KEY

025FOR THIS ELECTION IS TO KEEP IT AS SIMPLE AS POSSIBLE. WE MAY GET 15 SECONDS WITH SOMEBODY. SO IF ALL WE GET OUT THERE THIS MAINTAINS OUR CURRENT TAX RATE, IT MAKES OUR SCHOOL SAFE AND SECURE, AND GRADUATES OUR KIDS CAREER AND COLLEGE READY, IF WE GET MORE THAN THAT WE'RE LUCKY, BUT THOSE ARE THE KEY MESSAGES THAT PEOPLE RESONATE WITH. ANY QUESTIONS? ALL RIGHT, WELL, THIS IS AN ACTION ITEM. I WOULD MOVE TO APPROVE THE BOND REFERRAL RESOLUTION. IS THERE A SECOND? I'LL SECOND. ALL RIGHT, THANK YOU. BEFORE JUST BRIEFLY, WHAT'S THE NEXT STEP? SO I WILL BE ISSUING A PRESS RELEASE FOR OUR COMMUNITY TO KNOW THAT WE'RE MOVING FORWARD WITH THIS. WE WILL ALSO TOMORROW BE FILING WITH THE COUNTY ELECTION OFFICE THE FIRST STEP IN THE BOND TITLE, AND THEN THAT

026GETS PUBLISHED IN THE OREGONIAN AND IS OUT FOR TEN DAYS. AND DEPENDING ON ANY FEEDBACK WE WILL THEN FILE THE NEXT PIECE OF PAPERWORK, AND WITHIN THAT A DAY OR TWO WE'LL HAVE OUR BOND MEASURE. AND ONCE WE HAVE THAT BOND MEASURE NUMBER, THAT BEGINS THE SWITCHOVER FROM THE DISTRICT BEING ABLE TO ADVOCATE TO TRULY BEING INFORMING. AND YOU ALL GET TO TAKE OVER THE ADVOCACY MANTLE. AND WHY --AND THE REVIEW ALSO? AND THE REVIEW WOULD COVER IT AS WELL. IT OFFICIALLY GOES IN THE OREGONIAN AS A BROADER REACH. OKAY. WE ALSO --WE DO HAVE A VAST MAJORITY OF OUR VOTERS IN THIS COUNTY BUT WE ALSO HAVE SOME IN --AND WASHINGTON SO IT GETS FILED IN ALL THREE. OKAY, GREAT. AND WE HAVE A CAMPAIGN TEAM. YES. >> ALL READY TO GO. THEY ARE

027ALL PROBABLY WATCHING AT HOME AND LISTENING TO THIS CONVERSATION. WAITING. YEAH. AND THEN THAT KIND OF POINT IS WHEN THEY'LL REALLY THEN KICK INTO HIGH GEAR. CORRECT. PART OF WHY WE ARE MOVING FORWARD IN GETTING THEM THEIR BOND MEASURE -- NUMBER AS SOON AS POSSIBLE SO THEY CAN BEGIN PRODUCING ALL THE CAMPAIGN MATERIALS. THERE'S BEEN A LOT OF BEHIND THE SCENES PREPARATION WORK HAPPENING THIS SUMMER. THE THING WITH CAMPAIGNS IS THAT PEOPLE ONLY HAVE SO MUCH CAPACITY TO HEAR ABOUT IT. BUT WHEN THEY DO, WE WANT --THE GOAL WOULD BE FOR US TO SAY ENOUGH ALREADY, WE KNOW. BUT THAT WOULD BEGIN IN EARNEST ONCE SCHOOL BEGINS AND PEOPLE GET BACK FROM SUMMER BREAK. SO IN SEPTEMBER BACK TO SCHOOL NIGHTS IN OUR COMMUNITIES. YOU'LL SEE IT BOTH FROM US INFORMING PEOPLE, AND WE ARE

028ALWAYS AVAILABLE TO ANSWER QUESTIONS ABOUT WHAT'S IN THE BOND, WHY IS IT IN THE BOND, WHAT DOES THIS MEAN FOR MY STUDENTS AT MY SCHOOL OR MY NEIGHBORHOOD. WE'RE HERE TO CONTINUE TO GIVE THAT INFORMATION, BUT THE CITIZEN CAMPAIGN, THEY WILL TAKE OVER IN ADVOCATING A VOTE --A YES VOTE FOR THE BOND. READY TO VOTE. ALL THOSE IN FAVOR SAY AYE. AYE. >> ALL RIGHT, MOTION CARRIES. THANK YOU. AWESOME, THANK YOU. HERE WE GO. >> WE'RE OFFICIAL. WE'RE OFFICIAL. ALL RIGHT, 5. 3, STRATEGIC PLAN. DR. SCHIELE. MEMBERS OF THE BOARD, THIS IS OUR STRATEGIC PLAN TOPIC INTEREST. AND SO WHAT WE'RE GOING TO DO IS START OFF BY REVIEWING WHERE WE ARE. SO THE FIRST PART IS JUST REVIEWING OUR PROGRESS. I DID GO THROUGH EACH ACTION --STRATEGIC ACTION AND MARK WHAT THE PROGRESS INDICATOR.

029GREEN BEING ESTABLISHED PRACTICE. YELLOW BEING IN PROGRESS, LIKE PLANS ARE IN PLACE, RESOURCES ARE IDENTIFIED, AND IMPLEMENTATION IS UNDERWAY. AND RED EITHER NOT STARTED OR ADJUSTED BASED ON THE SITUATION. SO IF YOU LOOK OUR FIRST PRIORITY IS OUR CREATING A CULTURE OF BELONGING. THE FIRST OBJECTIVE WAS UNDERSTAND, RECOGNIZE, AND ADDRESS BIASES AND THEIR IMPACTS. UNDER THAT THE FIRST ONE IS EMPHASIZE PROFESSIONAL DEVELOPMENT IN EQUITY, BIAS, ANTI-RACISM, BULLYING, AND HARASSMENT. WE'VE DONE PD FOR THE LAST FOUR YEARS AND NOT ONLY PD, STATEWIDE IN SERVICE, BACK TO SCHOOL PD DAYS, AND ALSO CONTRACTED FOR ENGAGE TO CHANGE WITH ADMINISTRATORS, TEACHERS, STAFF, AND STUDENT TRAINING. THE NEXT OBJECTIVE WAS ADOPT THE SORT OF PRACTICE ACROSS OUR SYSTEM. WE DID ALSO HAVE PD TRAINING FOR ALL OF OUR STAFF AND GUIDANCE FOR OUR PRINCIPALS AND ASIS SISTANT PRINCIPALS. INTEGRAL

030TO THOSE PRACTICES IS REALLY THE FORMATION OF RELATIONSHIPS AND BONDS WHEN HARM -- WHEN ANY KIND OF HARM HAS BEEN ENACTED. THIS DOESN'T MEAN THERE ARE NO CONSEQUENCES. I THINK THAT'S ONE THING RESTORATIVE PRACTICE HAS BEEN CONFUSING SOME PEOPLE IN THE COMMUNITY MEANING WE'RE DOING RESTORATIVE PRACTICES AND NOT DOING CONSEQUENCES, WHEN ACTUALLY THERE'S BOTH. AND THE NEXT ONE. IT'S A LITTLE WEIRD, BUT IT IS ACTUALLY IN YOUR -- THE THIRD ONE IS DEVELOP DIVERSE AND DISCIPLINE DATA. WE HAVE BEEN DOING THROUGH THE LAST FEW YEARS. THE NEXT AREA IS PROVIDE AUTHENTIC CURRICULUM, RESOURCES, AND TRAINING. THAT HAS BEEN EVIDENT BY OUR CURRICULUM ADOPTION PROCESS FOLLOWED IN THE LAST THREE YEARS FOR ELA, MATH SCIENCE, AND HEALTH CURRICULUM AND WORKING WITH OUR TEACHERS, LOOKING THROUGH THAT EQUITY LENS, AND NOW WE ALSO LOOK THROUGH OUR SUSTAINABILITY

031LENS, BUT THAT IS SOMETHING WE DO THROUGH EVERY CURRICULUM ADOPTION. THE NEXT ONE IS ESTABLISH PROCESS TO ADDRESS CONTENT IN BETWEEN ADOPTIONS. THIS ONE WE DO IN DIFFERENT WAYS BUT WE DO NOT MARK IT GREEN BECAUSE IT'S A LITTLE DIFFICULT TO CHANGE CURRICULUM IN BETWEEN ADOPTIONS. WE DO LOOK AT FOSTERING COLLABORATION AND CULTURE AMONG OUR STAFF. AND WE DO THAT DURING OUR PLC TIME, SO WHEN SOMETHING HAPPENS, THEY REGULARLY DISCUSS CURRICULUM NEEDS DURING THOSE PLC MEETINGS AND LET THEIR ADMINISTRATOR KNOW WHO IN TURN LETS US KNOW. SO IF THERE'S SOMETHING THEY NEED FOR MATERIALS, THEY END UP ASKING FOR THOSE THROUGH THAT. WE ALSO ARE ALWAYS EVALUATING OUR CURRICULUM, AND THAT HAPPENS A COUPLE DIFFERENT WAYS. ONE THROUGH STUDENT FEEDBACK OF THE COURSE AND TEACHING MATERIALS AS WELL AS HAVING OUR STAFF, AGAIN, WORKING THROUGH

032ANY KIND OF CONCERN THAT THEY HAVE WITH THE CURRICULUM. THERE'S A COUPLE DIFFERENT WAYS THAT PEOPLE WORK THROUGH THAT. ONE IS AND ONE THAT'S BEEN RECOMMENDED TO US BY PROFESSIONALS YOU STILL USE THAT PIECE BUT POINT OUT TO STUDENTS WHY THAT'S INCORRECT, AND THAT WAY THEY CAN USE THAT AS A TEACHING TOOL AS WELL. ANOTHER AREA IS SIMPLY NOT USING THAT MATERIAL. SO IF IT'S SOMETHING IN A CHAPTER OR A CERTAIN BOOK, THEY CAN JUST PULL THAT FROM WHAT THEY'RE UTILIZING. THAT IS THE PROBLEM WE DIDN'T THINK ABOUT. I CAN DO THE SLIDE SHOW FROM HERE. YOU WANT TO LOG IN TO MY COMPUTER? NO. WE ARE GOING TO RECESS. WE'RE GOING TO COME BACK INTO SESSION AT 10:05. THANK YOU. SORRY ABILITY THAT. SO THE THIRD ONE THERE IS CONTINUE INVESTING IN WINDOWOES AND

033MATERIALS AND THAT'S BY IMPLEMENTATION AND ADOPTION OF THE SCHOOL BOARD. AND THE THIRD AREA IS RECRUITING TEACHERS AND STAFF MEMBERS. EVEN THOUGH WE ARE RECRUITING WITH INTENTIONALITY, AND WE HAVE BEEN INCLUDING TRAINING FOR HIRING STAFF, WE STILL --IT'S STILL A WORK IN PROGRESS. WE'RE NOT GETTING AS MANY APPLICANTS AS I WOULD REALLY LIKE TO SEE WHO ARE DIVERSE STAFF. WE ALSO HAVE HAD HR DOING SOME PRESENTATIONS TO THE BOARD IN THE FALL SHOWING NOT ONLY WHO WE'RE TRYING TO RECRUIT BUT IN THE COLLEGE SYSTEM RIGHT NOW HOW MANY DIVERSE CANDIDATES ARE IN TEACHER PROGRAMS, SO THAT ALSO AFFECTS HOW MANY PEOPLE WE CAN HIRE IN THAT AREA. THE NEXT AREA IS ENSURING ACCESS AND CONNECTIONS. AND OUR FIRST ONE IS CONTINUE TRAINING IN COLLABORATION OF OUR CURRICULUM. THAT'S VERY ESTABLISHED IN OUR ELEMENTARY SCHOOLS, AS

034WE'VE DISCUSSED. SECONDARY SCHOOLS HAS BEEN MORE OF A WORK IN PROGRESS. NOT ALL OF OUR TEACHERS AT THE SECONDARY ARE AS ADEPT WITH THE SUBJECT MATTER. AND WHEN WE DO A LOT OF TRAINING WITH THEM, IT STILL SEEMS KIDS ARE HESITANT TO PARTICIPATE IN THE CURRICULUM WHICH BECOMES A CYCLE OF NOT WANTING TO DO IT. WE CONTINUE TO ENGAGE WITH STUDENTS, AND WE ALSO CHANGED HOW WE'RE DOING THAT CURRICULUM. WE'RE ALLOWING TEACHERS A BIT MORE TIME TO BUILD A RELATIONSHIP WITH STUDENTS HOW THEY SEE FIT. BUT STILL HAVING THAT OVERSIGHT AND ACCOUNTABILITY. ENGAGING STAFF AND FAMILIES IN THE CURRICULUM. THIS IS AN AREA ACTUALLY THAT WE DO -- THERE'S BEEN A LOT OF TRAINING WITH THIS. AND AS FAR AS FAMILIES GO, WE ARE SENDING ACCOUNTS AND CORNERS AND DIFFERENT BOOKS THAT PARENTS CAN USE

035WITH THEIR STUDENTS AT HOME. CREATE INCLUSIVE OPPORTUNITIES FOR FOCAL STUDENTS AND STUDENTS AND STAKEHOLDERS. AND THIS ONE WE HAVE CULTIVATED AND IMPROVED PARTICIPATION, HOST BELONGING EVENTS AND INTENTIONALLY INVITE PEOPLE TO PARTICIPATE. OUR DATA SHOWS REALLY STRONG PARTICIPATION IN OUR EXTRACURRICULAR ACTIVITIES INCLUDING OUR FOCAL GROUPS, AND WE ACTUALLY HAVE INVESTED IN TITLE 9 AND UNIFIED SPORTS TO CONTINUE TO INCREASE THAT. WE ALSO HAVE HAD MANY EVENTS INSIDE AND OUTSIDE OF THE SCHOOL DAY FOR THE LAST FOUR YEARS INCLUDING BLACK HISTORY MONTH, ASIAN CULTURAL FESTIVAL, RESPECT WEEK, THINGS THAT THEY'RE DOING WITHIN THE SCHOOLS. AND WE ARE REALLY TRYING TO WORK --OUR BELONGING COORDINATOR IS WORKING WITH DIFFERENT CLUBS AND ADVISERS TO FACILITATE COLLABORATION AND PROVIDE MORE SUPPORT AND MENTORSHIP TO OUR STUDENT GROUPS. REALLY TRYING TO HELP THEM AND GIVE THEM A SPORT THEY NEED FOR

036THE EVENTS THEY'RE TRYING TO HONE. THE THIRD ONE ON THIS SLIDE IS ENSURE ACCESS TO LEARNING EXPERIENCES, AND WE GIVE OURSELVES GREENS ON THESE AREAS. AND THIS IS THE BOARD APPROVED FEE REDUCTIONS A FEW YEARS BACK, RELIABLE TRANSPORTATION SEEING INCREASE IN RIDERSHIP, MAKING SURE STUDENTS HAVE ACCESS. PARENTS SQUARE OPTION, A NEW WEBSITE WITH IMPROVED ACCESSIBILITY AND LANGUAGE TRANSLATIONS, ACCESSIBLE PLAYGROUNDS. PART OF THE 2021 BOND TO IMPROVE THOSE PLAYGROUNDS AND ACCESS ALL OF THEM. WE ALSO HAVE HAD INVESTMENTS IN ADOPTIONS, LIBRARY MATERIALS, ASISATIVE TECHNOLOGY, WORKING WITH SAFE ROUTES TO SCHOOL, ALL OF THOSE AREASCH AND THEN THE LAST ONE, WE TOOK AWAY THE SUMMER BARRIERS AND RECOMMENDATIONS FOR OUR ADVANCED COURSEWORK SO THAT ALL STUDENTS WHO WANT TO TAKE ADVANCED COURSEWORK CAN. OUR SECONDARY EXECUTIVE DIRECTOR REGULARLY MEET WITH SCHOOL LEADERSHIP TO TALK ABOUT EQUITABLE ACCESS

037AND EXPLORE DEMOGRAPHICS OF STUDENTS AND WHAT CLASSES STUDENTS ARE TAKING AND HOW WE CAN INCREASE THOSE NUMBERS IN OUR FOCAL GROUPS. THE THIRD AREA OF CREATE A CULTURE OF BELONGING STRATEGY IS EMPOWER PARTNERS TO CONTRIBUTE. SO THE FIRST AREA IS CREATE ONBOARDING SYSTEMS TO ENGAGE NEW STUDENTS AND FAMILIES. AND IN THIS AREA WE ARE ONGOING, SO IT'S ALL YELLOW. WE HAVE A NEW FAMILY SURVEY NOW, AND THIS IS ALL DONE BY OUR COORDINATOR. WE'VE DONE IT AT THE BEGINNING OF THE YEAR, MIDDLE OF THE YEAR, AND THENLD OF END OF THE YEAR. WE'VE HAD WELCOME EVENTS, ACTIVITY FAIRS. AND ALSO WE'VE HAD --SHE'S ACTUALLY MET SPECIFICALLY WITH FAMILIES TO MAKE SURE THAT THEY FEEL LIKE THEY'RE CONTRIBUTING TO OUR SUCCESS AND NOT JUST HAVING TO ASSIMILATE TO WHATEVER IT IS THAT MAKE US FEEL IT

038ALREADY IS. AND WORKING WITH THE AFFINITY GROUPS THAT THE DIFFERENT CLUBS HAS BEEN AN AREA THAT WE REALLY FOCUSED ON THIS LAST YEAR SO THAT THOSE STUDENTS, AGAIN, HAD SOME KIND OF MENTOR THAT COULD HELP THEM REACH WHATEVER GOALS THAT THEY ARE TRYING TO ACHIEVE. ONE OF THE THINGS -- YOU KNOW, WE ALWAYS HAVE THINGS WE WANT TO DO WITH STUDENTS BUT THAT'S NOT NECESSARILY WHAT THEY WANT TO DO, AND WE'VE BEEN TRYING TO COME AT IT FROM A DIFFERENT -- HOW CAN WE HELP YOU ACHIEVE YOUR GOALS, AND SHE'S DONE A GREAT JOB WITH THAT. SUPPORTING EQUITY TEAMS WITHIN THE SCHOOLS, SHE ALSO HAS BEEN GOING TO THE EQUITY MEETINGS AND IDENTIFYING DATA THAT NEEDS TO BE ADDRESSED AT THE SCHOOL. SO SHE'S LOOKING AT ANY OF THE BIAS REPORTS, AND THAT HAS HELPED

039HAVE CONVERSATIONS --RESTORATIVE PRACTICE CONVERSATIONS WITH FAMILIESFAMILIES STUDENTS, WHERE WE SEE KIND OF TRENDS AND NAME THE TRENDS I WOULD SAY. ENSURING ACCESS AND DEMONSTRATE VALUES IN COMMITTEESCOMMITTEES -- WHOOPS. ALIGN COMMITTEE CHARGE. THIS IS PART OF OUR STRUCTURE OF HAVING OUR FOUR COMMITTEE. OUR FOUR COMMITTEES AS YOU KNOW WERE RUNNING STRONG FOR THE FIRST THREE YEARS. THIS LAST YEAR WE'VE CHANGED SOME OF THEM. OUR CULTURAL BELONGING COMMITTEE WAS OUR EQUITY AND OUTCOME AND OUR CULTURAL BELONGING COMMITTEE. AND THEN OUR HEALTH AND RESILIENCY WORKED UNDER OUR COUNSELING AND WELLNESS GROUP. AND SO WE'VE CHANGED A FEW OF HOW IT LOOKS, BUT IT ACTUALLY HAS GONE QUITE WELL. WE ALSO WANTED TO ESTABLISH PREDICTABLE PRACTICES, SO TIMING, APPLICATION, BEING ABLE TO REACH OUT TO DIFFERENT PARENT GROUPS WHO CAN BE ON THOSE COMMITTEES, AND THAT'S GONE VERY WELL.

040AND THEN ALIGNING MISSION VALUES AND PRIORITIES. AGAIN, USING THE EQUITY LENS AND MAKING DECISIONS, THAT IS SOMETHING THAT'S JUST PART OF OUR DNA THAT WE ALWAYS TALK ABOUT, AND WE ARE BRINGING THAT INTO OUR PARENT CLUBS NOW TO MAKE SURE THAT THEY'RE CONSIDERING HOW --WHAT THE DECISIONS THEY'RE MAKING ARE AFFECTING ALL OF OUR STUDENTS AND FAMILIES. CREATING PARTNERSHIP AGREEMENTS AND RESOURCE GUIDES. THIS IS SOMETHING THAT WE ARE CONTINUING TO WORK ON, WHICH IS WHY IT'S IN YELLOW, AND THAT SETTING UP PARENT SQUARE FOR PARENT GROUPS, WE'RE HOPING IT'S GOING TO HELP WITH THAT. AND WE'RE STILL WORKING ON PARTNERSHIP AGREEMENTS WITH HEALTH AND LOVE AND RESPOND TO RACISM TRYING TO FIGURE OUT HOW WE CAN DO TO SUPPORT THE SCHOOL AND SUPPORT THE COMMUNITY. AND THIS IS ALL OUR ESTABLISHED DATA AND REPORTING. AND WE'RE

041WATCHING ALL OF TITLE 9 VERY CLOSELY TO MAKE SURE WE'RE ALWAYS NOT ONLY IN COMPLIANCE BUT WE'RE REALLY SUPPORTING. SO THE NEXT AREA -- I JUST WANTED TO ASK ON CREATE ONBOARDING SYSTEMS TO ENGAGE STUDENTS. YOU MARKED THAT IN PROGRESS, BUT IT WASN'T THE GOAL TO CREATE THEM? ARE WE -- IT SEEMS LIKE MAYBE WE'RE -- WHICH ONE ARE YOU. I'M SORRY, STRATEGY 3, THE FIRST ONE, CREATE ONBOARDING SYSTEM. THE GOAL IS TO CREATE THEM, AND IT SOUNDS LIKE THEY'VE BEEN CREATED AND YOU'RE CONTINUING TO MONITOR THEM. I THINK THE REASON WHY WE PROBABLY MARKED THAT IN YELLOW IS BECAUSE IT IS -- YES, YOU'RE RIGHT. IT DOES SAY TO CREATE IT AND WE HAVE CREATED IT, BUT IT'S STILL ONGOING THAT WE MARKED IT YELLOW. THE GREENS WERE ALMOST LIKE WE DON'T NEED TO

042FOCUS ON THEM ANYMORE. I FEEL LIKE THE YELLOW ARE MORE LIKE IF I TOOK MY EYE OFF THAT. I JUST WANTED TO COMMENT ON USING THE EQUITY LENS WHEN MAKING DECISIONS AND TAKING ACTIONS. I THINK IT'S WONDERFUL THAT YOU'RE STARTING TO MOVE IT TO THE PARENT CLUBS. AND I WOULD JUST BE INTERESTED BECAUSE IN MY EXPERIENCE IT'S HARD TO KNOW HOW TO OPERATIONALIZE THOSE REALLY, BIG BROAD QUESTIONS, SO MAYBE HAVING, LIKE, SOME MORE TOOLS OR SUPPORTS TO -- TO HELP THEM, YOU KNOW, KNOW HOW TO DO THAT I THINK WOULD BE --WOULD BE HELPFUL. YEAH, ACTUALLY MAYBE ONE OF THE THINGS I -- FOR THIS CONVERSATION IS HOW DO YOU WANT --DO YOU WANT TO PRESENT ON IT AND THEN TALK ABOUT THIS, OR WHAT WOULD BE HELPFUL FOR YOU? I THINK I CAN READ

043ON AND THEN YOU GUYS CAN MAKE COMMENTS AND THINGS YOU WANT CHANGED OR LOOKED INTO. THAT WOULD BE GREAT. I THINK ONE OF THE BIG REASONS WHY WE'RE TRYING TO DO THIS NOW IS BECAUSE AFTER THIS I'M GOING TO TALK A LITTLE BIT ABOUT THE ACTION PLAN FOR THE NEXT STRATEGIC PLAN. AND SO, YOU KNOW, WE WANT TO GET TO A PLACE WHERE, OKAY, WELL, WE'VE WORKED THROUGH THOSE THINGS AND WHAT'S NEXT. HOPEFULLY WHEN WE'RE LOOKING AT THINGS ONGOING OR EVEN IN RED IN SOME CASES, THOSE ARE SOMETHING WE WANT TO CONSIDER FOR THE NEXT STRATEGIC PLAN. SO IF YOU WANT TO STOP AFTER EACH PRIORITY LIKE WE JUST FINISHED DID ON CULTURAL BELONGING YOU CAN DO THAT NEXT AND WE CAN GO ONTO THE SAME THING. THE SECOND ONE WAS ENSURE ACCESS AND CONNECTIONS

044AND THE THIRD ONE WAS EMPOWER PARTNERS TO CONTRIBUTE. I WOULD JUST OFFER FOR THE EMPOWER PARTNERS TO CONTRIBUTE, AND IT IS IN THE YELLOW, SO IT'S KIND OF THAT ONGOING. I THINK SOMETHING TO CONSIDER FOR MOVING FORWARD IS A MATRIX BY WHICH WE DETERMINE PARTNERSHIPS THAT ARE IN AND OUT AND WHY, OR WHEN WE USE PARTNERSHIPS AND WHEN WE DON'T USE PARTNERSHIPS. AND I GUESS WHAT I'M TRYING TO THINK ABOUT IS WHAT IT FEELS LIKE TO BE A PARTNER WHO'S ON THE OUT AND WHAT THEY PERCEIVE BY SOMEBODY WHO'S IN. AND I'M THINKING OF THE, YOU KNOW, LARGEST JEWISH ASSOCIATION IN THE STATE OF OREGON AND THEIR CONCERN THAT THEY'RE NOT PART OF WHAT WE MIGHT BE DOING AND THEIR PERCEPTION OF WHO DOES PARTNER WITH US AND THEIR CONCERN THAT THEY MIGHT BE CONSIDERED

045BEING ON THE OUTS, AND THERE ARE QUESTIONS THAT THEY'VE HAD OF WHETHER WE ARE ANTI-SEMITIC OR NOT, WHICH IS NOT TRUE, RIGHT. AND SO HOW DOES WHO WE PARTNER WITH OR DON'T PARTNER WITH CREATE THAT? DO WE HAVE --WHERE DO WE BE CLEAR ABOUT THE IMPORTANCE OF OUR PARTNERSHIPS HOLISTICALLY AND THERE ARE A BUNCH OF BOTH ANDS IN THE WORLD BUT WE ARE NOT MAKING POLITICAL STATEMENTS ONE WAY OR THE OTHER BUT RATHER AN INCLUSIVE ORGANIZATION OR A DISTRICT. I THINK THAT'S GOING TO BE REALLY IMPORTANT AS WE LIVE IN A WORLD THAT IS QUITE DIVISIVE, AND WE DON'T WANT TO PLAY INTO THAT BUT RATHER BE A SPACE OF CURIOSITY AND INCLUSIVITY. WE ALSO WHEN IT COMES TO PARTNERSHIPS HAVE DONE A LOT OF WORK WITH THE CITY, AND THAT'S FAIRLY NEW TO US,

046WHICH HAS BEEN GREAT. AND A LOT OF TIMES WE'RE BOTH DOING SIMILAR EVENTS. AND IT'S PROBABLY CONFUSING FOR COMMUNITY MEMBERS AM I SUPPOSED TO DO A SCHOOL EVENT OR --AND NOW THAT WE'RE DOING THEM TOGETHER, IT SEEMS THAT'S GOING BETTER. I THINK THAT MAKING SURE EVERYONE UNDERSTANDS THAT WE'RE ALL CONTRIBUTING TO THOSE EVENTS, THAT WE'RE HOSTING THEM TOGETHER. I THINK THAT THAT'STHAT'S GOOD, TOO. I JUST HAD A CLARIFYING QUESTION ON STRATEGY 1. IT SAYS TO CONTINUE INVESTING IN WINDOWS AND MIRRORS MATERIALS. I'M NOT FAMILIAR WITH THIS. SURE. SO WE DO A LOT OF PILOT NOVELS IN MIDDLE SCHOOL AND HIGH SCHOOL. AND WHEN WE TALK ABOUT WINDOWS AND MIRRORS, IT'S HAVING STUDENTS BE ABLE TO READ BOOKS THAT WHERE THEY CAN LOOK THROUGH THEM, AND IF YOU THINK ABOUT THAT INTO SOMEBODY ELSE'S LIFE AND

047THEN ALSO MIRROR TO SEE THEMSELVES IN A BOOK THAT THEY'RE READING. SO WE TRY REALLY HARD TO HAVE DIFFERENT DIVERSE AUTHORS, DIVERSE TOPICS, THINGS LIKE THAT. PERFECT, THANK YOU. >> YEAH, ABSOLUTELY. ANY QUESTIONS? ALL RIGHT. NEXT PRIORITY IS ACHIEVEWITABLE ACADEMIC OUTCOMES. THE FIRST WAS --I DIDN'T CREATE THE STRATEGIC PLAN AND WHEN I'M USING GREEN, YELLOW, AND RED AND WE'RE OBVIOUSLY TALKING MORE QUANTITATIVE HERE THAN QUALITATIVE. SOME OF THE METRICS WE TALKED ABOUT EARLIER, THEY'RE NOT REALLY THAT EMBEDDED IN THIS. AND SO THAT'S SOMETHING FOR THE NEXT STRATEGIC PLAN COULD BE HELPFUL. I THINK IT'S GOOD TO HAVE SOME QUANTITATIVE AND SOME QUALITATIVE. BUT A LOT OF THIS --SOME PEOPLE CAN SAY IT'S VERY SUBJECTIVE. YOU KNOW, IT'S GOOD TO HAVE A LITTLE BIT OF BOTH. THIS DOESN'T HAPPEN TO FALL THAT WAY. THIS IS A

048LITTLE BIT MORE GRANULAR. SO THE FIRST ONE WAS PLAN FOR UDL, UNIVERSAL DESIGN FOR LEARNING. AND THIS IS SOMETHING THAT, YOU KNOW, THERE'S ONE GREEN IN HERE AND TWO YELLOW. WE HAVE DONE A LOT OF PD FOR OUR TEACHERS IN THIS AREA, AND PLC REINFORCEMENTS REALLY TO CAS CLADE THROUGH THE SYSTEM. WE ARE LOOKING AT CREATING STANDARD-BASED STANDARD-BASED GRADING POLICIES AND MAKING SURE THAT THEY'RE EQUITABLE GRADING POLICIES. SOME OF WHAT YOU CAN SEE IN THE A.I. POLICY, MAKING SURE STUDENTS HAVE ACCESS TO ALL SIMILAR THINGS. AND REGARDLESS I THINK ONE OF THE EXAMPLES DIRECTOR BILLS USES A LOT IS A PARENT WHO MIGHT BE AN ENGLISH PROFESSOR VERSUS A PARENT WHO DOESN'T HAVE ANY ESPECIALLY EDITING SKILLS AND HOW A.I. CAN HELP EDIT PAPERS AND STUFF LIKE THAT. IT IS SOMETHING WE'VE BEEN TALKING ABOUT

049A GREAT DEAL. WE ALSO HAVE A STANDARD REPORT CARD NOW, WHICH WE DIDN'T HAVE. IT SOUNDS LIKE OF COURSE WE WOULD HAVE A STANDARD REPORTer REPORT CARD, BUT REALLY FIVE YEARS AGO WE DID NOT. SO THAT IS SOMETHING THAT HAS MADE A BIG DIFFERENCE FOR EVERYONE. AND THEN LOOKING AT HIGH EXPECTATIONS WITH HIGH SUPPORTS FROM OUR INTERVENTION SYSTEM, MAKING SURE ALL STUDENTS CAN TAKE ALL CLASSES. BUT THEN AGAIN WE'RE COMING IN THERE TO BE THAT SUPPORT CENTER AND GIVING STUDENTS THE SUPPORT THEY NEED TO BE ABLE TO TAKE MORE DIFFICULT COURSEWORK. AND THEN AT THE ELEMENTARY SCHOOL THE MTS, REALLY TRYING TO MAKE SURE WE ARE WORKING WITH ALL OF OUR STUDENTS AND GIVING THEM THE INTERVENTIONS AT A VERY YOUNG AGE INSTEAD OF WAITING UNTIL IT'S ALMOST TOO LATE. AND ON THE MTSS SIDE,

050THAT'S ACTUALLY THE NEXT ONE, TOO. BOTH MARKED GREEN BY TIER ONE, EVIDENCE-BASED STRATEGIES TO STRENGTHEN CORE. THIS IS SOMETHING THAT WE WORKED REALLY HARD ON, TRYING TO MAKE SURE THAT WE HAVE NOT ONLY A STRONG CORE INSTRUCTION FOR ALL STUDENTS. FIVE YEARS AGO WE WERE PULLING KIDS OUT DURING CORE INSTRUCTION FOR REMEDIATION. THAT'S ACTUALLY NOT -- THAT DOESN'T MAKE ANY SENSE. THEY ALL NEED CORE AND THEN THEY GET A DOUBLE DOSAGE AND NOT JUST IN EXCHANGE FOR. AND THEN ALSO TWO AND THREE, MAKING SURE THAT OUR INSTRUCTIONAL SPECIALISTS AND OUR READING ENGAGEMENT SPECIALISTS AND OUR SUPPORTS, ALL OF THE ADDITIONAL STAFF THAT WE'VE HIRED TO MAKEMAKE THAT OUR STUDENTS ARE BEING SUCCESSFUL, ARE BEING UTILIZED IN A WAY THAT'S AGAIN GIVING DOUBLE DOSAGES OF THE INSTRUCTION THAT THEY NEED AND NOT JUST BEING PULLED FROM

051THAT CORE CURRICULUM. THE SECOND STRATEGY WAS BUILD CAPACITY AND COLLABORATION. ONE'S MAXIMIZING PLCs, AND THIS IS SOMETHING THAT WE HAVE BEEN WORKING ON FOR SURE THE LAST FOUR YEARS AND THE FRAMEWORK SYSTEM. AND ONE OF THE AREAS THAT WAS A STRUGGLE FOR US HERE IN THIS DISTRICT WAS NOT ONLY WHAT WE DO WHEN STUDENTS ARE GETTING IT, SO THAT INTERVENTION PART, BUT WHAT ARE WE DOING WHEN THEY HAVE IT. AND THAT'S SOMETHING FRANK HAS BEEN WORKING ON THE LAST COUPLE OF YEARS MAKING SURE OUR INTERVENTION IS HELP OUR STUDENTS WHO ALREADY KNOW WHAT THEY'RE DOING TO CHALLENGE THEM STILL. INTHEN CURRICULUM MAPPING ON ENGLISH, LANGUAGE AND MATH AND LINING ALL OUR PROJECTION MAPS SO THAT ELEMENTARY STUDENTS ARE RECEIVING THE SAME CURRICULUM ACROSS THE GRADE AND THE SCHOOLS. AND THIS IS SOMETHING THAT IS FAIRLY

052NEW TO US, BUT IT'S ACTUALLY REALLY DIALLED IN NOW. I CAN LOOK AT A MAP AND TELL YOU EXACTLY WHAT FOURTH GRADERS ARE DOING WITHIN A COUPLE OF WEEKS IN EVERY SCHOOL, AND THAT'S PRETTY SPECTACULAR THAT OUR TEACHERS HAVE BEEN DOING THAT AND THEY'RE DOING DISTRICT WIDE. AND THEN THE PARTNER WITH CENTER FOR EDUCATIONAL LEADERSHIP. THIS CEL, NOT TO BE MISTAKEN FOR SEL. THIS IS CEL. THIS IS WE WORKED WITH THE UNIVERSITY OF WASHINGTON AND LOU AND FRANK WORKED WITH THE ADMINISTRATORS UP THERE. THEY TRAINED WITH ADMINISTRATORS WORKING ON NOT ONLY EVALUATION ON HOW TO EVALUATE OUR TEACHERS BUT ALSO WORKING ON THE STEP TO GOALS SO THAT WHATEVER GOAL THE ADMINISTRATOR WANTS FOR THE BUILDING THAT THEY SET A STAIR STEP TO ACHIEVE THAT GOAL AND HOW THEY CAN GET THEIR ADMINISTRATORS TO PRESENT

053ALL THAT TO THEIR PEERS SO THAT EVERYBODY'S KIND OF KEEPING THE ACCOUNTABILITY IN EACH OTHER, I WOULD SAY. AND WE ALSO HAVE REALLY TRIED TO BUILD THIS EFFICACY OF OUR LEADERSHIP BECAUSE THEY WORK VERY CLOSELY WITH EACH OTHER TO MAKE SURE THAT THEY'RE HELPING EACH OTHER. SO IT'S BEEN A GREAT SYSTEM THAT LOU AND FRANK BROUGHT IN FROM WASHINGTON, AND OUR THINK OUR ADMINISTRATORS HAVE REALLY ENJOYED LEARNING THAT. THE THIRD ONE IS PERSONALIZED LEARNING WITH COLLABORATIVE PRACTICES. CREATING MULTIPLE PATHWAYS FOR VARIOUS CAREER AND COLLEGE PURSUITS. THIS IS SOMETHING THAT WE CONTINUE TO DO. THAT'S WHY IT'S YELLOW. IT'S MORE CAREER AND TECHNICAL EDUCATION OFFERINGS, AND WE HAVE ADDED NOW MARKETING, ENGINEERING, CULINARY ARTS, COMPUTER SCIENCE, AND BIOMANUFACTURING, AND THOSE ARE OUR AREAS, BUT THERE ARE ADDITIONAL ONES WE'D LIKE TO CONTINUE TO EXPLORE. AND CONTINUOUSLY

054CONSIDER AND RESPOND TO DEMANDS FOR ALTERNATIVE COURSES. WE ACTUALLY HAD SIX NEW COURSES IN THE MIDDLE SCHOOL AND 26 NEW COURSES IN THE HIGH SCHOOL OVER THE LAST FIVE YEARS. SO WE ARE CONTINUING TO CHANGE COURSES BASED ON WHAT STUDENTS INTERESTS LIE IN AS WELL AS WHAT TEACHERS ARE ASKING FOR. WE ALSO HAVE --SOME OF THOSE COURSEWORK FOR DIFFERENT CLASSES INCLUDE THINGS AROUND UNIFIED SPORTS, SUSTAINABILITY, VIDEO GAMES. WE REALLY HAVE DONE OTHER INTERACTIVE NARRATIVES NOT JUST VIDEO GAMES. SOME OF THEM HAVE BEEN, YOU KNOW, GREAT, AND SOME OF THEM WORK OUT REALLY WELL AND KIDS LOVE IT, AND THEN SOME OF THEM DON'T. SOME OF THEM WE START AND KIDS DECIDE THEY DON'T WANT TO TAKE A CLASS EVENT, SO IT KIND OF FADES OUT. AND THAT'S SOMETHING WE'VE ALWAYS BEEN TRUE HERE. WE KNOW

055THAT KIDS FORECASTING DETERMINES WHAT CLASSES BY HAVE. IF ALL OF A SUDDEN NO ONE WANTS TO TAKE AP BIO ANYMORE, THEN WE DON'T OFFER IT JUST BECAUSE IT IS A COURSE WE CAN OFFER. WE WANT OUR KIDS TO GET THE CLASSES THEY ARE INTERESTED IN. INCREASED INTERACTIVE STUDENT ENGAGEMENT TEACHING AND LEARNING, REALLY SEEKING TO PROVIDE THAT REAL WORLD RELEVANT OPPORTUNITIES. KIND OF WE'VE HAD THE BIOTRONNICS AND SCIENCE PHASE WHERE WE'RE TAKING STUDENTS TO LABS TO LET THEM SEE WHAT COULD HAPPEN OR WHAT THEY'D BE ABLE TO DO. THE ROBOTICS TEAMS DO THIS QUITE A BEAT, OHSU, AND WE'VE TAKEN LOTS OF DIFFERENT ORGANIZATIONS AROUND THE PORTLAND AREA WITH OUR STUDENTS ON FEED TRIPS, AND IT IS SOMETHING WE'LL CONTINUE TO DO. AND THEN APPLY THE GRADUAL RELEASE AND RESPONSIBILITY MODEL. WHEN THIS CAME OUT IT

056WAS DURING COVID, SO IT WAS ONE OF THINGS WE WERE DOING WITH COVID WHICH IS YOU WATCH ME DOING SOMETHING AND YOU TRY IT AND GET TO DO IT ON YOUR OWN, WHICH IS A GOOD PRACTICE IN TEACHING IN GENERAL BUT NOT SOMETHING YOU NEED TO DO WHEN YOU'RE NOT ONLINE. SOMETIMES IT'S INTERACTIVE, THEY'RE LEARNING ON THEIR OWN, AND I'M NOT SHOWING HOW TO DO IT, AND THAT'S ALSO ANOTHER TEACHING TOOL A LOT OF OUR TEACHERS USE. IT DOESN'T WORK VERY WELL ONLINE, THOUGH. SO THOSE ARE OUR THREE STRATEGIES FOR ACHIEVING EQUITABLE ACADEMIC OUTCOMES. I THINK YOU CAN SEE THROUGH THE DATA WE'VE SHOWN, WE REALLY DO HAVE --THIS IS AN AREA OF STRENGTH WHEN WE LOOK AT OUR DESEGREGATED INFORMATION DATA, YOU KNOW, FIVE YEARS AGO I WOULD SAY OUR FOCAL GROUPS WERE OUROUR

057IN POVERTY, OUR SPECIAL EDUCATION STUDENTS, AND -- AND ACTUALLY I THINK AT THE TIME WE HAD SAID OUR STUDENTS OF COLOR, BUT THAT IS NOT THE CASE AT THIS TIME. OUR KIDS OF COLOR ACTUALLY SCORE ABOUT THE EXACT SAME AS OUR WHITE KIDS, AND SO I'M NOT SURE THEY CONTINUE TO BE A FOCAL GROUP. AND EVEN WHEN YOU LOOK AT OUR STUDENTS WHO HAVE IEPs I THINK LIKE THIS LAST YEAR THEIR GRADUATION RATE WAS 95%. IT'S HARD TO SAY THAT THAT IS A GROUP THAT IS STRUGGLING AT 95%, ALTHOUGH IT'S LOWER THAN 97%, SO YOU COULD STILL SAY THAT THERE'S A DISCREPANCY THERE. OUR AREA --OUR KIDS EXPERIENCING POVERTY, THAT'S STILL A FOCAL GROUP. THAT IS STILL AN AREA WE NEED TO SPEND MORE TIME, ENERGY, AND MONEY ON MAKING THEY HAVE WHAT THEY NEED

058TO BE SUCCESSFUL. ANY QUESTIONS ABOUT ACHIEVING ACADEMIC OUTCOMES? I HAVE ONE --I HAD ONE. STRATEGY NUMBER ONE. I GUESS ON APPLY EVIDENCE BASED STRATEGIES TO STRENGTHEN CORE INSTRUCTION. I'M JUST WONDERING BECAUSE YOU WERE TALKING ABOUT HOW THERE'S PULL OUT SYSTEMS THAT ARE HELPING IN THE CLASSROOM. IS THE BUDGET GOING TO AFFECT THIS, OR HOW DO YOU SEE THE BUDGET AFFECTING IT FOR NEXT YEAR? THAT'S A GOOD QUESTION. We still have all those learning specialists. A student not involved in IP there's only one instruction specialist. That could be affected by that. WE ARE JUST GOING TO HAVE TO CONTINUE TO STRENGTHEN OUR CORE AND MAKE SURE THEY ARE GETTING EVERYTHING THEY NEED THERE. AND REALLY LASER FOCUS WHICH STUDENTS ARE GETTING THE ADDITIONAL HELP IN THE CLASSROOM. ONE OF THE THINGS WE TRIED TO DO FOR

059NEXT YEAR 'S GET A LOT MORE PARENT VOLUNTEERS TO HELP. SOME OF IT, THE READING INTERVENTIONS, AND MATH INTERVENTION, YOU DON'T NEED TO BE A TEACHER, THEY JUST NEED MORE OF A ONE-ON-ONE INSTRUCTION. I THINK THAT WAS KIND OF WHERE I WAS GOING WITH THAT. IT SOUNDS LIKE THE PARENT VOLUNTEERS HAVE ALREADY BEEN THOUGHT ABOUT AND ARE IN PROCESS. YES. WE NEED PARENT VOLUNTEERS FOR SURE. THANK YOU. I HAD JUST A QUESTION ON PROCESS FOR, YOU DESCRIBE ALL THE COURSES AND THEY DON'T ALL GET SIGNED UP FOR, THEY FADE AWAY. IF A COURSE HAS BEEN APPROVED BY THE SCHOOL BOARD, YOU KNOW, FOR EXAMPLE, A VIDEOGAME, WHICH STICKS IN MY MIND, AND NO INSIDE SUPPORT FOR FIVE YEARS, DOES IT HAVE TO COME BACK OR IS IT IN OUR CATALOG? IT'S IN OUR CATALOG. AND

060YOU DO GET TO A POINT WHERE YOU HAVE TOO MANY COURSES AVAILABLE FOR KIDS SO NOTHING --YOU NEVER GET ENOUGH NUMBERS BECAUSE THERE ARE TOO MANY COURSES. USUALLY AT THAT POINT WILL WE START TO DO, BASED ON DEPARTMENTS, WE WILL SAY WE ARE GOING TO OFFER THESE TWO UNEVEN YEARS IN THESE TWO ON ODD YEARS. SO KIDS KNOW. I'M NOT GOING TO FORECAST FOR VIDEO GAME THIS YEAR BUT IT'S GOING TO BE BACK. OR, SOME OF THESE THAT ARE IN THE GREEN, I THINK, PARTICULARLY FOR THE POPULATIONS THE DON'T FEEL LIKE TARGET POPULATIONS --I JUST LOST MY -- I WOULD MAYBE THINK ABOUT, JUST BECAUSE THEY ARE GOOD DOESN'T MEAN WE DON'T WANT TO PAY ATTENTION TO THEM SO WE DON'T LOSE TRACTION. PARTICULARLY AS WE DO GO IN TWO TIMES WHERE BUDGETS WILL BE

061TOUGH, SO WE DON'T SLIDE BACKWARDS, AND THEN I AM, TO THE QUESTION AROUND THE BUDGET IMPACTS , ALL THE AMAZING PROGRESS THAT WE HAVE MADE WITH PROFESSIONAL DEVELOPMENT AND LEARNING THAT HAS TAKEN QUITE THE HIT IN THE BUDGET, AND SO, WHAT OPPORTUNITIES WILL THERE BE TO SUPPORT -- I KNOW, WITH NO MONEY THERE IS NOT A LOT, BUT, HOW DO WE TRY TO KEEP THAT MOVING? YEAH, I THINK A LOT OF THAT WORK WILL PROBABLY BE JUST DONE IN THEIR PLC WORKING WITH HER OWN STAFF. BECAUSE WE DO NOT HAVE THE MONEY [ INDISCERNIBLE ]. $500,000 [ INDISCERNIBLE ]. AND THAT IS SIGNIFICANT. I WILL SAY WE ARE NOT HIRING SO AT LEAST THE PEOPLE THAT WE HAVE HAD HAVE ALL HAD THE TRAINING. SO IT'S MORE THE REFRESHER , WORKING WITH HER OWN COLLEAGUES

062AND ADMINISTRATORS FOR THOSE SKILLS IF NEEDED. WERE GOING TO BE IN A LITTLE BIT OF A LOW WITH MONEY TO PROVIDE PROFESSIONAL DEVELOPMENT. I WANT TO MAKE A COMMENT , I HAVE HEARD FROM A LOT OF DIFFERENT COMMUNITY GROUPS SUCH AS RESPOND TO RACISM, THE WATER SHOULD COUNSEL, THEY JUST REPRESENTATIVE SAY THEY WANT TO BE EVEN MORE INVOLVED THAN THEY ALREADY ARE IN THE SCHOOLS. AND I HEARD SOMEONE FLOAT AN IDEA THAT WAS INTERESTING ABOUT POTENTIALLY THERE IS IN OCTOBER TRAINING THAT ALL THE TEACHERS DO AND MAYBE WE COULD GET COMMUNITY GROUPS TO COME IN AND HOST DIFFERENT SEMINARS AND THEN THE TEACHERS COULD PICK WHICH ONES THEY'RE INTERESTED IN. I THINK GROUPS LIKE LOS ARE REALLY PASSIONATE ABOUT PRESENTING TO TEACHERS AND HOSTING SEMINARS LIKE THAT. I WONDER IF THAT WOULD BE A COST-EFFECTIVE

063WAY TO INCLUDE OUR COMMUNITY PARTNERS AND ALSO GIVE TEACHERS AUTONOMY TO CHOOSE WHAT THEY ARE MOST INTERESTED IN. YEAH. AND THAT ACTUALLY IS IN NOVEMBER. SORRY. >> IT IS IN NOVEMBER. AND WE DO A CONFERENCE DIAL WHERE TEACHERS CAN PICK SO I WILL MAKE SURE TO PUT THEM, IF WE NEED TO ASK THEM IF THEY WOULD LIKE TO COME IN AND HAVE SOME KIND OF [ INDISCERNIBLE ]. RIGHT NOW OUR THOUGHTS ABOUT NOVEMBER ARE GOING TO BE ABOUT A.I., IT'S AN AREA WE SPENT THE LAST YEAR WITH THE COMMITTEE WORKING ON. A LOT OF THE TEACHERS WHO ARE IN THAT COMMITTEE WERE TRAINED AND A LOT OF SPECIAL DEVELOPMENT WILL BE PROVIDING A LOT OF SPECIAL DEVELOPMENT. OR FOR THE NEXT YEAR. IT'S JUST A THOUGHT. AND AGAIN, COOL IDEA, AND, I WANT TO MAKE

064SURE THE CURRICULUM IS INVESTED, BECAUSE I THINK IT IS REALLY, REALLY --YOU CAN HAVE SOME GROUPS COME IN AND PRESENT SOMETHING THAT COULD END IS UP IN A SITUATION . ABSOLUTELY. OKAY, OUR NEXT AREA IS PROMOTE HEALTH AND RESILIENCY. THE FIRST ONE IS LEAD WITH TRAUMA-INFORMED APPROACH. CREATE CONDITIONS THAT SUPPORT THE WHOLE CHILD. FULLY IMPLEMENT SEL CURRICULAR CHARACTER STRONG. AND IF LAMENTING TRAUMA-INFORMED CARE. THIS IS, THESE ARE ALL THINGS WE HAVE BEEN TRAINED IN. ALL OF OUR STAFF. AND FOR THE LAST FOUR YEARS, TRAUMA-INFORMED CARE, PROBLEM-SOLVING, RESTORATIVE PRACTICES AND CHARACTER STRONG ARE FULLY VETTED IN ALL OF THAT TRAINING AND STAFF SHOULD BE --AGAIN, LIKE YOU SAID, EVERYTHING [ INDISCERNIBLE ] BECAUSE YOU CAN'T BRING IT BACK. BECAUSE I SAID WE ARE NOT HIRING NEW STAFF, I CAN SAY THAT EVERYONE IS TRAINED THAT WE

065HAVE. ESTABLISHING INTENTIONAL CONNECTIONS AND RELATIONSHIPS BETWEEN STAFF AND STUDENTS. THIS IS SOMETHING THAT WE HAVE BEEN REALLY PUSHING TO KNOW ALL OF THE STUDENTS BY NAME, NEEDS STRENGTHS AND INTERESTS. ALSO DEVELOPED SOURCES OF STRENGTH WHICH IS A TRAINING WE STARTED THIS LAST YEAR. TO HELP REDUCE SUICIDE RATES. THEY WORK WITH --IT'S CALLED SOURCES OF STRENGTH. SOMETHING WE HAVE BEEN WORKING ON WITH THE COUNTY AND THE COUNTY IS BEEN A GREAT PARTNER TO DEVELOP ART SUICIDE PREVENTION. THE NEXT ONE HERE IS FOSTERING SAFE AND HEALTHY ENVIRONMENTS. ESTABLISHING STRUCTURES TO SUPPORT WELL-BEING. THIS IS SOMETHING, THE YELLOW SUSTAIN AND EXPAND PEER MENTORING PROGRAMS, THIS IS SOMETHING THAT WE DEFINITELY WANT TO CONTINUE TO MOVE IN THIS DIRECTION, ONE OF THE THINGS THAT HAPPENS WHEN YOU LOSE A LOT OF PROFESSIONAL DEVELOPMENT IS YOU NEED MORE YOUR PIERCINGS,

066SO NOT ONLY FOR TEACHERS BUT ALSO OUR STUDENTS. STUDENTS ARE VERY CAPABLE OF BEING PEER MENTORS TO EACH OTHER AND WE WANT TO MAKE SURE THEY HAVE THE TRAINING THAT THEY NEED . TO FEEL LIKE THE SKILLS IN ORDER TO DO THAT. ALSO, AGAIN, YOU SEE THE SOCIAL EMOTIONAL LEARNING IN ALL THE AREAS BUT MAKING SURE IT'S IN THE CLASSROOMS IN SCHOOL. AND THEN CONDUCTING ANNUAL WILL MOST SURVEYS AND ADJUSTING. I'M GOING TO GO THROUGH OUR WELLNESS SURVEY , SOME OF IT. ALSO WE TALK A LITTLE BIT ABOUT THE HEALTHY TEEN SURVEY WHICH IS NOW CALLED THE STUDENT WELLNESS SURVEY. THEY CHANGED ITS NAME. BACK IN THE DAY WAS COLD HEALTHY TEEN SURVEY. WE DO PARTICIPATE WITH THAT NOW AND ONLY. AND GET THE INFORMATION WHICH HAS BEEN GREAT. HEALTH AND NUTRITION, THAT IS SOMETHING

067WE ARE DOING , I THINK, REALLY GREAT HERE. WE ARE HAVING ADDITIONAL HEALTHY CHOICES, SALAD BAR, VEGAN OPTIONS, FARMER'S MARKET, AT THE ELEMENTARY, JUST TRYING TO MAKE SURE THEIR DIFFERENT OPTIONS, HEALTHY OPTIONS FOR OUR STUDENTS. ALSO THE SCHOOL GARDEN PROGRAM, FOR LEARNING AND GROWING FRUIT FROM THEM. THAT HAS BEEN GREAT. WE HAVE A GARDEN CURRICULUM AT OUR ELEMENTARY SCHOOLS. MIDDLE SCHOOL AND HIGH SCHOOLS HAVE CLASSES IN THAT AREA. THEY ARE WORKING AS THE ONLY GROWING FRUITS AND VEGETABLES BUT THEY ARE ACTUALLY SELLING THEM TOO. THAT IS VERY COOL FOR OUR STUDENTS. AND IT'S ALSO GREAT THAT OUR SUSTAINABILITY AND FOODS TEACHERS WORK CLOSELY TOGETHER SO [ INDISCERNIBLE ] GARDEN IN THE CLASS. AND ENCOURAGING ACTIVE LIFESTYLES. WE'RE TRYING TO MAKE SURE STUDENTS ARE MOVING THEIR BODIES, TAKING CARE OF THEMSELVES PHYSICALLY, NOT ONLY MENTALLY BUT

068ALSO PHYSICALLY. AND THEN, WALKING, BEING OUT AND ABOUT, CONTINUING TO TAKE PHYSICAL ACTIVITY SERIOUSLY . IT IS AN AREA THAT CAN BE A STRENGTH, LOTS OF KIDS ARE INVOLVED IN THE UNDERSTAND HOW TO STAY HEALTHY, BUT IT STILL IMPORTANT FOR US TO ENCOURAGE THAT ACTIVE LIFESTYLE. DEVELOP SAFE ROUTES TO SCHOOL. INCREASE WALKING AND BIKING. WE HAVE MADE THIS A PRIORITY. WE WORK WITH THE CITY ON THIS TRYING TO MAKE SURE THAT WE ARE DOING WHAT WE CAN AS FAR AS SIDEWALKS GO AND WE ARE ENCOURAGING THEM TO PUT THEIR MONEY IN SIDEWALKS AND PATHWAYS THAT ACTUALLY HELP KIDS GET TO SCHOOL SAFELY. WE THINK THAT THIS IS VERY IMPORTANT. SOMETHING I SEE IS CONTINUING DOING. ALSO THE PARTICIPATION IN THE ACTIVE LIFESTYLE. WE HAVE STARTED TO ADD SOME ADDITIONAL SPORTS WE THINK AND MAKE A

069DIFFERENCE FOR STUDENTS. EVEN THINGS LIKE BOWLING, THINGS LIKE THAT. STILL ACTIVE BUT IT'S NOT SOMETHING WE TRADITIONALLY HAVE HAD. WE NOW HAVE PLAYED FOOTBALL FOR GIRLS AND THINGS LIKE THAT THAT WE ACTUALLY HAD 150 THERE'S A LOT AT FLAG FOOTBALL THIS YEAR. THAT'S AWESOME THAT WE ARE DOING THAT. THIRD IS CREATE VALUE IN HEALTH AND WELLNESS RESOURCE. PRIORITIZE COUNSELING TO SUPPORT SOCIAL EMOTIONAL MENTAL HEALTH. AT ADDITIONAL COUNSELORS OR SOCIAL WORKERS TO OUR TEAM. WE HAVE NOT CUT ANY COUNSELORS FROM OUR STUDENTS, BUT ONCE WE ADDED ARE STILL THERE. WE DID ADD SOCIAL WORKERS BUT NOW WE ONLY HAVE TWO. DOWN FROM SIX. AND WE HAVE ONE ON THE NORTH SIDE AND ONE ON THE SOUTH SIDE SO THEY ARE GOING TO WORK WITH FAMILIES ON THAT SIDE, NOT IDEAL. BY ANY MEANS. BUT IT IS

070SOMETHING WE HAD TO DO WITH THE BUDGET CUTS WE HAD. THEY WILL BE WORKING WITH HIGHEST NEED FAMILIES TO MAKE SURE THEY HAVE WHAT THEY NEED. WE DID HAVE AN INTERVENTION SPECIALIST FOR BEHAVIOR. WE HAVE INTERVENTIONS FOR BOTH OF THOSE. ELEMENTARY, MIDDLE AND HIGH SCHOOL, OUR BEHAVIOR SUPPORT WE HAD TWO, THEY'RE BOTH GONE. AND SO ARE BEHAVIORAL SUPPORT IS MORE BACK NOW IN THE CORE CLASSROOM AND ADMINISTRATIVE SCHOOL. WE HAVEN'T CUT [ INDISCERNIBLE ] AS MUCH AS THE OTHER SIDE. AND ACCESS TO COMMUNITY HEALTH RESOURCES, THAT IS SOMETHING AGAIN I MENTIONED THE COUNTY, WE HAVE BEEN WORKING CLOSELY WITH, NOT ONLY FOR SUICIDE PREVENTION BUT ALSO MAKING SURE THE FAMILIES IN OUR COMMUNITY HAVE WHAT THEY NEED FROM THE LOCAL COMMUNITY HEALTH AND THEY DO A GREAT JOB ANSWERING QUESTIONS FOR PEOPLE, IF IT'S SOMETHING

071TO DO WITH THEIR OWN MEDICAL TO GET INSURANCE OR THINGS LIKE THAT, WE ALSO WORK WITH OUR LOCAL FOOD BANKS, THINGS LIKE THAT THE COMMUNITY HEALTH RESOURCE, THOSE ARE SOME OF THE AREAS WE ARE WORKING ON TO FACILITATE ACCESS. AND EXTEND RESOURCES, THIS IS DAYCARES, THIS IS SOMETHING OUR WELLNESS TEAM WORKS ON WHERE THEY ARE SETTING THAT PARENT EVENINGS OR MORE TO PROVIDE GUIDANCE FOR PARENTS MAKING SURE THEY HAVE THE SKILLS AND INFORMATION THEY NEED TO BE SUCCESSFUL. THAT ALSO MEANS THIS WORKS UP. ONE OF THE THINGS WE TALKED ABOUT THIS YEAR IS MAKING SURE WE ARE ALL WORKING TOGETHER ON THIS SO IT'S NOT RIVERGROVE IS DOING ONE THING IN FOREST HILLS IS DOING THE EXACT SAME THING AND THE BOTH PAYING WHEN WE COULD DO ONE OF THEM AT ONE LOCATION AND CUT

072THE COST DOWN. AND WORK TOGETHER. WE ARE SEEING THAT A LOT MORE WE CAN PROVIDE THE SAME SESSION 2 DIFFERENT TIMES IN DIFFERENT BUILDINGS AND EVERYBODY COMES WE ARE IT USED TO BE A LITTLE MORE LIKE, YOU COULDN'T GO FOR IT WAS NOT YOUR SCHOOL . I APPRECIATED WHAT YOU SAID ABOUT PEER SUPPORTS. AND I THINK YOU KNOW, THAT IS AN AREA IN WHICH WE CAN REALLY GROW. ESPECIALLY , IT WON'T REPLACE THE STAFF WE HAVE HAD TO LET GO, BUT, YOU KNOW, I THINK OUR STUDENTS ARE SO CAPABLE AND THIS IS AN AREA THAT THEY COULD REALLY LEAN INTO AND YOU KNOW, IT COULD POTENTIALLY ALSO COME WITH A CERTIFICATION AS WELL. SO, YEAH, I THINK THERE'S A LOT OF POTENTIAL TO GROW THAT. YEAH, THERE ARE MANY SCHOOLS THAT HAVE VERY STRONG PEER

073PROGRAMS FOR THEIR DOING A LOT OF IT. IT'S SOMETHING WE CAN CONSIDER THAT WE SHOULD LOOK INTO MORE. IT'S ALSO AN AREA WE COULD MAYBE WORK WITH EXTERNAL PARTNERS AS WELL, BECAUSE, YOU KNOW, TO YOUR POINT, THERE ARE A LOT OF ALREADY TRIED AND TRUE MODELS THAT WE COULD BRING IN TO OUR SCHOOL DISTRICT. THE LAST AREA IS TEACH AND PRACTICE SUSTAINABILITY. ESTABLISHING ORGANIZATIONAL STRUCTURE ACCOUNTABILITY --ACCOUNTABLE TO SUSTAINABILITY. THESE ONES ARE GOING TO SEE A LITTLE MORE RED. SOME HAS TO DO WITH [ INDISCERNIBLE-LOW VOLUME ] IN CHARGE OF SUSTAINABILITY. THIS IS THE POINT, THAT SHOWS HOW MUCH WE DID, IT WAS GREEN AND THEN READ BECAUSE NOW WE DON'T HAVE IT. INITIATIVES ACROSS THE DISTRICT --EVEN THOUGH HE HASN'T BEEN HERE. OUR TEACHERS ARE ALSO VERY INTERESTED, WE DO HAVE OTHER COMMITTEE ORGANIZATIONS THAT

074HELP IN THIS AREA. I SEE THAT THAT IS STAYING, WE JUST DON'T HAVE SOME OF THESE --ESTABLISH SITE-BASED LEADERSHIP. NOW WE HAVE A DEMONSTRATOR IN EACH BUILDING IN CHARGE OF SUSTAINABILITY. WE LABEL THAT PERSON AND SAY THAT IS YOUR AREA. THEY HAVE ORGANIZED GREEN TEAMS, ANYTIME OF INITIATIVES STUDENTS ARE INTERESTED IN LOOKING FORWARD TO TRYING. THAT ALL HAPPENS UNDER THAT PERSON. CONDUCT SUSTAINABILITY AUDIT. ESTABLISH BASELINES. WE DID THAT AND THAT WAS GOOD. IDENTIFYING AREAS OF OPPORTUNITY AND KEY PERFORMANCE METRICS, THAT IS SOMETHING WE DID FOR THE THREE YEARS HE WAS HERE AND THEN AS HE LEFT IT FELL OFF. THE NEXT AREA IS PROMOTING SUSTAINABILITY CURRICULUM, ACTIVITIES AND PRACTICES. IN THIS AREA WE ARE DOING PRETTY WELL. ACCESSING EXISTING CURRICULUM AND STANDARDS FOR SUSTAINABILITY. ANYTHING THAT HAS SUSTAINABILITY AND A STANDARD IS DEFINITELY DONE, WE

075ARE VERY STANDARD BASED HERE. ONE OF THE THINGS WE DO GET FROM OUR COMMUNITY PARTNERS IS TRYING TO DO ADDITIONAL THINGS , IT'S NOT A STANDARD ANYMORE SO DOESN'T FIT ANYWHERE, AND THAT SEEMS TO BE A LITTLE MORE OF A STRUGGLE. IS WE HAVE A HARD ENOUGH TIME GETTING ALL THE STANDARDS WE HAVE TO. SURVEYED THE OF ADDING ADDITIONAL STANDARDS IS HARD. THIS WAS ORIGINALLY PUT INTO GO THROUGH ALL THE STANDARDS TO FIND OUT WHERE THE SUSTAINABILITY PIECES LIVE. WHICH LARRY DID DO ANY WORK TO DIFFERENT DEPARTMENTS AND SO THEY KNEW EXACTLY WHAT PART WAS SUSTAINABILITY IN DIFFERENT DEPARTMENTS. USING SCHOOL GARDENS AND OUTDOOR CLASSROOMS AND EXTENSION. THAT HAS GONE GREAT. INTEGRATE SUSTAINABILITY WITH S.T.E.M. IT'S EASY TO FIND SUSTAINABILITY IN THE SCIENCE , THAT'S WHERE WE USUALLY GO. BUT WE HAVE BEEN TRYING TO

076IMPLEMENT MORE AS WELL AS THE SOCIAL STUDIES AND BEING SOCIALLY AWARE ABOUT SUSTAINABILITY. THAT HAS BEEN PIECES TO PULL IN FROM THE CURRICULUM. AND MODEL SUSTAINABLE PRACTICES FOR EDUCATION SYSTEMS, ORGAN GREEN SCHOOLS, ALL OF THESE THINGS WE ARE DOING WELL AND KEEPING OUR STATUS. I WANT TO LET YOU KNOW I THINK OUR LUNCHES HERE. IF YOU WANT TO FINISH. OKAY. AND THE THIRD ONE IS PRIORITIZE SUSTAINABLE BUILDING PRACTICES. AGAIN, THIS IS SOMETHING HIS TEAM, AMAZING EVERYTHING WE'RE BUILDING IS TO TAP SUSTAINABLE. EVERYTHING IS EFFICIENT AND USING [ INDISCERNIBLE ] TO MINIMIZE A FOOTPRINT. APPLYING THOSE PRACTICES IN OUR SCHOOL AND DISTRICT. SO I THINK THAT AREA IS GREAT. AS FAR AS SUSTAINABILITY GOES WE'VE DONE REALLY WELL WITH THE BUILDING AND ACTUALLY THE TEACHING. AND THE PRACTICING GETS A LITTLE MORE DIFFICULT SINCE THERE ISN'T

077REALLY SOMEBODY LEADING THAT NETWORK. I WAS GOING TO ASK, IN STRATEGY ONE, I THINK ONE OF THE THINGS WE TALKED ABOUT DOING ON THE THIRD ONE, THE AUDIT, WAS HAVE SOME KIND OF DASHBOARD SO WE COULD KEEP TRACK OF THAT. I DON'T THINK THAT --I'M NOT SURE WE EVER GOT TO THAT. I THINK IT WOULD BE USEFUL --SOMEWHERE WHERE PEOPLE COULD SEE WHAT WE ARE DOING AND HOW IT'S GOING. I DON'T KNOW, I KNOW TONY TALKED ABOUT HAVING DATA ON ENERGY USAGE AND ALL THAT KIND OF STUFF. I THINK THAT WOULD BE --THAT'S A CURRICULUM TOOL AS WELL AS A COMMUNITY ASSET. I DON'T KNOW WHAT ARE STRUCTURED -- IF WE ARE TALKING ABOUT HOW WE'RE GOING TO MODIFY THIS IN THE FUTURE, IS THAT KIND OF THE NEXT PHASE WERE GOING TO GET TO

078LATER? KIND OF, YES. >> KIND OF, YES. THIS IS WHERE WE WERE, AND I'M GOING TO TALK ABOUT THAT. PERFECT, GREAT. DID YOU HAVE A MILK METRIC ON THERE? MILK METRIC, YES, PROBABLY. THE MILK LOBBY. BECAUSE WAS GOING TO BE LIKE YOU WANT TO MEASURE HOW MANY CARTONS WE SAVED BY HAVING -- THAT'S RIGHT. I ALSO DON'T WHERE THIS FITS IN, BUT I TALKED WITH MS. CLEAR ABOUT STARTING A NEW PROGRAM OR SOMETHING FOR STUDENTS WITH BETTER CHROMEBOOKS. THIS MIGHT NOT BE THE EXACT RIGHT SPOT TO TALK ABOUT IT BUT IT'S TEACHING SUSTAINABILITY IN AWAY. KIND OF PUTTING MORE , LIKE IF STUDENTS ARE PREPARING CHROMEBOOKS THAT ARE BEING DAMAGED, WE CAN SAVE MONEY NOT ONLY ON REPAIR FEES BUT IT WILL ALSO BRING THE IMPACT, THE STUDENTS WOULD BE ABLE TO SEE WHAT IS

079REALLY HAPPENING IT WOULD BRING A SENSE OF RESPONSIBILITY AND REDUCE OVERALL DAMAGING AND CONTRIBUTE TO SUSTAINABILITY NOT NEEDING TO REPLACE BUT REPAIR. I LOVE THAT IDEA BUT . SHE WAS EXCITED TO SEE DEVELOPMENT ON THAT. THAT'S GREAT. ANYTHING ELSE ? SO I THINK -- I JUST WANT TO CALL OUT, BECAUSE I THINK IT'S AN INTERESTING, BUT A REAL-TIME EXAMPLE, OF WHAT HAPPENS WHEN UNINTENTIONALLY, BUT BUDGET, TAKES YOUR FOOT OFF THE PEDAL. SO, AS WE THINK ABOUT OUR NEXT STEPS, AND MOVING FORWARD , BECAUSE WE ARE NOT GOING TO BE ABLE TO DO ALL THE THINGS, AND SO HOW DO WE HONE IN --SORRY, I MIGHT BE JUMPING AHEAD OF OURSELVES. THIS IS JUST REALLY CLEAR TO ME ABOUT WHAT HAPPENS WHEN YOU TAKE YOUR FOOT OFF THE PEDAL. AND SO HOW DO WE USE THE

080INFORMATION IN THE NEXT SET OF DATA PIECES TO DRIVE MAYBE NOT DOING MORE, BUT JUST GETTING REALLY STRATEGIC WITH WHAT WE DO DO. AND IT MIGHT BE OKAY TO MAINTAIN THE GET CLEAR ON METRICS AND THEN --JUST PUTTING THAT OUT THERE. THIS SCARES ME TO SEE RED ON WHAT WAS GREEN. SO THE NEXT PART I WANT TO GO THROUGH IS, WE DID ASK THE STUDENTS ABOUT OUR PLAN AT THE END OF THE SCHOOL YEAR. JUST KIND OF HOW ARE WE DOING, GRADES THREE THROUGH FIVE AND 6 TO 12. TOPICS BELONGING, ACADEMICS, WELLNESS AND SUSTAINABILITY. JUST TO CENTER THE STUDENT VOICE AND SEE, WHAT INFORMATION DO THEY WANT TO PROVIDE TO US AS WE ARE STARTING TO LOOK AT THE NEXT PLANNED. WE DID BETWEEN MAY 19 AND JUNE 6 AND USED AGE-APPROPRIATE LANGUAGE , FOR

081ESPECIALLY THE YOUNGER KIDS WHO HAVE A HARD TIME ANSWERING QUESTIONS ABOUT THEMSELVES. WE GOT 729 STUDENTS. OF SIX OR 12. WE WERE HAPPY ABOUT THAT. BALANCED ACROSS ALL OF THE SCHOOLS. ALMOST IDENTICAL [ INDISCERNIBLE ] AND THE HIGH LEVELS OF INCLUSION SUPPORT AND POSITIVE RELATIONSHIPS. STRONG PRIDE IN LEARNING. TEACHER SUPPORT. OPPORTUNITIES FOR GROWTH AND EMOTIONAL SUPPORT AND EQUITY PERCEPTION. THIS WAS, I PULLED OUT OF THE QUESTIONS SHE COULD SEE THEM, CREATE A CULTURE BELONGING. ONE OF THE QUESTIONS, YOU FEEL WELCOME AND INCLUDED MOST OR ALL OF THE TIME? GRADES THREE THROUGH 588%. GRADES SIX THROUGH 1287%. THIS FALLS SIMILAR TO OUR HEALTHY TEEN SURVEY. SAY SCHOOL MAKES STUDENTS FEEL IMPORTANT, REALLY WELL ARE PRETTY WELL. 86% AND 84%. SAY THEY HAVE BOTH FRIENDS AND ADULTS WHO CARE ABOUT THEM. 85% AND 93%. THOSE ARE GREAT

082NUMBERS. THERE ARE TIMES WHEN THAT WAS MUCH MUCH LOWER. WHEN IT COMES TO EQUABLE ACADEMIC OUTCOMES. STUDENTS WHO SAY THEY HAVE TOOLS TO HELP THEM DO THEIR BEST AND SUCCEED. 86% AND 83%. TEACHERS BELIEVE THEY CAN DO GREAT THINGS. BOTH 88%. FEEL VERY OR PRETTY PROUD THEY ARE LEARNING THIS YEAR. 84% AND 82%. PROMOTE HEALTH AND RESILIENCY. SAY SCHOOL CARES ABOUT THEIR FEELINGS. 73% AND 71%. SAY THEY LEARN ABOUT STAYING HEALTHY AND HANDLING FEELINGS AND MANAGING STRESS. 83% AND 81%. SAY SCHOOL HELPS THEM STAY PHYSICALLY HEALTHY. 80%. TEACHING PRACTICE AND SUSTAINABILITY. SAY THEY LEARN ABOUT HELPING THE EARTH, 87% AND 80%. SAY SCHOOL IS ACTIVELY WORKING TO BE ENVIRONMENTAL HE FRIENDLY. 86% AND 81%. SO THIS WAS OUR INITIAL RESPONSES FROM STUDENTS. WHICH I THOUGHT WAS GREAT, JUST THE KIND OF SEE WHAT THEY THOUGHT.

083NOTHING HUGELY GLARING. I WOULD'VE LIKED THIS ONE, THE FEELINGS, TO BE A LITTLE HIGHER, THE OTHER ONE THAT GOT ME WAS FEEL PROUD ABOUT LEARNING. TO ME THAT SEEMS -- THEY ARE ALL GENERALLY HIGH BUT THAT SEEMS TO BE ON THE LOW SIDE. FEEL PRETTY PROUD. FEEL PRETTY PROUD OF THE LEARNING THIS YEAR. THAT SEEMS LIKE THAT MAY BE TIED. SO, AS FAR AS NEXT STEPS, WE FEEL LIKE MANY STUDENTS FEEL SUPPORTED IN CONTEXT BUT THERE IS OPPORTUNITY TO GROW STILL. SO, I'M HOPING THESE RESULTS CAN HELP GUIDE PLANNING AND ENGAGEMENT. AND IF YOU WANT TO DO A SURVEY IN THE FALL AGAIN, FOR NOT ONLY STUDENTS BUT STAFF AND FAMILY. THE REASON WHY SAY NOVEMBER, GOING TO TALK A LOT ABOUT ACTION STEPS FROM THE STRATEGIC PLAN FOR NEXT YEAR. WE HAVE TO WAIT

084FOR THAT ONE. I ALSO WANT TO TELL YOU ABOUT THE SCHOOL ADVISORY COMMITTEE INPUT. REMEMBER WE HAD OUR DISTRICT MEETING AND WE HAD INFORMATION FROM OUR PARENTS THAT WERE THERE. THAT WAS MAY 12. WE DID ASK FOR SMALL GROUP DISCUSSIONS. THAT WAS TOGETHER INFORMATION FOR THE 2026 TO GET 2031 PLAN. OVER 85% WERE FAMILIAR WITH THE PLAN. THAT IS GREAT. WE DID TALK ABOUT THE STRATEGIC PLAN ALLOTS I'M GLAD TO HEAR THAT MANY PEOPLE WERE FAMILIAR WITH IT. AND IT DEFINITELY TAKES AWARENESS. BUT AGAIN, SAG MEMBERS ARE REALLY ENGAGED. THIS WAS PERCEIVED PROGRESS ON THE STRATEGIC PLAN. CULTURE OF BELONGING, YOU CAN SEE THEM ALL THERE. MOST RESPONDED SEEING PROGRESS. HIGHEST AREAS BEING SUSTAINABILITY. AREAS OF MEANINGFUL PROGRESS, THIS IS MOST CITED AREAS, CULTURE BELONGING. THEY MEANT WE HAD -- I THOUGHT WAS INTERESTING THAT

085THE SCHOOL DAY WAS ON THERE. AND SUGGESTED AREAS FOR INCREASED FOCUS. SPECIFICALLY, IMMIGRANTS AND UNDERSERVED STUDENTS. MENTAL HEALTH IN THE EARLIER YEARS. LESS SCREEN TIME. YOU'VE HEARD THIS BEFORE. RIGOROUS ACADEMIC AND NATIONAL COMPARISONS. SO, EMILY ASKED THE TOP PRIORITIES FOR NEXT STRATEGIC PLAN SHOULD BE, WAS ARE CURRENTLY RANKED NUMBER ONE WAS ACADEMIC EXCELLENCE AND RIGOR. OVER BELONGING, INCLUSION AND EQUITY. AND MENTAL HEALTH AND STUDENT WELLNESS. CAREER READINESS AND INNOVATIVE TEACHING AND LEARNING. IN THE FOUR AT THE BOTTOM WERE ALSO PRIORITIES BUT NOT IN THE TOP FIVE. AGAIN, PROBABLY IMPORTANT TO REMEMBER THIS IS JUST OUR SAG MEMBERS, GESTURING TO TAKE ON WHAT THEY HAVE NOW. THAT IS WHERE THOSE PARENTS HAD, YOU CAN SEE WHERE WE THINK OUR STUDENTS ARE. THE NEXT STEP IS WHERE WE WANT TO GO FOR WHAT IS NEXT. SO, I

086AM OKAY WITH CONTINUING -- THAT'S FINE. GUIDING PRINCIPLES BUILT ON STRENGTH OF THE CURRENT PLAN. I DON'T THINK WE NEED TO DO --EVERYTHING START OVER, BUT WE NEED TO BUILD ON OUR STRENGTHS. EMPHASIS ON STUDENT OUTCOMES AND EDUCATIONAL EXCELLENCE. INTEGRATE FOUNDATIONAL DISTRICTWIDE DEPARTMENTS. WHEN I SAY THAT I MEAN, A LOT OF WHEN WE LOOK AT THE FOUNDATION OF THE STRATEGIC PLAN , FINANCES IN THERE, BECAUSE THAT AFFECTS EVERYTHING. WE ALREADY CALLED IT OUT. COMMUNICATIONS IS IN THERE BUT IT'S NOT BEING CALLED OUT. ONE OF THOSE FOUNDATION PIECES THAT ARE HOLDING UP WHAT'S MOST IMPORTANT? MAKE SURE WE HAVE MEANINGFUL STAKEHOLDER INFORMATION INPUT. MAINTAIN TRANSPARENCY AND CLARITY WITH THE COMMUNITIES , THEY ARE PART OF THIS . ALIGNED THE UPDATED PLAN WITH STATE REQUIRED AND DISTRICT ESTABLISHED ASSESSMENTS AND ACCOUNTABILITY MEASURES. THERE ARE SOME NEW ACCOUNTABILITIES

087THE JUST WENT THROUGH THE LEGISLATURE. SO WE HAD TO ALIGN SOME OF THAT. SO, BETWEEN NOW AND OCTOBER, I FEEL LIKE THIS IS WHAT WE ARE CALLING PHASE ONE WHICH IS THE PLANNING AND PREP. I REALLY DON'T WANT TO DO ANYTHING SPECIFIC WITH ASKING INPUT UNTIL AFTER THE BOND. THIS IS ALL INTERNAL PLANNING SESSIONS, ANALYZE OUR CURRENT PLAN WITH ACCOUNTABILITY MEASURES. REVISIT OUR PRIORITIES. PRE-ELECTION PAUSE. AND THEN REALLY WE FIND THAT FRAMEWORK SO THAT WHEN WE ARE READY TO GO, WE CAN START RIGHT AWAY , WHICH BRINGS UP OUR STAKEHOLDER ENGAGEMENT HAPPENING IN NOVEMBER . RELAUNCH RIGHT AFTER ELECTION. HELP SHAPE THE FUTURE OF LSD, THAT IS A CAMPAIGN. OR SECOND CAMPAIGN. AND THEN GET ALL THE INPUT WE WANT FROM PEOPLE IN LATE NOVEMBER. WE WANT TO DO IN PERSON SESSIONS SO WE CAN

088DO SOME GROUPS, FAMILIES, ADMINISTRATION, STUDENTS. REALLY MAKE SURE WE ARE HEARING FROM EVERY GROUP. HAVE MY STUDENTS AT SUPERINTENDENT COUNCIL SO I CAN MEET WITH THE STUDENTS AS WELL. I ALSO DO, SO THE SUPERINTENDENT I'M GOING TO HAVE STAFF MEMBER INPUT DURING THAT TIME SO THAT WILL BE HELPFUL. SO WE JUST WANT TO MAKE SURE WE HEAR FROM EVERYONE IN THE COMMUNITY SO WE CAN REALLY NAIL THIS DOWN. NOT MORE, BUT HOW DO WE MAKE SURE WE ARE ALL ON THE SAME PAGE AND WHAT IS MOST IMPORTANT. REALLY DOING SOME SHORT WORK SESSIONS WITH THE DEPARTMENTS TO FIND OUT, HOW THEY FIT INTO THE STRATEGIC PLAN. AND THEN MOVING INTO DRAFTING OUR PLAN. AND AS YOU KNOW, WE DO IT REVIEW CYCLE, WE DRAFT SOMETHING, SEND IT OUT FOR EVERYONE TO REVIEW AGAIN AND GET

089INPUT AGAIN, WE HAVE COORDINATING COUNCIL THROUGH SAG, WE ALSO WANT TO HEAR FROM THE PEOPLE WE DON'T GET TO HEAR FROM. WHAT IS MISSING FROM THIS PLAN TO MAKE SURE ALL OF IT IS SUCCESSFUL. METRIC REFINEMENT IS IMPORTANT. I WANT TO MAKE SURE IF WE PUT A GOAL OUT THERE WE'RE GOING TO NO HOW WE ARE GOING TO MEET THAT GOAL. AGAIN, I KIND OF TALKED ABOUT THIS. IT SOMETHING CLEAR TO SAY YET WE AT THIS. SO FOLKS KNOW WHEN WE SHOULD BE CELEBRATING. AND THEN, FINAL REVISION AND ADOPTION. PUBLIC REVIEW. WE PRESENTED TO THE BOARD. PUBLIC FEEDBACK FROM ANYONE. HOPEFULLY AT THAT TIME IT'S GOING TO BE, LIKE I SAID, THEY WILL BE SO SICK OF HEARING US TALK ABOUT A, AGAIN, IT'S FINE, LET'S MOVE FORWARD. BUT THEN WE WILL SUBMIT THE FINAL

090ADOPTION OF THE NEW STRATEGIC PLAN TO THE BOARD IN JUNE. AND PUBLISH FOR THE WHOLE COMMUNITY TO SEE. OUR ONGOING COMMUNICATION STRATEGY, WE NEED TO SHOW THOSE KEY MILESTONES. NEWSPAPER, SOCIAL MEDIA, BOARD UPDATES, THIS IS GOING TO BE A TIKTOK THING I'M GOING TO TURN INTO THIS. AND REALLY TRYING TO MAKE SURE WE ARE BEING --THAT STUDENTS ARE CENTERED IN ALL OF THIS AND THIS IS REALLY TO HELP MAKE SURE THEY ARE PREPARED. AND THAT IS IT. SO BASICALLY, I THINK I'M GOING TO BE TALKING ABOUT THIS WITH DIFFERENT GROUPS OF PEOPLE. BUT I WANT US TO REALLY --I WANTED YOU TO SEE KIND OF WHERE WE WERE AND WORK IN SOME OF THE THINGS YOU SUGGESTED. I SUGGEST WE PAUSE UNTIL AFTER NOVEMBER. COMMENTS? CONCERNS? I JUST LOVE THE QUANTITATIVE VERSUS QUALITATIVE. I THINK

091THAT WILL HELP A LOT WHEN LOOKING OVER THE PREVIOUS PLAN. THAT IS A LOT OF IMPACT, I THINK, TO ADD THAT ARE MORE SPECIFIC. I JUST WANT TO THANK YOU SO MUCH FOR THE UPDATE ON WHERE WE ARE AT. AND, THIS REALLY THOUGHTFUL APPROACH . AND PARTICULARLY MAKING SURE WE ARE CENTERING STUDENT VOICES. I REALLY APPRECIATE THAT. AND, I WOULD LOVE ALSO TO INVOLVE OUR STUDENT REPRESENTATIVES AS WELL IN ANY WAY THEY LIKE TO BE INVOLVED. SO JUST SO I CAN SUMMARIZE, WE'RE GOING TO KEEP THE GENERAL STRUCTURE OF THE FOUR PILLARS AT THIS POINT. AND THEN YOU ARE THINKING WE WILL FOCUS ON EACH OF THOSE MAYBE IN MORE DETAIL. THIS IS A GREAT HIGH-LEVEL OVERVIEW. THAT SOUNDS GREAT. REALLY DEFINING. THE RIGHT NOW IT SOUNDS LIKE BEFORE NOVEMBER, WE'RE GOING TO TALK ABOUT

092IT AS YOU SAID AT THE SAC IS WELL. YOU PROBABLY WOULD PRESENT WITH A TALKED ABOUT IN MAY, -- ACTUALLY I THINK WE'RE GOING TO TALK ABOUT THE BOND. MOSTLY. I WOULD HOPE SO. SO IT MIGHT BE KIND OF THE ACTION PLAN OF WHAT IS GOING TO HAPPEN. AFTER THE BOND. THAT'S GREAT. THAT WORKS. IT'S ACTUALLY GOING TO BE MORE ABOUT THE BOND. THAT MAKE SENSE. GOOD. >> IT DOES LOOK LIKE IN HERE, REVISIT PRIORITIES IS A POSSIBILITY. YEAH, THAT'S REALLY WHAT WE NEED. TO LOOK AT. I JUST WANT TO REVAMP THE WHOLE THING STARTING WITH ZERO. I THINK WE CAN LOOK AT WHAT WE HAVE AND SAY, IT COULD JUST LEAVE IT BE --THE BALANCE WE COULD SAY WELL WE DON'T -- FOR EXAMPLE, ONE OF THEM WERE GOING TO PUT OUT, THEORETICALLY. BUT

093I LIKE THE PILLARS. FOR NOW, THAT'S A GREAT PLACE TO START. ONE OF THE THINGS I HEARD, AT LEAST FROM THE PARENTS, AND I HAVE HEARD ALSO, THE FOCUS ON ACADEMICS AND WHY THAT NEEDS TO BE CENTER STAGE. BECAUSE, THAT'S WHAT WE ARE. TRUE. EDUCATION. THAT MAKE SENSE. >> I ALSO THE LAST TIME WE DEVELOPED A STRATEGIC PLAN, THAT WAS LIKE A PRETTY MAJOR SETTING OF NEW PILLARS. AND SO, YOU KNOW, THOSE OF THE RIGHT PILLARS, AND WE ARE JUST GOING TO BE MORE FOCUSED ON WHAT WE CAN DO WITHIN OUR CURRENT RESOURCES. AND I THINK, I LIKE THAT FRAMING, BECAUSE I DO WORRY ABOUT GOING BACK ON PILLARS WE INVESTED A LOT OF TIME IN CREATING . AND THANK GOD WE ACTUALLY PUT HELP IN OUR LAST SET OF PILLARS BECAUSE COVID HIT. I

094THINK IT IS, HOW DO WE GET REAL CLEAR AND REAL SPECIFIC USING THE DATA AND THEN I LIKE YOUR RECOMMENDATION OF CALLING OUT THOSE FOUNDATIONAL CAPABILITIES THAT ARE CRITICAL FOR HOW THE WORK HAPPENS. FINANCES. LEADERSHIP. COMMUNICATION. ORGANIZATIONAL STRUCTURE AND DESIGN. THOSE THINGS THAT ARE SO CRITICAL FOR MAKING THOSE GOAL AREAS WORK AND HONORING THE WORK OF THE DISTRICT AND THE EXPERTS IN THE DISTRICT. YOU KNOW, HOW DO YOU HIGHLIGHT THAT MORE VISIBLY ? I THINK IT'S REALLY IMPORTANT. BUT, I GUESS I WILL JUST SAY FOR THE RECORD, I THINK I AM A LITTLE LESS INTERESTED IN TOTALLY UNDOING THE FOUR, BUT MORE GETTING REALLY CLEAR ABOUT WHAT WE DO IN THOSE FOUR AREAS. I GUESS I WILL PUT THAT OUT THERE. AND THEN I LOVE ALL THE WORK IN THE PLANNING I THE TIMING MAKES

095A LOT OF SENSE. JUST ALWAYS AT THE BEGINNING OF THE SCHOOL YEAR IT'S HARD TO DO THESE THINGS AND SO IT SEEMS TO MAKE A LOT OF SENSE TO KIND OF THINK ABOUT NOVEMBER THROUGH JUNE IS GETTING IDEAS AND FEEDBACK AND ALL OF THAT. AND BEING ABLE TO LAUNCH SOMETHING FOR THE NEXT SCHOOL YEAR IS KIND OF WHAT I AM HEARING. THAT MAKES GOOD SENSE TO ME. AND I THINK THAT, I HAVE HAD A QUESTION, WHAT COMPANY ARE WE HIRING, [ INDISCERNIBLE-LOW VOLUME ] THANK YOU. YOU KNOW [ INDISCERNIBLE-LOW VOLUME ] I THINK WE CAN DO THIS. FOCUS IN ON WHAT IS MOST IMPORTANT TO THE COMMUNITY. THAT'S WHAT ARE NEW GOALS WILL BE. FOR THE DATA, WHICH IS PROMISING, I LOVE THE YOU ASKED THE YOUNG PEOPLE FIRST, AND I, MAX AND NATHAN, IT

096WOULD BE REALLY COOL TO HEAR IDEAS THAT YOU WILL HAVE ON HOW THE SUPERINTENDENT CAN USE HER TIME WITH STUDENTS TO ENGAGE IN THIS. I LOVE THAT YOU ASKED THE STUDENTS AT THE END OF THE SCHOOL YEAR IN THINKING ABOUT HOW TO ENGAGE THEM AGAIN, AND THIS MAY BE SENSITIVE, I DON'T HOW EASY IT IS, I'M CURIOUS OF THE FLIPSIDE, THE NEGATIVE SIDE OF THE NUMBERS AND WHO THAT REPRESENTS. BECAUSE IT ALSO ALWAYS TELLS A STORY. WHO DIDN'T AGREE AND WHAT THAT POPULATION IS. AND AGAIN, I DON'T KNOW IF YOU CAN FIND THAT OUT. IN THE DATA. BUT JUST TO MAKE SURE WE DON'T MISS A PARTICULAR POPULATION. WE DID DO THAT QUESTION. I DON'T KNOW, THAT MIGHT BE HELPFUL. THIS IS AMAZING. BUILDING OFF THAT SPECIFICALLY FOR THE EQUABLE ACADEMIC OUTCOMES, THE AVERAGE RATING

097IS SEVEN BUT CERTAINLY THERE ARE POPULATION DISPARITIES IN THE DISTRICT. WITH REGARDS TO PERHAPS IT'S INTERESTING LOOK AT THE DEMOGRAPHICS OF THE SPECIFIC QUESTION GIVEN THE MAJORITY OF THE POPULATION IN THE SCHOOL DISTRICT IS WHITE IT JUST SEEMED LIKE WHAT PERCENTAGE OF THE POPULATION COMPARED TO THE MINORITIES THAT ARE ACTUALLY GIVING GOOD RATINGS COMPARED TO LESS GOOD ONES. SO THE PERCEIVED PROGRESS ON STRATEGIC PLAN THAT WAS FROM THE SAC PLAN, SO I DON'T HAVE THAT ON THE PARENTS, ONLY DEMOGRAPHICS ON THE STUDENTS. JUST A YOU KNOW. BUT WHEN WE DO DO ADDITIONAL SERVING OF FAMILIES, WE CANNOT ONLY GET DEMOGRAPHICS ASKED THE QUESTIONS, BUT WHEN WE DO --WE CAN SAY I'M ONLY GOING TO MEET WITH THESE PARENTS TOGETHER. BUT NATHAN, TO YOUR POINT, THE ORANGE SLIDE THAT SAID EQUABLE ACADEMIC OUTCOMES, THE REVERSE OF

098THOSE NUMBERS MIGHT BE SOME OF THE DATA YOU'RE THINKING OF. RIGHT? YEP. THIS IS COOL. THANK YOU, DR. SCHIELE. LOTS OF WORK TO DO. FOCUS. WON BIG PROJECT AT A TIME. [ LAUGHTER ] COOL. ALL RIGHT, DO WE WANT TO DO POLICY NEXT OR PAUSE? I'M THINKING THE ONLY CHANGES TO THE POLICY [ INDISCERNIBLE-LOW VOLUME ] UNTIL THE NEXT AGENDA? UNTIL THE NEXT MEETING? OKAY. THEN I WILL ADJOURN A BREAK. WE ARE ADJOURNING THE REGULAR SESSION . DOES IT NEED TO BE SAYING 5.4 ABOUT MOVING IT ? I'M GOING TO ADJOURN BECAUSE WE ARE GOING TO MOVE THE NEXT AGENDA ITEM TO THE NEXT MEETING IN AUGUST. OKAY. OUT. AT 11:14. IT IS 12:16 PM. WERE GOING TO CALL INTO SESSION THE WORK SESSION. WE'RE GOING TO START WITH BIRD DASHBOARD GOVERNANCE, TRAINING WITH KRISTEN

099MILES. HI, EVERYBODY. GOOD TO SEE YOU. I HAD AN 11 MINUTE DRIVE. [ LAUGHTER ] >> NICE TO SEE YOU, I THINK THE LAST TIME I WAS HERE WAS 2018 OR 2019. SOMETHING LIKE THAT. FOREVER AGO. I HAVE A COUPLE OF HOURS WITH YOU SO WE WILL GET STARTED. WE ARE GOING TO DO A BOARD GOVERNANCE ESSENTIALS TODAY. WE WILL DO INTRODUCTIONS IN JUST A MINUTE BUT I WANT TO SAY THE MOST IMPORTANT THING ABOUT THIS TRAINING OR ANY TRAINING IS THIS IS YOUR TIME AND NOT MINE. IT IS NOT ESSENTIAL THAT I GET THROUGH ALL OF MY SLIDES, WHAT IS ESSENTIAL IS THAT YOU GET THE MOST OUT OF THE TIME. IF THERE IS SOMETHING YOU WANT TO STOP AND TALK ABOUT OR AN EXAMPLE YOU HAVE, OR ANYTHING ELSE, PLEASE STOP ME, ASK

100QUESTIONS AND WE WILL MAKE THE BEST USE OF OUR TIME. OKAY. THE FIRST THING I LIKE TO DO IS GO AROUND THE ROOM AND DO INTRODUCTIONS. EVERYBODY GETS TO PARTICIPATE. EVEN IF YOU ARE NOT ON THE BOARD, YOUR TIME WITH THE DISTRICT , WHERE DID YOU GO TO HIGH SCHOOL, AND WHY ARE YOU ON THE BOARD OR WITH THE DISTRICT? I LIKE TO START HERE WITH OUR STUDENT REPS? I AM MAX. I GO TO HIGH SCHOOL RIGHT OVER HERE. WHY AM I ON THE BOARD? I WANTED AN OPPORTUNITY TO VOICE THE OPINIONS OF OTHER PEOPLE AT MY SCHOOL. ACT AS A CONDUIT BETWEEN ADMINISTRATORS AND THE PEOPLE AFFECTED BY CHANGES IN OUR DISTRICT. YEAH, I JUST THINK IT'S ONE OF THE MOST IMPORTANT CONNECTIONS BETWEEN A DISTRICT AND A SCHOOL IS BETWEEN THE ADMINISTRATORS AND

101STUDENTS. THANK YOU. I AM NATHAN. I HAVE BEEN ON THE BOARD FOR FIVE HOURS. [ LAUGHTER ] FOUR HOURS. SLIGHTLY LESS THAN FOUR HOURS. I AM CURRENTLY GOING TO LAKERIDGE HIGH SCHOOL AND AM ON THE BOARD BECAUSE I LOVE ADVOCACY. I MOVED HERE IN 2019 AND EVER SINCE I GOT HERE I FELL IN LOVE WITH THE DISTRICT AND AT THE SAME TIME I RECOGNIZE THERE'S A LOT MORE TO BE DONE AND I REALLY WANT TO BE ABLE TO HELP TO AMPLIFY STUDENT VOICES AND SHARE MY OWN OPINIONS. I AM KATE, THIS IS ALSO MY FIRST DAY ON THE BOARD. AND BRAND-NEW. I'M REALLY EXCITED TO BE HERE. I WENT TO HIGH SCHOOL AT NORTH SALEM HIGH SCHOOL , AND ALL THE FEEDER SCHOOLS THROUGH THAT WHICH IS RIGHT NEXT TO THE STATE CAPITAL. WE USED

102TO DO CROSS COUNTRY RUNS WE WOULD DO THE CAPITAL RUN. AND THEN , THERE ARE A LOT OF REASONS WHY AM EXCITED TO BE ON THE BOARD. I WAS THE TEACHER FOR EIGHT YEARS. I UNDERSTAND THE CLASSROOM PERSPECTIVE. I'M STARTING TO GET THE PARENT PERSPECTIVE IN A WAY. I THINK MY SPECIAL INTEREST IS EDUCATION POLICY. I THINK THAT IS THE BEST WAY TO PUT IT. HI. GREAT TO SEE YOU AND TO HAVE YOU HERE TODAY WITH US, WE ARE LOOKING FOR TO THE SESSION. MY NAME IS NEELAM GUPTA, I HAVE BEEN ON THE LAKE OSWEGO SCHOOL BOARD FOR ABOUT FIVE YEARS. I HAVE ALSO -- RIGHT NOW I AM THE IMMEDIATE PAST PRESIDENT THE ORGAN SCHOOL BOARD MEMBERS COLORED CAUCUS. I AM ALSO NOT CAPACITY SERVED ON OSBA BOARD AND THE LEGISLATIVE POLICY COMMITTEE. AND

103I WAS VERY INTERESTED IN JOINING THE SCHOOL BOARD TO BRING MY PERSPECTIVE AS A PERSON WHO NOW HAS TWO GENERATIONS IN MY FAMILY WHO GRADUATED FROM LAKE OSWEGO HIGH SCHOOL. MY BROTHER WENT TO LAKE OSWEGO HIGH SCHOOL, GRADUATED AS A PRACTICING PHYSICIAN DOING WONDERFULLY. AND MY DAUGHTER JUST RECENTLY GRADUATED AS WELL. I ALSO WANT TO BRING MY PERSPECTIVE AS A PUBLIC HEALTH PROFESSIONAL AND AS A PERSON OF COLOR. AMBERLEY PROUD OF THE FACT THAT I WAS THE FIRST PERSON WITH, SOUTH ASIAN AMERICAN TO BE ELECTED. MY INTENTION WAS TO OPEN THE DOOR FOR OTHERS TO FOLLOW. AND DID YOU GO TO LAKE OSWEGO? NO. I DID NOT GO TO LAKE OSWEGO. I WAS ABOUT TO START COLLEGE. MY YOUNGER BROTHER WAS ABOUT TO START HIGH SCHOOL SO HE STARTED HERE AT LAKE OSWEGO HIGH SCHOOL.

104KIRSTEN AIRD, I'VE BEEN ON THE BOARD FOR SIX YEARS. I CHOSE TO RUN . MY DAUGHTER AT THE TIME WAS EXPERIENCING SOME CHALLENGES READING. AND SO THAT REALLY GOT ME INTERESTED IN STUDENT SERVICES. AND THE CONNECTION AND KIND OF EDUCATION AND HEALTH ALSO. MY BACKGROUND IS ALSO IN PUBLIC HEALTH AND PUBLIC HEALTH POLICY IN PARTICULAR. EDUCATION IS THE LEADING INDICATOR FOR HEALTH OUTCOMES. I REALLY ALSO WANT TO CONNECT HEALTH AND LEARNING. I GRADUATED FROM SHELDON DOWN IN EUGENE. I WAS SUPER INVOLVED IN GOVERNMENT AND POLICY AT A REALLY YOUNG AGE AND WAS ADVOCATING ON A NUMBER OF TOPICS AND ISSUES WHICH IS WHY HAVE AN INTEREST IN POLICY. THANK YOU. HI, THIS IS MY 11th YEAR ON THE SCHOOL BOARD. I WENT HIGH SCHOOL IN NEW ORLEANS. I CAN TELL SOME INTERESTING STORIES ABOUT THAT.

105[ LAUGHTER ] AND WHY AM I ON THE BOARD? I JOINED THE BOARD 11 YEARS AGO , THE DISTRICT WAS IN A BIT OF A TRANSITION FROM A LONGTIME SUPERINTENDENT TO A NEW SUPERINTENDENT SO I FEEL LIKE I WAS HOPEFUL HELPFUL IN THAT PROCESS. AND I HAVE JUST STAYED HERE SINCE THEN. BUT AGAIN, IT'S BEEN -- DR. SCHIELE. SUPERINTENDENT. I'VE BEEN IN THE DISTRICT 22 YEARS. I'VE BEEN IN A LOT OF DIFFERENT CAPACITIES. I WENT TO HIGH SCHOOL IN MINNESOTA. WILL WHY AM I THE SUPERINTENDENT? [ LAUGHTER ] ACTUALLY I LOVE THIS COMMUNITY. JUST BEING HERE. AND SO MANY DIFFERENT ROLES. I LIKE BEING IN THIS PARTICULAR ROLE BECAUSE NUMBER ONE, I LIKE TO HAVE STUDENT VOICE BE AT THE CENTER OF HER DECISION-MAKING. AND ALSO REALLY MAKING SURE ACADEMIC EXCELLENCE CONTINUES TO BE SOMETHING

106WE ARE ALL VERY PROUD OF HERE. FOR ALL STUDENTS, DOES JUST FOR THE ONES, SO KIND OF THE HIGH SUPPORT BUT HIGH EXPECTATIONS. I HAVE BEEN BOARD SECRETARY FOR EIGHT YEARS. I THINK I AM WORKING ON MY EIGHTH YEAR. I HAVE BEEN IN THE DISTRICT FOR 29 YEARS. I GRADUATED FROM MORGAN CITY HIGH SCHOOL. LOCAL. AND WHY AM I BOARD SECRETARY? BECAUSE IT WAS THE --I WANTED TO STAY IN THE DISTRICT AND IT WAS THE NEXT STEP UP , THE ONLY PLACE I COULD REALLY GO ASIDE FROM GOING TO ONE OF THE SCHOOLS BECAUSE I HAVE BEEN IN THE DISTRICT OFFICE THE WHOLE TIME. AND I JUST ENJOYED WORKING WITH THE PEOPLE HERE IN LAKE OSWEGO. AND THE STUDENTS AND JUST EVERYTHING IT HAS TO OFFER. THANK YOU. I AM KRISTEN MILES, I AM ALSO

107SCHOOL BOARD MEMBER, I SIT ON THE TAGGART AND SCHOOL BOARD. I RAN FOR THE BOARD. PRIOR TO THAT I WAS ON WHAT WE CALL THE COMMUNITY BUDGET COMMITTEE. WE HAD, PRIOR TO THE BUDGET COMMITTEE MEETING WE HAVE A COMMUNITY GROUP AND THEN I WAS ON THE BUDGET COMMITTEE, I ALSO WORKED ON OUR LEVY TO THAT. AND THEN DECIDED, I'VE BEEN WAS BE FOR NINE YEARS, DECIDED, I WENT AROUND THE STATE FOR SEVEN YEARS TEACHING MEMBERS WHAT TO DO AND TELLING THEM HOW TO DO THEIR JOBS, I DECIDED IT WAS PROBABLY TIME TO WALK THE WALK. SO THIS IS MY THIRD YEAR ON THE BOARD. AND IT IS, IT'S A GREAT EXPERIENCE, SITTING ON THE OTHER SIDE OF THE DAIS. WE HAVE BEEN THROUGH SOME STUFF IN MY TWO YEARS THERE. SO IT'S A REALLY WONDERFUL

108EXPERIENCE. I HAD NO IDEA I WOULD BE LIKE SUCH A NERD FOR MY JOB. I WENT TO HIGH SCHOOL AT McKAY HIGH SCHOOL. LIKE I SAID, I'VE BEEN WAS BE FOR NINE YEARS . BEING A TRAINER, BOARD DEVELOPMENT SPECIALIST, AND I HAVE BEEN THE DIRECTOR OF THE BOARD DEVELOPMENT DEPARTMENT , IT WILL BE TWO YEARS . HAPPY TO BE THERE AND HAPPY TO BE HERE WITH YOU. THANK YOU ALL. I JUST LIKE TO BRIEFLY GIVE A LAY OF THE LAND. JUST REALLY QUICKLY. WE DON'T HAVE TO SPEND A TON OF TIME ON THIS BECAUSE I WANT TO DIVE IN. BUT WHAT WOULD YOU SAY ARE SOME CURRENT SUCCESSES AND CHALLENGES THAT THE DISTRICT IS LOOKING AT? I WANT TO START WITH GOOD STUFF. JUST THROW OUT, WHAT IS GOING REALLY WELL RIGHT NOW? I KNOW

109YOU'VE GOT SOME STUFF. WE STILL HAVE OUR SUPERINTENDENT. THAT'S A GOOD THING. GREAT. THERE IS A LOT OF COLLABORATION WITH THE CITY GOING ON AT THE MOMENT WHICH IS REALLY POSITIVE AND GOING IN THE RIGHT DIRECTION. WE HAVE SUCCESSFULLY EXECUTED A COUPLE OF SCHOOL BONDS, -- A LOT OF COMMUNITY SUPPORT, THEY CONTINUE TO SUPPORT OUR SCHOOL LEVIES. SO I THINK WE HAVE A LOT OF COMMUNITY SUPPORT AND THEY RECOGNIZE THE VALUE OF EDUCATION. DID YOU JUST PASS THEM ON? WE HAVE ONE COMING UP IN NOVEMBER. WE DID, WE PAST 13 YEARS AGO. GOOD LUCK TO YOU. IT WAS A NAILBITER. [ LAUGHTER ] GREAT, THANK YOU. ANY CHALLENGES? WHAT WOULD YOU SAY ARE SOME CHALLENGES? BESIDES FUNDING. ANYTHING SPECIFIC? I THINK THE FEDERAL GOVERNMENT IS A BIG CHALLENGE. THE UNKNOWN. I THINK THERE IS ,

110AT LEAST AT THE ELEMENTARY LEVEL THERE IS BEHAVIOR ISSUES WITH KIDS AND MAYBE THAT'S POST COVID, MAYBE THAT IS THE WAY KIDS ARE BEING RAISED IN A DIFFERENT WAY, MAYBE A COMBO. BUT I THINK THAT IS ONE THING THAT WE ARE GOING TO WORK ON THIS YEAR IS THE DISCIPLINE ASPECT. FOR ELEMENTARY ESPECIALLY. JUST TO TOUCH ON THAT, I THINK WITH -- WE DID, JUST CIRCLING BACK TO SUCCESS BASED ON THAT, I THINK THE SCHOOL DISTRICT DID A GREAT JOB AT RECOVERING FROM THE IMPACTS OF COVID. WE KIND OF LAUNCHED OR PIONEERED THE NO CELL PHONE PROJECT AT THE SCHOOLS HERE AND THAT WORKED OUT TREMENDOUSLY IN TERMS OF RECOVERING FROM SOCIAL ANXIETIES. THANK YOU. >> I LOVE YOU CALLED A PROJECT. [ LAUGHTER ] THANK YOU. WE WON'T DO A GROUP THING BECAUSE WE

111DON'T HAVE A TON OF TIME. BUT, THAT WAS THE DISTRICT LEVEL. I KNOW THAT, YOU KNOW, FOR THOSE FOLKS THAT ARE BRAND-NEW, THIS IS A GOOD OPPORTUNITY TO HEAR FROM OTHERS THAT HAVE BEEN ON THE BOARD FOR A LITTLE WHILE. WHAT WOULD YOU CONSIDER MAYBE THE BOARD'S TOP STRENGTHS AS A GROUP? NOT DISTRICT LEVEL BUT BOARD LEVEL? WHAT ARE THE BOARD'S TOP STRENGTHS? I THINK RELATIONSHIP WITH OUR SUPERINTENDENT AND I THINK WE WORK TOGETHER REALLY WELL. I THINK WE ALL IN GENERAL WORK TOGETHER REALLY WELL. WE DON'T ALWAYS AGREE . WHICH IS OKAY. WHICH IS GOOD. >> RIGHT. THAT IS GOOD. I WOULD SAY IT'S A COHESIVE GROUP? WE WORK VERY WELL TOGETHER. THAT IS NOT ALWAYS THE CASE. TRUE. >> I THINK WE ARE ALSO HAVING THE RIGHT CONVERSATIONS. WE SENT OURSELVES AROUND STUDENT

112EXPERIENCE. AND, WE ARE ABLE TO, YEAH, MAKE SURE WE ARE FOCUSING ON STUDENTS FIRST. AND EXPERIENCE OF SCHOOL DISTRICT , WHILE TAKING IN INPUT FROM VARIOUS PATRONS. WE'VE GOT REALLY GOOD AT ACTUALLY LOOKING AT DATA MORE FREQUENTLY AND USING THAT TO DRIVE CONVERSATIONS. THE FEW SESSIONS I'VE SAT IN ON TOO, DOESN'T FEEL LIKE ANYONE IS HERE ON OBLIGATION. AN ENVIRONMENT WHERE WE ARE PRODUCTIVE. [ INAUDIBLE ] WHAT ABOUT SOME AREAS OF GROWTH YOU HAVE IDENTIFIED ? WHAT WOULD YOU WANT TO WORK ON? WELL, I THINK THIS IS A NEW GROUP FOR THE FIRST TIME IN A COUPLE YEARS. SO I THINK THAT IS GOING TO BE AN ADJUSTMENT. ON BOARDING A NEW BOARD MEMBER. THAT IS GOING TO RESULT IN NEW COMMUNICATION DYNAMICS. SO HOW DO WE DO THAT? I THINK WE HAVE LOST A

113TENURED BOARD MEMBER WHO HAD AN ENORMOUS AMOUNT OF EXPERIENCE. A NEW TENURED BOARD MEMBER. TENURED. TENURED. ANYWAY. [ LAUGHTER ] I THINK THAT IS JUST THE ADJUSTMENT. I DON'T THINK THAT IS A BAD THING. YEAH. YEAH. I THINK I AM IN AN AREA FOR GROWTH. I HAVE A LOT TO LEARN. I DID NOT MEAN IT THAT WAY. NO, NO. I'M SERIOUS. I'VE GOTTEN A LOT OF GOOD ADVICE FROM THE PERSON WHO SEAT I'M TAKING. BUT IT DOES MAKE ME REALIZE WE'RE GOING FROM WHERE --THE MOST YEARS OF ANYONE ON THE BOARD TO ME THAT HAS NO YEARS ON THE BOARD. THEY HAVE LOST A SOURCE OF WISDOM. I'M HERE. I HAVE A FRESH PERSPECTIVE, BUT THERE IS A LOT FOR ME TO LEARN TOO. SO THAT IS AN AREA FOR GROWTH. BUT IT IS AN

114IMPORTANT THING TO ALSO BRING ON. IT'S ALWAYS AN OPPORTUNITY TO HAVE A FRESH PERSPECTIVE. YEAH. ABSOLUTELY. AND ESPECIALLY A PARENT OF YOUNG KIDS. BECAUSE , YEAH. GOT TO EXPERIENCE PICTURE DAY --THREE OF MY LITTLE ONES WERE HERE. WE WERE LATE. I'M SORRY. WE WERE LATE . YEAH. ALL RIGHT. THANK YOU FOR SHARING. ALL OF THOSE THINGS YOU MENTIONED AS STRENGTHS TOO ARE GOING TO SHOW UP IN THESE RESEARCH-BASED PRINCIPLES I'M GOING TO SHARE WITH YOU ABOUT THE IMPORTANT THINGS. WHEN YOU WORK TOWARD THEM MEASURABLY IMPACT STUDENT OUTCOMES. SO THIS IS WHAT WE WILL DO TODAY. WE'RE GOING TO GO THROUGH THE ROLES AND RESPONSIBILITIES. WE ARE GOING TO TALK ABOUT WHAT HIGH-PERFORMING BOARDS DO, THE RISKS THAT ARE INHERENT FOR LOW PERFORMING BOARDS. I'M GOING TO GO THROUGH GOOD GOVERNANCE STANDARDS. AND WHAT GOOD GOVERNANCE

115LOOKS LIKE. WE'RE GOING TO TALK ABOUT EXPECTATIONS VERSUS REALITY THROUGH POLICY BOARD AGREEMENTS. I WILL SHOW YOU SOME TOOLS FOR ELABORATION AND THEN WE GOT SOME SCENARIOS I WOULD LIKE TO PRESENT TO YOU. WE WALK THROUGH THOSE SCENARIOS DON'T COME FROM NOWHERE. GOING TO POSE SOME -- THIS SOUNDS CRAZY, BUT THEY ARE KIND OF FUN TO GO THROUGH AND THEN YOU CAN PICK THEM APART. AND THEN WE WILL HAVE TIME FOR A Q&A AT THE END. SO JUST REALLY QUICKLY --YOU DON'T HAVE TO ANSWER THESE IN ORDER, BUT I LIKE TO ASK, WHAT DO YOU THINK THE BOARD MATTERS? WHY DO YOU THINK BOARD CULTURE MATTERS? WHAT YOU THINK YOUR RELATIONSHIP WITH YOUR SUPERINTENDENT MATTERS ? WHAT MATTERS ABOUT WHAT YOU DO WITH YOUR RELATIONSHIP WITH YOUR SUPERINTENDENT? WE REPRESENT DIFFERENT PARTS OF OUR COMMUNITY.

116SO I THINK THERE MAY BE DIFFERENT PEOPLE IN THE COMMUNITY FEEL LIKE THEY ARE ABLE TO TALK TO US ABOUT THEIR EXPERIENCES [ INAUDIBLE ] AND WHILE I THINK THE RELATIONSHIP WITH THE SUPERINTENDENT IS THE MOST IMPORTANT [ INAUDIBLE ] THAT IS PART OF WHY I WANTED TO JOIN THE BOARD BECAUSE THEY DO HAVE A REALLY GOOD RELATIONSHIP WITH THE SUPERINTENDENT. THERE IS A LOT OF MUTUAL RESPECT. FLOW MUCH EASIER. YEAH. THAT IS REALLY IMPORTANT. THAT IS YOUR KEY RELATIONSHIP . YOUR RELATIONSHIP WITH EACH OTHER AND YOUR RELATIONSHIP WITH YOUR SUPERINTENDENT MEASURE THE IMPACTS STUDENT OUTCOMES. ANYTHING ELSE? BOARD CULTURE IS IMPORTANT BECAUSE IT IMPACTS THE SUPERINTENDENT , WHO IS RESPONSIBLE FOR THE SCHOOL DISTRICT. YEAH. YEAH. ABSOLUTELY. SO YES . SO THE BOARD IS THIS NEXUS BETWEEN THE COMMUNITY AND THE DISTRICT AS WELL.

117LIKE , YOU ARE REPRESENTATIVES OF THE COMMUNITY. AND THEN YOU CONNECT INTERFACE WITH THE DISTRICT. YOU ARE THIS INTERESTING --YOU SIT ON TOP OF THE DISTRICT. AND YOU ARE THE LEADERSHIP ENTITY OF THE DISTRICT . WE WILL TALK ABOUT THAT COLLABORATION WITH THE SUPERINTENDENT. BUT YOU ARE THIS FLOW THROUGH BETWEEN THE COMMUNITY AND THE DISTRICT. AND WE WILL TALK ABOUT WAYS TO DO THAT AND WAYS TO NOT DO THAT BECAUSE COMMUNITY ENGAGEMENT IS INTERESTING WHEN YOU GET TO THE BOARD LEVEL. THERE ARE WAYS TO DO IT AND WAYS NOT TO NECESSARILY DO IT . BUT THAT IS PART OF THE --IN THE FUNCTION YOU PROVIDE. I WOULD LIKE TO ASK THESE QUESTIONS OF THE BOARD. THESE ARE IMPORTANT THINGS TO ASK YOURSELF. AND EVERY CHILD SHOW GROWTH ? YES. >> YEAH. >> IN EVERY CHILD

118SUCCEED AT THEIR LEVEL? WE CAN PREDICT STUDENT OUTCOMES BY SOCIAL FACTORS. WE KNOW THAT. AND IS THAT WHAT WE WANT? WE DON'T WANT THAT, RIGHT? AND WHAT PERCENT OF STUDENTS NOT GRADUATING IS ACCEPTABLE TO THE BOARD ? RIGHT? AND I --YOU KNOW, THERE ARE TIMES WHERE I WILL GET A LITTLE BIT OF PUSHBACK ON THAT QUESTION. WELL, GRADUATION IS NOT THE ONLY METRIC. AND OF COURSE IT IS NOT. GRADUATION IS NOT THE ONLY METRIC. AND WE KNOW THAT TO GET THERE IT IS ABOUT BUILDING THE ENTIRE SYSTEM FROM PRE-K UP AND FROM PRIOR TO PRE-K UP. I KNOW THE IMPORTANCE OF PRE-K . BUT WHEN WE THINK ABOUT WHAT WE SAY ABOUT WHAT IT MEANS TO BE IN OUR SYSTEM WHILE STUDENTS ARE THERE AND THEN WHAT IT MEANS TO OUR SYSTEM, WHAT DO WE

119WANT FOR OUR STUDENTS WHILE WE ARE THERE? HOW MANY OF THEM DO WE WANT TO EXIT HOWEVER LONG IT TAKES THEM TO EXIT SUCCESSFULLY BUT THEN DEFINING WHAT SUCCESS LOOKS LIKE TO THEM. WHAT PERCENTAGE OF STUDENTS IS NOT OKAY TO GET THERE ? THERE IS A PIECE OF RESEARCH OUT THERE THAT SHOWS US . THERE WAS A WHOLE STUDY ON THIS. WHAT IMPACT DO BOARD BELIEFS HAVE ON STUDENT OUTCOMES? AND WHAT THIS STUDY SHOWED IS THAT THE SINGLE BELIEF SHARED BY ALL BOARD MEMBERS JUST THAT ALL STUDENTS CAN LEARN --NOT ACHIEVE AT SOME STANDARDIZED LEVEL OR ANY PARTICULAR LEVEL. JUST THAT ALL STUDENTS CAN LEARN. THAT BELIEF MEASURABLY IMPACTS STUDENT OUTCOMES. THAT SEEMS LIKE , SURE. WHY WOULDN'T EVERYBODY BELIEVE THAT? BUT IF YOU THINK ABOUT THE OPPOSITE, IF THERE IS SOME BACKGROUND BELIEF THAT

120MAYBE NOT ALL KIDS CAN GET THERE --IF THERE IS A BELIEF THAT THAT KIND OF EXISTS OR IS IN THE BACKGROUND OF SOMEBODY'S MIND, THAT CHANGES THE WAY THAT WE VOTE. THAT CHANGES THE WAY WE WANT TO ALLOCATE RESOURCES. THAT CHANGES THE WAY WE SPEND OUR TIME. BUT IF WE ALL BELIEVE --SORRY IF WE SAY WE. I'M CUTTING MYSELF AS A BOARD MEMBER. NOT A PART OF YOUR BOARD. BUT IF WE ALL BELIEVE THAT ALL STUDENTS CAN LEARN --JUST LEARN, RIGHT? --THEN THAT ALSO CHANGES THE WAY WE ALLOCATE RESOURCES. THAT CHANGES THE WAY WE ALLOCATE OUR TIME. THAT CHANGES THE WAY WE LOOK AT WHAT PROFESSIONAL DEVELOPMENT LOOKS LIKE AND THE WAY THAT WE INTERFACE WITH OUR SUPERINTENDENT AND RELY ON HER TO MAKE RECOMMENDATIONS. IT WAS A REALLY POWERFUL STUDY. AND SO WHEN WE

121LOOK AT --WHAT'S --THE LEADERSHIP TEAM, FIRST WE HAVE THE BOARD. YOU HAVE THAT BIG AUTHORITY. YOU IN COLLABORATION WITH A LOT OF PEOPLE SET THE DIRECTION, AND YOU PROVIDE THE OVERSIGHT TO THE DISTRICT. THEN THERE IS THIS OVERLAP BETWEEN YOU AND THE SUPERINTENDENT. SUPERINTENDENT PROVIDES THE LEADERSHIP OF THE DISTRICT. HAS THAT EXPERTISE. CHIEF ACADEMIC OFFICER. AND PUTS INTO ACTION THE POLICIES THAT YOU ADOPT , THE INITIATIVES THAT YOU SAY, THIS IS THE DIRECTION WE WANT TO GO, THIS IS THE VISION. THE SUPERINTENDENT AND HER TEAM PUT THAT INTO ACTION. YOU'VE GOT YOUR ADMINISTRATIVE PROFESSIONAL AS PART OF YOUR TEAM. THAT IS KELLY. AND SHE DOES A LOT OF THE COORDINATION AND COMPLIANCE TO MAKE SURE YOU ARE OPERATING LEGALLY. SHE PROBABLY KNOWS MORE ABOUT THAT SIDE OF IT THAN ANYBODY. AND ENSURES THAT CONTINUITY OF

122PRACTICE AND THE TECHNICAL. AND THERE IS AN OVERLAP BETWEEN ALL OF THOSE PIECES . AND IN THE MIDDLE BETWEEN YOU AND THE SUPERINTENDENT THERE IS THAT OVERALL DISTRICT LEADERSHIP . THE TWO ROLES TOGETHER . THAT PROVIDES THE DISTRICT LEADERSHIP BETWEEN THE BOARD AND YOUR ADMIN PRO. THAT IS THE OPERATIONS OF THE GOVERNING BODY . AND THEN BETWEEN ADMIN PRO AND SUPERINTENDENT, THOSE ARE THE EXECUTIVE FUNCTIONS. THAT IS PUTTING THOSE THINGS INTO ACTION. IN THE MIDDLE BETWEEN ALL OF YOU, THERE IS LEADERSHIP EFFICACY. THAT IS HOW YOU FUNCTION. WHEN YOU ARE ALL WORKING TOGETHER IN A SMOOTH WAY AND YOU ARE ALL PERFORMING YOUR ROLES. THAT IS THE EFFECTIVENESS OF THE LEADERSHIP. SO HOW DO YOU IMPACTS STUDENTS IN A BROAD SENSE? YOU, AS INDIVIDUALS WITH YOUR OWN EXPERIENCES, YOUR MULTIPLE PERSPECTIVES, YOUR OWN IDEAS. IF

123THERE ONLY NEEDED TO BE ONE PERSPECTIVE, THERE WOULD ONLY NEED TO BE ONE BOARD MEMBER. YOU ARE MEANT TO COME TO THE TABLE WITH YOUR HISTORIES AND YOUR THOUGHTS AND YOUR IDEAS, YOUR INTERESTS. AND TOGETHER THEN YOU DO THE BOARD WORK . I ALWAYS SAY IT IS NOT THAT YOU CANNOT DISAGREE. YOU TALK ABOUT BRINGING THE RIGHT QUESTIONS TO THE TABLE, HAVING THE RIGHT CONVERSATIONS. THAT IS GOOD. YOU SHOULD DIG IN. AND YOU SHOULD BRING THINGS TO BOUNCE OFF OF EACH OTHER THAT ARE NOT IN AGREEMENT OR RUBBERSTAMPING. AND IT IS NOT CONFLICT THAT WE AVOID. IT IS COMBAT THAT WE AVOID. YOU CAN HAVE DISAGREEMENTS AT THE BOARD TABLE, BUT TOGETHER THAT IS RESPECTFUL, RESPONSIBLE BOARD WORK. THAT CREATES THE BOARD CULTURE WHEN YOU CAN REMAIN IN TRUST WITH EACH OTHER. AND THE BOARD

124CULTURE REALLY DOES IMPACT THE REST OF THE ORGANIZATION'S CULTURE. RIGHT? IT FLOWS OUT FROM YOU BECAUSE YOU DO IMPACT THE SUPERINTENDENT AND THE REST OF THE ORGANIZATION. THE REST OF THE DISTRICT. THEN WE KNOW THAT THAT CULTURE IMPACTS CLASSROOMS . AND OF COURSE THE CLASSROOM IS STUDENTS, RIGHT? AND SO THERE IS THIS FLOW-THROUGH FROM THE BOARD TO STUDENTS. MAYBE SOME OF YOU HAVE SEEN THIS BEFORE. THE SLIDE NEEDS TO BE UPDATED A LITTLE BIT. BUT THOSE PINK LINES ARE REALLY KEY STUDIES ON BOARD EFFECTIVENESS AND BOARDS AND SUPERINTENDENTS AND BOARD LEADERSHIP AND THE IMPACT BOARDS HAVE ON STUDENTS. BUT REALLY PRIOR TO ABOUT IT WAS KIND OF ASSUMED THAT BOARDS JUST KIND OF SAT ON TOP OF THE SYSTEM AND DID NOT KNOW MUCH AND DID NOT DO MUCH. YOU KIND OF RUBBERSTAMP THINGS THAT

125CAME THROUGH. THERE WAS ONE PROMINENT RESEARCHER WHO ACTIVELY LOBBIED AGAINST BOARDS AND WAS LIKE, WE NEED TO GET RID OF ALL OF THEM RIGHT NOW. AND WROTE ABOUT THAT ALL THE TIME. AND THEN THE LIGHTHOUSE INQUIRIES , WHICH ANYBODY WHO HAS BEEN ON THE BOARD FOR A WHILE HAS PROBABLY HEARD OF THE LIGHTHOUSE INQUIRIES --REALLY ASKED THE QUESTION, ARE WE SURE THAT BOARDS DON'T DO ANYTHING? THE ANSWER OF COURSE CAME BACK, OF COURSE BOARDS IMPACT STUDENTS. AND THAT WAS VERY EXCITING IN OUR TINY LITTLE COMMUNITY OF RESEARCHERS WHO STUDY BOARDS AND SUPERINTENDENTS. AND THEN THERE WERE ALL THESE STUDIES THAT KEPT SHOWING OVER AND OVER, YES, BOARDS IMPACT STUDENTS. AND THAT SOME OF THOSE STUDIES. SO AGAIN, IN OUR COMMUNITY, REALLY EXCITING THAT WE JUST KEEP SEEING , YES, YOU HAVE AN IMPACT ON STUDENT

126OUTCOMES BECAUSE YOU CAN IMPACT IN A GOOD WAY AND YOU CAN IMPACT IN A NEGATIVE WAY. AND WE WANT TO KEEP FOCUSING ON THAT POSITIVE IMPACT. AND SO WHAT I DID HERE IS TAKE SOME OF THESE KEY STUDIES THAT STILL GET CITED TODAY . THEY ARE LITTLE BIT OLDER, BUT NONE OF THIS HAS CHANGED. SOME OF THESE KEY STUDIES --AND ALIGNED THEM WITH, WHAT DO THEY ALL HAVE IN COMMON? THESE ARE SOME OF THE THINGS THAT HIGH-PERFORMING BOARDS DO. AND ALL OF THESE STUDIES SHOWED THAT . IN THAT VISION AND GOALS PEACE, YOU SET THAT VISION FOR THE DISTRICT. YOU SET GOALS AND EXPECTATIONS FOR EVERY STUDENT. AND YOU COMMIT TO THAT VISION. YOU COLLABORATIVELY CREATE THAT VISION. YOU ARE WORKING WITH THE SUPERINTENDENT AND HER TEAM. YOU ARE ALSO WORKING WITH COMMUNITY PRAYER THAT

127INCLUDES FAMILIES, STUDENTS , COMMUNITY PARTNERS , AND WHAT DOES YOUR COMMUNITY EXPECT? WHAT DOES COMMUNITY ENGAGEMENT LOOK LIKE ? WE WILL TALK ABOUT THAT IN A MINUTE TOO. AND THEN TO ACHIEVE THAT VISION , CLIMATE AND RESOURCES. HOW DO YOU CREATE THOSE CONDITIONS FOR SUCCESS? WE ALSO KNOW THAT WE DON'T HAVE UNLIMITED RESOURCES . BUT TO THE EXTENT POSSIBLE , HOW DO YOU ALIGN YOUR RESOURCES, WHICH ALSO INCLUDES TIME AND ATTENTION , TO YOUR STRATEGIC PRIORITIES? AND THEN CREATING A CLIMATE, WHICH IS PROVIDING THAT SENSE OF URGENCY. NOT PANIC, OF COURSE, BUT YOUR TIME AND ATTENTION TO TALKING ABOUT YOUR STRATEGIC PRIORITIES IN A WAY THAT INFLUENCES YOUR SUPERINTENDENT AND HER TEAM TO, LIKE , YOU KNOW --THESE ARE OUR PRIORITIES. THIS IS WHAT WE WANT TO DO. AND MAKING THAT PART OF YOUR MEETINGS,

128YOUR AGENDAS. WHAT YOU TALK ABOUT. WHAT YOU HAVE WORK SESSIONS ON AND THE INFORMATION YOU WANT TO GIVE BACK. DATA AND MONITORING. YOU MENTIONED THAT YOU ARE DOING BETTER WITH DATA. WE WILL TALK ABOUT THAT AS ONE OF THE GOVERNMENT STANDARDS. HOLDING THE SYSTEM ACCOUNTABLE. AND WHAT DOES THAT MEAN ? BUT THAT IS PART OF --YOU KNOW, YOU'VE GOT A STRATEGIC PLAN OR STRATEGIC PRIORITIES. HOW DO YOU FOLLOW UP ON THOSE? AND THAT DOES MEAN HAVING A MONITORING PLAN. SO I DO A LOT OF STRATEGIC PLANNING WITH BOARDS AND DISTRICTS. AND I NEVER LEAVE THEM WITHOUT DEVELOPING A MONITORING PLAN FOR THAT BECAUSE YOU CAN HAVE A BEAUTIFUL STRATEGIC PLAN . POSTER ON THE WALL OR ON THE WEBSITE . BUT IF YOU AS A BOARD ARE NOT BUILDING INTO YOUR CALENDAR , HERE ARE

129THE UPDATES WE ARE GOING TO RECEIVE WITH WHAT KIND OF DATA AND WHAT TIMES OF THE YEAR , IT DOES NOT GET MEASURED. IT DOES NOT GET FOLLOWED UP ON. THE DISTRICT MAY BE DOING THEIR WORK, BUT ARE YOU AS A BOARD DOING YOUR SIDE OF IT? WHICH IS MONITORING FOR PROGRESS AND THEN HELPING MAKE ADJUSTMENTS WHERE NECESSARY. COHESIVE TEAMING . HE TALKED ABOUT THAT. LEARNING TOGETHER AS A BOARD TEAM. BOARDS DO BOOK STUDIES. HAVING THAT UNIFIED GOVERNANCE. WE TALKED ABOUT THAT. WE USED A DIFFERENT TERM FOR THAT. BUT THAT BELIEVES AND VALUES ALSO ABOUT WHAT STUDENTS CAN DO, HOW THEY CAN LEARN. COMMUNITY ENGAGEMENT. THAT IS ABOUT ENGAGING THE COMMUNITY. HAVING A COLLABORATIVE RELATIONSHIP ARE AT AN APPROPRIATE -- IN APPROPRIATE WAYS. AGAIN, THERE IS A WAY TO NOT ENGAGE INDIVIDUALS AND TAKE COMPLAINTS

130AND THINGS LIKE THAT, WHICH I HAVE SOME SCENARIOS ABOUT , BUT WHAT DOES YOUR COMMUNITY EXPECT FROM YOU ? WHICH IS HIGHLY INDIVIDUALIZED FOR DISTRICT . BUT THEN HOW DO YOU AS A BOARD GO ABOUT ENGAGING OR PARTNERING WITH YOUR SUPERINTENDENT BECAUSE A LOT OF COMMUNITY ENGAGEMENT COMES THROUGH THE DISTRICT AND NOT NECESSARILY THROUGH THE BOARD. BUT HOW DO YOU AS A BOARD REPRESENT THE COMMUNITY IN A WAY THAT THEY DON'T FEEL ALIENATED FROM YOU AS WELL. AND THEN POLICY AND ACCOUNTABILITY. NOT JUST THE POLICIES YOU ADOPT IT BECAUSE THAT IS HOW WE TALK ABOUT POLICY. BUT ALSO THE BIG PRACTICES , RIGHT? THIS IS ABOUT GOVERNANCE. THIS IS ABOUT NOT MANAGEMENT. THIS IS ABOUT YOUR ROLE AT THAT 30,000 FOOT LEVEL. BEING ACCOUNTABILITY DRIVEN AND NOT MANAGEMENT. I ALWAYS SAY TO BOARDS, LIKE ,

131IT'S NOT THAT YOU DON'T GET TO MANAGE. YOU DON'T HAVE TO MANAGE. WE DON'T WANT TO MANAGE. WE HAVE HIRED OTHER PEOPLE TO DO THE MANAGING. ANY THOUGHTS OR QUESTIONS ABOUT THIS? OKAY. SO WE WENT TO LOOK AT THE OTHER SIDE TOO. THESE ARE THE THINGS WE WANT TO AVOID. A COUPLE OF NOTABLE STUDIES ON THIS THAT ARE STILL CITED. WHEN WE HAVE NEGATIVE OUTCOMES AND NEGATIVE IMPACTS ON STUDENT OUTCOMES . SO THEN WE HAVE MEETINGS THAT ARE LESS ORDERLY . LESS RESPECTABLE. OR SOMETIMES THERE ARE BOARD MEMBERS WHO, LIKE , TALK THE WHOLE MEETING AND NOBODY GETS A WORD IN EDGE WISE, RIGHT? LESS TIME SPENT ON STUDENT ACHIEVEMENT. AND THAT DOESN'T NECESSARILY MEAN TALKING ABOUT CLASSROOM BY CLASSROOM. BUT IT MEANS, ARE WE TALKING ABOUT OUR PRIORITIES LESS? WE ALL KNOW THERE IS

132BUSINESS ON THE BOARD THAT NEEDS TO BE DONE THAT IS ABOUT , LIKE, APPROVING THE CONTRACT FOR THE BOILER OR SOMETHING LIKE THAT. WE ALL HAVE TO DO STUFF LIKE THAT, BUT WHAT ARE WE REALLY FOCUSED ON IN OUR MEETINGS? ARE WE FOCUSED ON IN THE AND STUDENT OUTCOMES? IS THAT OUR NORTHSTAR? MEMBERS SEEKING TO ADVANCE THEIR OWN AGENDAS. RIGHT? LIKE, YOU ALL SHARED WHY YOU ARE ON THE BOARD . THIS IS IN THE INTEREST OF ALL STUDENTS. YOU ALL CAME ON WITH INTERESTS AND WITH PASSION, BUT I ALSO DID NOT HEAR ANYBODY SAY, I'M ON THE BOARD TO GET A PRINCIPAL FIRED. RIGHT? THAT IS AN AGENDA. RIGHT? AND THERE IS RESEARCH THAT SHOWS THAT PROFESSIONAL DEVELOPMENT ACTUALLY MITIGATES PERSONAL AGENDAS BECAUSE WHEN BOARD MEMBERS GET PROFESSIONAL DEVELOPMENT ON THEIR ROLES AND RESPONSIBILITIES ,

133THEY TEND TO REALIZE, OH, IT IS NOT MY JOB TO TAKE INDIVIDUAL ACTION OR TO COME AND DO A VERY SPECIFIC THING. LESS EFFECTIVE WORKING RELATIONSHIPS. THAT BOARD CULTURE PIECE IS REALLY IMPORTANT. LESS RELIANCE ON YOUR SUPERINTENDENT FOR ADVICE AND INPUT. SO WHEN YOU ARE A BOARD THAT DOES NOT TREAT YOUR CHIEF ACADEMIC OFFICER AS A CHIEF ACADEMIC OFFICER, THAT WILL IMPACT STUDENTS . AND THEN LET'S FOCUS ON GOVERNANCE. THAT WAS THE ONE STUDY. THE OTHER ONE WAS BEING ONLY VAGUELY AWARE OF WHAT IS GOING ON, RIGHT? WE WANT YOU TO KNOW. WE DON'T WANT YOU TO MANAGE, BUT IT IS IMPORTANT TO KNOW WHAT IS HAPPENING IN THE DISTRICT AND WHAT IS GOING ON. YOU HAVE TO MAKE REALLY BIG DECISIONS ABOUT WHAT IS --WHAT PROGRAMS ARE WE GOING TO ADOPT ? WHAT CURRICULUM

134ARE WE GOING TO ADOPT? WHAT DOES THE BUDGET SAY? AND IT IS IMPORTANT TO KNOW THE INFORMATION BEHIND WHAT YOU ARE PUTTING ON. MAKING EXCUSES . EXTERNAL PRESSURES. WE KNOW WE CANNOT CONTROL EVERYTHING. THAT IS PART OF STUDENTS' LIVES. BUT WHEN WE GET TO THE POINT OF BLAMING STUDENTS FOR PERFORMANCE , WHEN WE EXTERNALIZE WHAT IS GOING ON IN THE DISTRICT TO, WELL, WE JUST CANNOT GET STUDENTS TO LEARN , THAT WILL HAVE NEGATIVE IMPACTS ON STUDENT OUTCOMES. MICROMANAGEMENT, OF COURSE. WE TALK ABOUT THAT AD NAUSEAM. IT IS NOT THAT YOU DON'T GET TO. YOU DON'T HAVE TO. WHEN STAFF DON'T KNOW WHAT THE BOARD DOES , WE WANT STAFF TO BE FAMILIAR WITH THE BOARD AND NO WHAT YOU DO AND ALSO KNOW THE LIMITS OF WHAT YOU CAN AND CANNOT DO. THE ROLE

135OF THE BOARD IS REALLY IMPORTANT BECAUSE THERE ARE LIMITS TO WHAT YOU CAN AND CAN'T DO. AND A LOT OF PEOPLE ESPECIALLY IN THE COMMUNITY --I SAY THIS TO EVERY BOARD. NO ONE KNOWS WHAT A BOARD MEMBER DOES [ INAUDIBLE ] BECAUSE PEOPLE TEND TO THINK ABOUT INDIVIDUAL BOARD MEMBERS LIKE THEY DO ABOUT INDIVIDUAL LEGISLATORS, RIGHT? YOU CAN COME ONTO THE BOARD WITH A PLATFORM. YOU CAN ADVANCE THAT INDIVIDUAL PLATFORM. AND THAT IS YOUR JOB. YOU COME OUT AND SPEAK AGAINST YOUR COLLEAGUES. YOU SPEAK AGAINST INITIATIVES. AND THAT IS NOT WHAT WE DO. WE CANNOT DO THAT. BUT PEOPLE DON'T KNOW THAT. AND THAT'S OKAY. IT IS OUR JOB TO EDUCATE THEM. AND MAKING SURE THERE IS THAT COMMUNICATION WHEREVER POSSIBLE . OPPORTUNITIES IS IMPORTANT. ANECDOTES AND PERSONAL EXPERIENCES DRIVING DECISIONS INSTEAD OF DATA .

136IS IT OKAY TO BRING OUR PERSONAL EXPERIENCE AS A LENS? YES. WE HAVE EXPERTISE IN CERTAIN AREAS . BUT MAKING A DECISION FOR THE ENTIRE DISTRICT BASED ON A STORY IS NOT , RIGHT? WE ARE STILL MAKING DECISIONS FOR THE ENTIRE DISTRICT . AND THAT IS HARD WHEN WE MAKE A DECISION FOR THE ENTIRE DISTRICT BASED ON ONE-STORY , RIGHT? ANY QUESTIONS ABOUT ANY OF THIS? OR THOUGHTS ? STAFF [ INAUDIBLE ] OF ALL OF THESE, THIS IS THE ONLY ONE THAT WE HAVE LITTLE ABILITY TO CONTROL. YOU MENTIONED THE COMMUNITY. IN TERMS OF EDUCATING STAFF EVERYTHING ELSE ON HERE ABOUT US GETTING INVOLVED. SURE. DO YOU HAVE OPPORTUNITIES FOR --WELL, I WONDER --MY QUESTION TO YOU IS, WHEN YOU GET DATA , DO STAFF HAVE PRESENTATIONS THEY MAKE ? HOW DOES THAT WORK ?

137IS THERE SOME GOODIES FOR INFORMATION? MONTHLY STAFF PRESENTS TO THE BOARD . AND THAT IS ONE WAY, RIGHT? SO I'M ASSUMING CABINET FOLKS KNOW YOU ALL . I DON'T FEEL LIKE THAT IS NECESSARILY A PROBLEM, BUT THAT IS ONE WHERE WE HAVE LESS CONTROL. HAVING MORE PRESENTATIONS. SURE. YEAH. I COULD SEE IF YOU ARE IN A SCHOOL DISTRICT WHERE STAFF NEVER PRESENTED [ INAUDIBLE ] THEY DIDN'T COME TO THE MEETINGS. THAT IS WHAT THIS IS SAYING. THIS WOULD HAVE A NEGATIVE EFFECT. I WILL SAY THAT SOMETIMES COMING INTO THIS BUILDING I DON'T NECESSARILY KNOW THE PERSON IN THE FRONT. THEY DON'T NECESSARILY KNOW WHO I AM. A LITTLE BIT AWKWARD TOO. SUPPOSED TO BE HERE. [ LAUGHTER ] >> WELL, YOU ARE --[ INAUDIBLE ] [ LAUGHTER ] YOU ARE A BIG ENOUGH DISTRICT WHERE

138YOU ARE NOT GOING TO KNOW EVERYBODY. BUT THAT IS NOT GOING TO HAPPEN. I HAVE THE SAME PROBLEM WHERE I WORK --WALK INTO THE DISTRICT'S OFFICE. [ INAUDIBLE ]. BUT I THINK OUR STAFF AWARE OF WHAT THE BOARD DOES . ESPECIALLY KEY STAFF THAT WOULD PRESENT . AND, YOU KNOW, DO YOU HAVE SOMETIME CELEBRATIONS FOR RETIREES OR SOMETHING LIKE THAT? AND IS THERE A GENERAL AWARENESS OF WHAT THE BOARD DOES ? AND, YOU KNOW, IF THAT NEVER HAPPENED, THAT WOULD BE SOMETHING THAT YOU WOULD MAYBE WANT TO LOOK AT. BUT IT SOUNDS LIKE THERE ARE OPPORTUNITIES FOR THAT. THAT LIKELY HAPPENS. [ LAUGHTER ] WHAT WE REALLY LOOK LIKE. [ LAUGHTER ] [ INAUDIBLE ] THE PRESIDENT OF THE UNITED STATES [ INAUDIBLE ] [ LAUGHTER ] [ INAUDIBLE ] OVERALL, GOVERNANCE AND MANAGEMENT. YOU

139ADOPT A POLICY . AND THEN YOUR SUPERINTENDENT AND HER TEAM GETS TO IMPLEMENT THAT POLICY. THERE ARE TIMES WHERE THERE ARE ADMINISTRATIVE REGULATIONS THAT GO ALONG WITH THE POLICY THAT ARE NECESSARILY MORE DETAILED THAN THE POLICY IS. YOU DON'T ADOPT THOSE . OFTENTIMES THE COMMAS RECOMMENDATIONS FROM OSBA. BUT YOU DON'T ADOPT THOSE BECAUSE IF YOU DID, THEN ONLY YOU COULD CHANGE THEM. THEY ARE MEANT TO BE CHANGED OR MODIFIED . YOU ADOPT THE BUDGET. DISTRICT GETS TO SPEND IT. YOU ADOPT PROGRAM AT TIMES . IT GETS IMPLEMENTED BY THE DISTRICT . YOU ADOPT CURRICULUM. THAT LIKELY COMES TO YOU AS A RECOMMENDATION. PROBABLY THROUGH A LONG PROCESS. YOU GET TO ENGAGE THE COMMUNITY. AND SO DOES THE DISTRICT IN DIFFERENT WAYS. DISTRICT FOLKS ARE ON THE GROUND EVERY DAY ENGAGING COMMUNITY IN A PRETTY INDIVIDUALIZED

140WAY. AND THEN YOU ARE DOING SO IN A MUCH MORE BROADWAY. AGAIN, NOT TAKING COMPLAINTS. WE ARE GOING TO GO THROUGH SOME OF THAT. WHAT IS A WAY IN WHICH YOU NEED TO ENGAGE THE COMMUNITY IN A BROADWAY AND THEN NEED TO STEP BACK WHEN THAT IS APPROPRIATE? AND THEN INFORMED OVERSIGHT AND MONITORING. YOU ARE NOT GETTING INTO THE WEEDS, BUT WE WANT YOU TO KNOW WHAT IS HAPPENING. AND YOU ARE DOING MONITORING. AND THEN DATA AND INFORMATION. [ INAUDIBLE ] IN OTHER WORDS , YOU ARE SITTING ON THE PLANE , AND YOU GET TO BUY YOUR TICKET AND SAY WHERE YOU WANT TO GO, BUT YOU ARE NOT KNOCKING ON THE DOOR THE COCKPIT SAYING, PLEASE LET ME IN. I WOULD LIKE TO STEER. I DON'T KNOW WHAT THEY DO. YOU ARE NOT THE

141PILOT . YOUR SUPERINTENDENT IS THE PILOT. YOU ARE NOT TELLING HER HOW TO FLY . SO BALANCED GOVERNANCE THEN JUST TO INTRODUCE THE CONCEPT IS ON ONE SIDE IS THE DISENGAGED BOARD. IT IS THE RUBBERSTAMP . WE DON'T WANT YOU TO BE THAT BOARD. WE DON'T WANT YOU JUST TO SAY YES FOR THE SAKE OF SAYING YES AND FOR THE SAKE OF AGREEMENT AND FOR THE SAKE OF LOOKING COHESIVE BECAUSE THAT IS NOT A POSITIVE THING TO DO. AND WE ALSO DON'T WANT YOU TO BE ON THE MICROMANAGING SIDE. WE TALK A LOT ABOUT THE MICROMANAGING SIDE, FRANKLY, BECAUSE WE LIKE TO SEE -- TEND TO SEE MORE OF THAT. AND THAT IS NOT BECAUSE ANYBODY HAS ANY MALICIOUSNESS INSIDE OF THEM. IT IS BECAUSE WE WANT TO HELP. AND TO HELP, WE WANT TO

142GET INVOLVED. BUT BOTH OF THOSE THINGS ARE REALLY IMPORTANT. WE WANT YOU TO HAVE THAT INFORMED OVERSIGHT PIECE, WHICH IS RIGHT IN THE MIDDLE OF THOSE TWO THINGS. SO HOW DO WE GET THERE? SO NOW I'M GOING TO TALK ABOUT THE EVIDENCE-BASED STANDARDS OF PERFORMANCE. SO DR. TOM --AND IF ANYBODY CAME TO PRECONFERENCE A COUPLE YEARS AGO, HE WAS THERE. HE RAN OUR PRECONFERENCE. HE IS A WORLD-RENOWNED RESEARCHER . HE WORKS AT A SMALL UNIVERSITY RIGHT NOW IN SEATTLE. HE IS ALSO A DISTRICT SUPERINTENDENT. I DON'T KNOW HOW HE DOES THESE THINGS... AND HE DEVELOPED A FRAMEWORK CALLED BALANCED GOVERNANCE AFTER MANY DECADES OF HIS OWN RESEARCH AND ALSO OTHERS' RESEARCH THAT IS SHOWN TO MEASURABLY IMPROVE STUDENT OUTCOMES WHEN BOARDS ARE WORKING TOWARD THESE STANDARDS. NOT DOING THEM PERFECTLY BECAUSE THAT SETS YOU UP

143FOR FAILURE, BUT WORKING TOWARD THESE AND UNDERSTANDING WHAT THESE LOOK LIKE. SO THAT FIRST ONE IS VISION DIRECTED PLANNING LIKE I MENTIONED . ENGAGING STAFF AND THE COMMUNITY IN THAT SHARED VISION FOCUSED ON STUDENT LEARNING. SO WHAT DOES THAT LOOK LIKE? THAT IS DEVELOPING THAT VISION . THAT IS ASPIRATIONAL AND YET ACHIEVABLE . WORKING WITH --RECOGNIZING THAT ALL SEGMENTS OF YOUR COMMUNITY WANT TO BE INVOLVED IN THAT. AND I WILL SAY THAT WHEN YOU INVOLVE STUDENTS IN THAT AS WELL, THAT IS INCREDIBLY POWERFUL. AND I'M GUESSING YOU LIKELY WOULD . BUT I WORKED WITH THE DISTRICT IN THEIR STRATEGIC PLAN, AND THEY INVOLVE STUDENTS IN THAT WHOLE THING. STUDENTS WHO WERE NOT SHY TO SPEAK UP. AND STUDENTS WHO IDENTIFY WHAT THEY NEED. THEY WILL TELL YOU WHAT THEY NEED, AND IT IS INCREDIBLY POWERFUL

144AS A GUIDING FORCE TO GET INTO THAT. I WILL ALSO TELL YOU AS A LITTLE BIT OF AN ASIDE, LAST TIME I WAS HERE, YOU HAD TWO STUDENT REPS JOIN THE WORK SESSION, AND BACK THEN -- 2018 OR '19 --WE DID NOT HAVE AS MANY BOARDS AROUND THE STATE THAT HAD STUDENT REPS. AND WE HAVE MANY MORE NOW. BUT ALL THROUGHOUT THOSE YEARS IN BETWEEN, BOARDS CALLED ME AND WOULD --OR MY WHOLE TEAM --AND WOULD SAY, LIKE EMMA WE'RE THINKING ABOUT IMPLEMENTING A STUDENT REP PROGRAM. DO YOU HAVE ANY EXAMPLES OF WHO IS DOING THAT? AND I POINTED TO YOU BECAUSE YOU WERE ONE OF THE FEW I WORKED WITH AT THE TIME THAT DID --THAT INVOLVED YOUR STUDENT REPS. BECAUSE AT THE TIME WHAT I WOULD SEE IS, LIKE, THEY CAME TO BOARD MEETINGS.

145THEY GAVE UPDATES ON SPORTS AND THEN THEY WERE DISMISSED. RIGHT? AND WHAT I SAW IN THE WORK SESSION WE WERE IN IS THE STUDENT REPS AT THE TIME WERE TALKING. YOU KNOW, YOU HAVE BEEN SPEAKING UP. I KNOW THAT YOU WERE BOTH INVITED TO BE PART OF THIS. SO I -- I DON'T KNOW WHAT YOUR BOARD MEETINGS LOOK LIKE, BUT I REALLY THINK THAT THIS DISTRICT IS A MODEL OF THAT INVOLVEMENT. I DON'T KNOW HOW MANY TIMES YOU WERE CALLED ABOUT THAT. BUT I POINTED FOLKS TO YOU. COMMUNITY ENGAGEMENT THEN IS THE BOARD ACTIVELY LISTENING TO DIVERSE VOICES. HOW DO WE GET TO GROUPS WE DON'T NORMALLY HEAR FROM? WHO DON'T EMAIL THE BOARD. YOU DON'T COME TO BOARD MEETINGS. IT IS NOT ABOUT NECESSARILY JUST ATTRACTION BUT ABOUT GOING TO AS WELL. LIKE ,

146HOW DO WE GET --HOW DO WE GET ALL THE VOICES WE NEED TO HEAR FROM? WHO IS AT THE TABLE ? WHO ARE WE POSITIVELY IMPACTING AND NEGATIVELY IMPACTING? AND THAT FEEDBACK ACTUALLY INFLUENCES DECISIONS , RIGHT? OFTEN COMMUNITY WILL SOMETIMES FEEL LIKE , YEAH, WE GIVE YOU FEEDBACK, BUT THE DECISION WAS ALREADY MADE. AND WE DON'T WANT FOLKS TO FEEL LIKE THAT. AND ENGAGEMENT IS ONGOING. IT IS CYCLICAL. EFFECTIVE LEADERSHIP. THAT IS THE FOCUS AND DIRECTION THAT FOSTERS STUDENT LEARNING. AND SO THE BOARD IS FOCUSED ON STUDENT OUTCOMES , RESPECTS ITS ROLES AND RESPONSIBILITIES, RESPECTS OTHER ROLES AND RESPONSIBILITIES AND HOLDS ITSELF ACCOUNTABLE TO AGREEMENTS. DO YOU HAVE A BOARD OPERATING AGREEMENT? OKAY. YOU DO. SO HAVING THAT AS AN ACTIVE PIECE . NOT JUST SOMETHING YOU LOOK AT ONCE A YEAR AND THEN SORT

147OF PUT AWAY. BUT IF THAT NEEDS TO BE SOMETHING YOU REFER TO OR THAT AS PART OF YOUR ON BOARDING , OR IS PART OF YOUR GOVERNANCE DOCUMENTS THAT YOU HOLD YOURSELF ACCOUNTABLE TO THOSE THINGS. AND THEN ACCOUNTABILITY. THAT IS THAT MONITORING PEACE THAT YOU HAVE THOSE HIGH EXPECTATIONS ARE THAT YOU HOLD THE DISTRICT ACCOUNTABLE FOR REACHING THOSE RESULTS. THIS IS WHERE YOUR RESOURCES TO THE EXTENT POSSIBLE ARE ALIGNED WITH YOUR STRATEGIC VISION AND GOALS. DATA IS USED TO ASK QUESTIONS, TO ENSURE PROGRESS , TO ADJUST THE DIRECTION WHEN NEEDED . AGAIN, THIS IS THE MONITORING PLAN PART. I'M GOING TO PAUSE HERE AND SAY , WHEN YOU LOOK AT THIS , WHAT DO YOU THINK YOU ARE GOOD AT? WHAT RESONATES AS, HEY, WE DO THIS? I THINK THE ACCOUNTABILITY PIECE. A COUPLE YEARS

148AGO WE REALLY MADE AN EFFORT TO HAVE MORE DATA IN OUR BOARD MEETINGS. MEASURE OURSELVES . TRYING TO DRILL INTO THAT . THAT IS WHEN I THINK WE HAVE GOTTEN PRETTY GOOD. I THINK EFFECTIVE LEADERSHIP. WE FOCUS ON STUDENT [ INAUDIBLE ] THERE'S A LOT OF COMMUNITY ENGAGEMENT GOING ON . AND A LOT OF IT IS STUDENT CENTERED IN TERMS OF INVESTING IN WHAT THE PARENTS --HOW THE PARENTS FEEL, HOW THE STUDENTS FEEL , AND DIFFERENT CIRCLE GROUPS. WE TALKED ABOUT EARLIER. WHAT WOULD YOU WORK ON? I THINK EVEN THE COMMUNITY ENGAGEMENT. EVEN THOUGH WE ARE DOING IT. THE DIVERSE VOICES. THE DIFFERENT WAYS DIFFERENT GENERATIONS OF PARENTS COMMUNICATE . IT IS HARD TO KEEP UP WITH IT . AND LIKE YOU SAID, DIVERSE VOICES AS WELL. YEAH. [ INAUDIBLE ] I WILL SAY THAT

149IS OFTEN THE ANSWER. WE ARE DOING IS REALLY WELL, AND WE NEED TO DO IT BETTER. AND I DON'T KNOW IF YOU HEAR THIS TOO, BUT OFTEN WHAT WE HEAR IS THERE ARE SOME FAMILIES THAT THINK --FEEL LIKE, WE ARE NOT BEING COMMUNICATED WITH ENOUGH. SOME FAMILIES ARE LIKE , I GET WAY TOO MANY EMAILS. I GET WAY TOO MANY THINGS. AND IT IS VERY HARD TO FIND THAT BALANCE . THAT IS A TOUGH ONE. ANYTHING ELSE THAT YOU WOULD WISH TO WORK ON? I OBSERVED ONE RECENT SCHOOL BOARD MEETING WHERE I FELT LIKE THE HACIENDA SITUATION IT SEEMED LIKE THE CITY WASN'T ENGAGING CORRECTLY WITH THE SCHOOL BOARD, IF THAT MAKES SENSE. I OBSERVED A DISCONNECT . THAT IS NOT SOMETHING FOR YOU GUYS TO WORK ON. IT IS MORE ON ME. I OBSERVED

150THAT I WOULD HAVE ONE OF THE CITY TO SEE THIS PRESENTATION AND UNDERSTAND A LITTLE BETTER HOW TO RESPECTFULLY GIVE THE BOARD A LITTLE MORE NOTICE ON IMPORTANT DECISIONS BECAUSE IT SEEMED LIKE THEY HAD NOT ENGAGED YOU GUYS APPROPRIATELY AHEAD OF TIME. AND THAT WOULD HAVE MADE A BIG DIFFERENCE. WHAT YOU WERE SAYING ABOUT THE SQUEAKY WHEEL. A LOT OF TIMES THERE IS GROUPS THAT HAVE AN ISSUE. THEY COME TO THE BOARD AND KNOW HOW TO COMMUNICATE. THEY GET THEIR POINT ACROSS. OTHER GROUPS ARE SAYING, THEY ARE ONLY LISTENING TO THESE PEOPLE THAT ARE LOUD AND OBNOXIOUS. WHAT ABOUT HOW WE FEEL? HOW DO WE REACH EVERYBODY BEFORE YOU GET TO THAT POINT ? YEAH. I DO THINK THE VISION DIRECTED PLANNING --I DO THINK --I THINK WE ARE GOOD AT ALL FOUR OF THESE

151THINGS. I THINK ALL FOUR OF THESE THINGS HAVE OPPORTUNITIES FOR IMPROVEMENT IN THEM. SO THAT LONG-TERM GOALS. HOW DO WE GET REALLY CLEAR ON THE SHORT-TERM , INTERMEDIATE, AND THE LONG-TERM AND THREAD THE STORY? BECAUSE AS YOUR BOARD'S TURNOVER EVENTUALLY EVERY TWO YEARS , IT GETS REALLY IMPORTANT FOR THE CURRENT TWO-YEAR BAORDS TO BE ABLE TO WORK WITH THE SUPERINTENDENT TO THREAD THE STORY FOR THE LONG-TERM GOALS SO THE NEXT BOARDS KNOW HOW TO PICK IT UP . IF YOU WANT GOOD COHESIVE WORK BETWEEN YOUR GOVERNMENT 'S BOARD AND YOUR OPERATIONAL SUPERINTENDENT . AND THAT COULD BE A TOOL THAT DOESN'T GET USED AS MUCH. YEAH. ABSOLUTELY. AND HAVING THOSE STRATEGIC PRIORITIES IS THAT STORY. AND I THINK THAT IS THE PERFECT FRAMEWORK. HAVING SHORT-TERM BEING --IT CAN BE WHATEVER YOU DECIDE DEPENDING ON THE

152GOAL. THERE ARE SOME THINGS THAT ARE SIX MONTHS, RIGHT? THEN THERE ARE THINGS --OKAY, THIS IS GOING TO TAKE A FULL YEAR. SOMETIMES SHORT-TERM IS TWO YEARS DEPENDING ON WHAT THE DATA IS. MEDIUM TURN. DOES THAT BLEED OVER INTO THE NEXT TERM OF BOARD MEMBERS? LONG-TERM, SOMETIMES THAT IS 10 YEARS BECAUSE THERE COULD BE A BOND INVOLVED. THE BUILDING OF A NEW SCHOOL SOMETIMES. DEPENDING ON THE GOAL. BUT SETTING THOSE THINGS IN ADVANCE CAN REALLY BUILD A FRAMEWORK FOR THE DISTRICT'S WORK REGARDLESS OF TURNOVER. AND THEN THAT SETS THAT FOUNDATION FOR INCOMING BOARD MEMBERS THAT ARE LIKE , WOW. OKAY. THIS PREVIOUS BOARD DID A TON OF WORK THAT I CAN STEP INTO. IS THERE ALWAYS A RISK THAT A NEW BOARD CAN THROW IT COMPLETELY OUT ? SURE. BUT THEN THERE IS ALSO THE

153GREAT OPPORTUNITY FOR NEW BOARD MEMBERS TO STEP IN AND JUST PICK UP THE THREAD AND KEEP GOING AND PUT THEIR STAMP ON IT AS WELL. BUT KEEP GOING AND JUST CONTINUE THAT PROGRESS AS WELL. AND THAT IS SUCH GOOD WORK. AND THE MORE COMMUNITY ENGAGEMENT MAKES IT REALLY HARD FOR A NEW BOARD TO COME IN. THAT IS RIGHT. WHEN YOU ENGAGE THE COMMUNITY AND THE MORE PEOPLE YOU GET INVOLVED IN THE MORE BACKING YOU HAVE FROM THE COMMUNITY. THAT WOULD BE REALLY DIFFICULT TO THEN BE LIKE, NOPE. I'M GOING TO BE THE JERK. [ LAUGHTER ] >> YEAH. EXCELLENT WORK . SUPER INVOLVED WORK. BUT REALLY GOOD WORK FOR A BOARD TO DO. THIS MORNING WE HAD A REALLY NICE , VERY DETAILED PRESENTATION ON STRATEGIC PLANNING FOR THE LAST FIVE YEARS. IT MADE ME

154FEEL MUCH MORE CAUGHT UP . A LOT OF GOOD COMMENTS TOO. SEEMS LIKE IT WOULD BE THE SAME FOR YOU GUYS TOO TO GET CAUGHT UP. OKAY. THANK YOU. NEXT . I WILL ASK THE SAME QUESTIONS. SO STANDARD FIVE IS VERY RELATED TO STANDARD FOUR. THIS IS WHERE YOU USE STATED TO DO STANDARD FOUR, WHICH IS THAT MONITORING AND ACCOUNTABILITY PIECE. SO USING MEANINGFUL QUALITY DATA. WHEN I SAY DATA, I JUST MEAN INFORMATION. IT DOES NOT NECESSARILY JUST MEAN STUDENT ACHIEVEMENT DATA. IT CAN MEAN FINANCIAL DATA. IT CAN MEAN COMMUNITY ENGAGEMENT DATA. STUDENT WELLNESS DATA. IT CAN MEAN ANYTHING. USING IT FROM MULTIPLE SOURCES TO THE EXTENT THAT YOU HAVE IT AVAILABLE. AND THAT HELPS YOU GUIDE DECISIONS AND EVALUATE THE IMPACT OF THE PROGRAMS THAT YOU ARE LOOKING AT. IN MY DISTRICT , WE

155HAVE WHAT IS CALLED AN ACADEMIC RETURN ON INVESTMENT. AND SO EVERY YEAR WE ARE LOOKING AT, OKAY, WHAT DID THIS PROGRAM DO? DO WE ABANDON IT, KEEP IT, OR ADJUST IT ? AND LOOKING AT DATA TO SAY, YOU KNOW, HOW DOES THIS MOVE ? AND WHAT'S THE RECOMMENDATIONS OF OUR SUPERINTENDENT ? NOT TO SAY THAT IS THE WRITER OF WHAT YOU HAVE TO DO , BUT WHAT SHOULD EVERY BOARD DO WITH THE DATA THAT THEY GET ? HOW DO THEY ADJUST OR KEEP GOING BASED ON WHAT YOU ARE GETTING BACK? CULTURAL RESPONSIVENESS THEN IS RECOGNIZING THAT DIVERSITY COMES IN MANY DIFFERENT FORMS . THAT OUR JOB AS BOARD MEMBERS IS TO CREATE A WELCOMING ENVIRONMENT AND REDUCE AND ELIMINATE BARRIERS TO ACCESS FOR ALL STUDENTS . THIS CAN LOOK LIKE AN EQUITY LENS BEING APPLIED

156TO OUR DECISIONS . WHO IS AT THE TABLE FOR THIS DECISION? WHO DOES THIS POSITIVELY IMPACT? WHO DID WE MISS? WHAT WERE THE ASSUMPTIONS THAT WE MADE WHEN WE APPROACH TO THIS DECISION AND WHEN WE MADE IT? AND THOSE QUESTIONS CAN BE OVERLAID ON ANYTHING. AND ESPECIALLY BIG THINGS. LOOKING AT SEGREGATED DATA AND EXAMINING EVEN POLICY REVIEWS FOR BIAS . THERE IS GREAT BIAS STRAINING OUT THERE THAT ALL BOARDS CAN DO IF YOU'RE INTERESTED IN. ELEVATING UNDERREPRESENTED VOICES AS PART OF THIS CAN BE REALLY TRANSFORMATIVE IN BOARD WORK . CULTURE AND CLIMATE THEN IS CREATING THAT CLIMATE OF EXPECTATIONS THAT ALL STUDENTS CAN LEARN . FOSTERING A CULTURE OF A SAFE AND WELCOMING ENVIRONMENT . AND THE BOARD MODELING THAT RESPECT , RECOGNIZING SUCCESS, ENSURING SAFE , INCLUSIVE ENVIRONMENT FOR ALL. THAT GOES HAND IN

157HAND WITH NUMBER SIX. BUT THIS EXTENDS TO STAFF TOO. IT EXTENDS TO EVERYBODY TO THE WHOLE DISTRICT. COMMUNITY MEMBERS AND FAMILIES. EVERYBODY. AND MODELING. WELCOMING, INCLUSIVE ENVIRONMENT. AND THEN BEING A LEARNING ORGANIZATION. EXPECTING AND WANTING THAT SELF REFLECTION, THAT RENEWAL . YOU KNOW, WE WANT OUR TEACHERS TO DO PROFESSIONAL DEVELOPMENT, BUT WE SHOULD DO THAT OURSELVES . AND OUR SUPERINTENDENT. AND JUST RECOGNIZING THAT CONTINUOUS LEARNING IS HEALTHY FOR EVERYBODY. AND BEING WILLING TO SELF REFLECT AND CHANGE AND GROW AND USING THAT AS A BOARD TO GUIDE OUR OWN CONTINUOUS IMPROVEMENT. SO I WILL ASK THE SAME QUESTIONS. WHAT DO YOU FEEL LIKE YOU ARE DOING WELL? WHAT IS GOING WELL? I WOULD SAY THAT THE CULTURE CLIMATE IS WELCOMING IN TERMS OF THE BOARD MEETINGS IN THAT IT DOES FEEL LIKE ANYONE CAN COME INTO

158A BOARD MEETING. I DON'T FEEL --THINK IT FEELS RESTRICTING AT ALL. AND THE FACT IT IS VIRTUAL. LIVE STREAMED. AND ALSO TO VIEW LATER IS VERY INCLUSIVE BECAUSE FOR YOUNG PARENTS WHO CANNOT GET THERE AT THAT TIME BECAUSE IT IS BEDTIME. YOU CAN WATCH IT LATER AND FEEL LIKE THE NEXT MORNING YOU STILL GOT CAUGHT UP. AND THEN THERE IS ALWAYS THE DOCUMENTS THAT ARE ALSO UPLOADED ONLINE. SO EVERYBODY FEELS LIKE THEY'VE REALLY GOT EXPERIENCE OF WHAT IT WAS LIKE TO BE THERE. THAT TO ME IS VERY INCLUSIVE . AND THAT IS WHAT THIS BOARD DOES . [ INAUDIBLE ] FOCUSING ON THAT DATA. HOW WE CAN GET BETTER. WITH NUMBER SIX. I THINK WE HAVE BEEN BREAKING APART AND TRYING TO LOOK AT IT. WHAT GROUPS DO WE NEED TO FOCUS ON . WHAT

159WOULD YOU WORK ON? I WOULD SAY THAT THE EXPECTATIONS THAT ALL STUDENTS CAN LEARN IS SOMETHING THAT HAS BEEN TRUE SINCE I HAVE BEEN ON THE BOARD , BUT I THINK IT IS NEW. AND I THINK IT IS A RESULT -- I DON'T THINK WERE SUPPOSED TO CALL IT THE AUDIT ANYMORE. NAME CHANGE AND EVALUATION. BUT I THINK A REPORT THAT REALLY TALKED ABOUT THE IMPORTANCE OF PRESUMED COMPETENCE. WE TALKED ABOUT NOT JUST IN STUDENTS WHO LEARN DIFFERENTLY BUT ACROSS DIFFERENT COLORS . STUDENTS WERE ENGLISH AS A SECOND LANGUAGE. BECAUSE I WOULD SAY THAT IS A FAIRLY NEWER CONCEPT THAT IT IS SOMETHING THAT THOSE KINDS OF CULTURE CHANGES TAKE A REALLY LONG TIME . YEAH. AND I THINK THAT IS FOR ALL OF THOSE . THAT REALLY IS CONNECTED TO ALL OF THOSE. YEAH.

160AND ALL OF THESE DEFINITELY DO CONNECT. THERE IS A LOT. THANK YOU. ANYTHING ELSE ON THESE? OKAY. LAST FOUR. SO, SYSTEMS THINKING . THIS IS NOT ONLY ABOUT THINKING -- THE DISTRICT ARE NOT JUST INDIVIDUAL PARTS BUT AS A WHOLE SYSTEM. BUT IT IS ALSO ABOUT LEVERAGING RELATIONSHIPS WITH OTHER ENTITIES. LOCAL PARTNERSHIPS. NATIONAL PARTNERSHIPS TO THE EXTENT THAT YOU CAN MAKE THEM. WHAT RESOURCES CAN YOU LEVERAGE FROM OTHER AREAS TO SUPPORT YOUR NEEDS ? BUT ALSO LONG-TERM IMPACT ACROSS DEPARTMENTAL, ACROSS DISTRICT AFFECTS DECISIONS. OF COURSE WHEN YOU'RE THINKING ABOUT A SYSTEM, YOU ARE SAYING, THERE IS A STRENGTH OVER HERE. HOW CAN WE LEVERAGE IT TO THE REST OF THE SYSTEM AND ALSO NOT TAKING A PROBLEM HERE AND MOVING IT OVER HERE. THINKING OF IF WE'VE GOT SOMETHING IN SOME PLACE, WE EITHER WANT

161TO OR DON'T WANT TO MOVE IT AROUND. INNOVATION AND CREATIVITY IS A FUN ONE. LOOKING AT EITHER NEW OR SEEMINGLY INTRACTABLE PROBLEMS IN NEW WAYS . MAY BE INVOLVING NEW VOICES TO HELP SOLVE THINGS . LOOKING AT THE IMPACT BEFORE EXPANDING SOMETHING . OR POTENTIAL IMPACT. SO THAT GOES ALONG WITH STANDARD SIX AND INVOLVING VOICES. INVOLVING DIFFERENT VOICES AND NEW VOICES. BUT HOW CAN WE BE INNOVATIVE ? SOMETIMES I GET A LITTLE PUSHBACK ON THAT . WE CAN'T TALK OUTSIDE OF BOARD MEETINGS. YOU DON'T LET US COLLABORATE OUTSIDE OF BOARD MEETINGS. HOW CAN WE BE INNOVATIVE? BUT I WOULD SAY THERE WERE A FEW YEARS FROM 2020 TO 2022 WHERE EVERYBODY WAS INNOVATIVE . WE HAD TO BE INNOVATIVE . YOU HAD TO GOVERN DIFFERENTLY. YOU HAD TO MANAGE DIFFERENTLY. YOU HAD TO MANAGE DIFFERENTLY

162OVERNIGHT. EVERYBODY WAS INNOVATIVE. YES, THERE WERE A LOT OF UNEXPECTED OUTCOMES, BUT YOU MADE IT. AND PROBLEMS HAD TO BE SOLVED IN COMPLETELY UNEXPECTED WAYS . AND THAT TOOK A TON OF CREATIVITY AND INNOVATION. SO THAT CAN BE DONE. YOU KNOW, YOUR BOARD HAS THE CAPACITY TO DO ANYTHING . AND SO USING THAT --I LOVE THAT THIS IS A STANDARD THAT MEASURABLY IMPROVES STUDENT OUTCOMES. THAT ABILITY AND WILLINGNESS TO THINK CREATIVELY AND INVOLVE OTHERS AS PARTNERS . TO THINK CREATIVELY IN PARTNERSHIP WITH YOUR SUPERINTENDENT AND HER TEAM WILL MEASURABLY IMPROVE STUDENT OUTCOMES. STANDARD 11 IS YOUR STANDARD TRADITIONAL ROLES AND RESPONSIBILITIES. THIS IS MANAGEMENT VERSUS GOVERNANCE. AND HAVING THAT CLEAR DISTINCTION BETWEEN ROLES . COMMUNICATION IS RESPECTFUL. IT IS TIMELY. YOU ARE FOLLOWING PROTOCOLS. IT IS KNOWING WHERE YOUR ROLE ENDS AND YOUR SUPERINTENDENT'S BEGINS.

163SOMETIMES THERE IS OVERLAP BETWEEN THOSE THINGS. AND HAVING THAT RELATIONSHIP BETWEEN THE BOARD AND SUPERINTENDENT WHERE YOU CAN TALK ABOUT THAT OVERLAP IF IT GETS A LITTLE TENSE OR IF THE SUPERINTENDENT IS LIKE, HEY, THIS IS MY REALM . AND SHE CAN TELL YOU THAT. AND YOU CAN SAY, OKAY, WITHOUT THAT BEING A PROBLEM . WITHOUT THAT BEING -- THERE CAN BE A NEGOTIATION THERE WITHOUT THAT BREAKING THE RELATIONSHIP. THAT IS IMPORTANT. AND THEN THE LAST PIECES BEING GOOD STEWARDS OF THE MONEY. BUDGETING AND FINANCIAL ACCOUNTABILITY TO THE EXTENT POSSIBLE. AGAIN, ALIGNING YOUR RESOURCES WITH YOUR STRATEGIC PRIORITIES . AND KNOWING HOW TO READ YOUR FINANCIAL AUDIT. KNOWING HOW TO READ YOUR BUDGET. ALSO KNOWING THAT YOU ARE NOT LOOKING AT EVERY TIMELINE ITEM AND ADJUSTING IT BUT ALSO KNOWING THAT YOU ARE RESPONSIBLE FOR

164THE BIG OVERALL FINANCIAL HELP OF THE ORGANIZATION. AND BEING GOOD STEWARDS OF THE FUNDS . WHAT DO YOU THINK YOU DO WELL? I THINK WE HAVE GOLD STARS . THAT'S GREAT. >> AND INNOVATION AND CREATIVITY. I THINK WE ARE ACTUALLY REALLY GOOD. YEAH? WHAT IS A GREAT EXAMPLE OF THAT? POLICY. A PROJECT. I THINK THE AI WORK . I DO THINK --I THINK WE CAME OUT . I THINK WE ARE REALLY GOOD HERE. AND I THINK WE HAVE A GOOD RELATIONSHIP. I THINK WE ALL KNOW THE ROLES BETWEEN OUR SUPERINTENDENT AND THE BOARD. YEAH. I WAS GOING TO SAY [ INAUDIBLE ] ONE THING THAT STICKS OUT TO ME --YOU MENTIONED OUR COVID RESPONSE WAS REALLY GOOD AS WELL. AGAIN, IT COULD HAVE BEEN IN RETROSPECT --BUT WHAT WE DID WORKED . I JUST THINK

165A LOT OF TIMES SOMETHING I APPRECIATED ABOUT -- WE WILL COME TO A COMMUNITY PROBLEM. A HUGE PROBLEM AND THEN YOU WILL GO AWAY. THAT IS A GREAT SOLUTION. NOT ONLY INNOVATION AND CREATIVITY , BUT THE ABILITY TO LEAD SOMETHING THAT HASN'T BEEN DONE BEFORE. TO TRY THINGS [ INAUDIBLE ] THAT'S GREAT. IS THERE ANYTHING THAT YOU WOULD WANT TO GIVE SOME ATTENTION TO? YOU'RE DOING ALL THESE THINGS. THAT'S GREAT. IS THERE ANYTHING YOU WOULD WANT TO BUILD ON? CLONING THE STAFF . [ LAUGHTER ] >> THAT IS INNOVATION AND CREATIVITY. [ LAUGHTER ] WE'VE GOT SOME REALLY SMART KIDS HERE. SOME SPECIAL PROJECTS. AI WORK. I THINK LIKE DIRECTOR WATSON SAID, NUMBER NINE ABOUT RELATIONSHIPS WITH THE CITY. OPPORTUNITIES THERE. BECAUSE I THINK WE DO HAVE A GOOD RELATIONSHIP WITH THEM, BUT THEY GOT

166MOVED INTO THAT PARTICULAR ISSUE LATE. DIDN'T REALIZE WHAT WE WERE DEALING WITH. THE FEEDBACK WE HAVE GONE FROM THE COMMUNITY . I THINK IF THEY HAD BEEN INVOLVED EARLIER [ INAUDIBLE ] I THINK THERE IS ROOM FOR THE CITY . CITY COUNCIL TO SEE THE SCHOOL BOARD AS AN EQUAL PARTNER IN DECISION-MAKING. TO A LARGER EXTENT. I DO THINK WITH THE BUDGET CHALLENGES WE ARE GOING TO HAVE TO LEAN IN MORE TO ALL OF THESE AREAS OF DEVELOPING PARTNERSHIPS . WE SPOKE ABOUT IT EARLIER WHEN WE WERE REVIEWING THE STRATEGIC PLAN PROGRESS . YOU KNOW, WE ARE GOING TO HAVE TO LEAN MORE INTO INNOVATION AND CREATIVITY. AND JUST TO BE GOOD STEWARDS OF OUR FUNDS WHILE AT THE SAME TIME CENTERING STUDENTS , AND SECURING -- ENSURING THEIR SUCCESS. IT IS GREAT TO HEAR

167YOU REFLECT ON HOW MANY THINGS GO POSITIVE . AND HOW MANY OF THESE STANDARDS FEEL LIKE YOU ARE DOING REALLY WELL. AND THAT YOU ARE ACTIVELY ALREADY WORKING ON OR JUST INHERENT TO THE WORK OF YOUR DISTRICT AND YOUR BOARD. YOU CAN EXPECT REALLY GOOD OUTCOMES FROM THAT. AND THE THINGS THAT ARE THINGS THAT YOU WANT TO PUSH INTO. THAT MIGHT BE SOMETHING WHEN YOU HAVE THE OPPORTUNITY TO THINK ABOUT THOSE AS DISCRETE BOARD GOALS. THAT ARE RELATED TO BUT SEPARATE FROM THINGS THAT YOU MIGHT BE DOING RELATED TO OVERALL DISTRICT WORK. WHAT DO WE WANT TO FOCUS ON AS THE BOARD OURSELVES? BECAUSE THIS STUFF IS BEHAVIORS AND CHARACTERISTICS OF THE BOARD. IF YOU GOT TO A STAGE WHERE, WHAT DO WE AS BOARD MEMBERS WANT TO WORK ON, THIS IS SOME STUFF THAT

168YOU MAY WANT TO CONSIDER. YEAH. I DON'T KNOW WHERE THIS IS GOING NEXT. THAT'S OKAY. THAT IS WHAT WE'RE DOING HERE. SO IN ALL OF THIS --WE ARE NOT PERFECT . AND WE HAVE LOTS OF STUFF TO DO, AND I THINK THE OPPORTUNITY IN FRONT OF US , TO YOUR POINT, IS TO FIGURE OUT HOW WE DEAL WITH ALL OF THE BUDGET CHALLENGES HOW WE KEEP OURSELVES ON TRACK . BUT WE JUST ACHIEVED THE HIGHEST GRADUATION RATE THAT THIS DISTRICT HAS EVER ACHIEVED. WHAT WAS IT ? WHICH I THINK IS A REFLECTION OF HOW GOOD OUR BOARD IS. I THINK --I HAVE SAID THIS BEFORE. I THINK THIS IS ONE OF THE MOST HIGH ACHIEVING BOARDS I HAVE EVER BEEN A PART OF . SO HOW DO WE NOT GO BACKWARDS GIVEN THE COMPLEXITIES OF

169WHAT THE OUTSIDE STRESSORS ARE GOING TO PUT ON THIS BOARD ? AND HOW DO WE MAKE SURE THAT WE KEEP THE EYE ON THE PRIZE, WHICH IS OUR AMAZING YOUNG PEOPLE AND OUR GOALS , BECAUSE IT IS MORE THE OUTSIDE STRESSORS . SO HOW DO WE COMMUNICATE WHAT WE DO? HAD WE KEEP STAFF POSITIVE SO THAT WHAT SHOWS UP IN THE CLASSROOM FOR OUR KIDS -- THAT IS WHAT I MOST INTERESTED IN BECAUSE I FEEL REALLY GOOD ABOUT WHO WE ARE, WHAT OUR SKILLS ARE, OUR RELATIONSHIP WITH YOU. IT IS MORE BATTLING THE EXTERNAL THAT I THINK IS GOING TO PUT US UNDER A BUNCH OF STRESS. OUR GRADUATION RATE THIS PAST YEAR WAS 99.98. EVEN BREAKING IT DOWN . YEAH. OUR SPECIAL EDUCATION [ INAUDIBLE ] 95. THE HIGHEST WE HAVE EVER HAD. WE

170HAVE DONE A LOT OF VERY LASER FOCUSED WORK IN THAT AREA. SO WHAT IS THE THREAT TO THAT WORK SPECIFICALLY? IF YOU'VE GOT THE WORK THAT YOU HAVE DONE AND YOU KNOW WHAT IT IS . I THINK A LOT OF THE CUTS WE HAVE MADE -- THE WELLNESS . SOCIAL WORK. A LOT OF THE FAMILIES AND STUDENTS THAT WERE STRUGGLING -- I DON'T KNOW HOW IT WOULD IMPACT. FIND IT IN OTHER WAYS. EVEN OUR ADMINISTRATIVE STAFF. WE LOST TWO ADMINISTRATORS. HOW DO YOU DO THE SAME WORK? IT'S GOING TO BE HARD. YEAH. >> AND KEEP OUR LEADERSHIP --MENTAL HEALTH. GOOD AND SOLID AND SUPPORTED . YOU KNOW. ABSOLUTELY. >> SO WHAT IS OUR ROLE IN NOT GETTING IN THE WEEDS AND DOING JOBS BUT BEING A STRONG BOARD , SUPPORTIVE OF EACH OTHER. GOOD COMMUNICATORS.

171SUPPORTIVE. GOOD GOVERNANCE. I KIND OF THINK WHEN WE TALK A LITTLE ABOUT , WE NEED TO PUT A LOT OF MONEY THE LAST FOUR YEARS. NOW WE ARE NOT GOING TO BE ABLE TO DO THAT. BUT WE ARE ALSO NOT HIRING. SO WE HAVE TRAINED ALL OF OUR TEACHERS. THAT IS SOMETHING WE DID VERY PURPOSEFULLY OVER TIME TO MAKE SURE THEY HAD THE TRAINING, WHICH IS GOING TO [ INAUDIBLE ] AND WE JUST CANNOT HIRE ANYONE NEW. [ LAUGHTER ] RIGHT. NOBODY MOVE . >> SO HAVE YOU HAD --MAYBE YOU HAVE. BUT IT IS THE SIMPLEST INITIAL CONVERSATION . HAVE YOU HAD THE CONVERSATION FROM THE BOARD TO DR. AND HER TEAM? WHAT DO YOU NEED FROM US? JUST THAT FIRST. WHAT DO YOU NEED FROM US? BECAUSE THEN YOU CAN DECIDE WHAT YOU CAN

172AND CANNOT DO. BUT THAT IS THE FIRST BRIDGE, RIGHT? AND OBVIOUSLY IF IT IS --I MEAN, THEY ARE GOING TO BE --LIKE, SHE KNOWS WHAT YOU CAN AND CANNOT GIVE, RIGHT? BUT MAYBE THERE IS --AND THERE IS THAT INNOVATION PIECE. MAYBE THERE IS SOMETHING, WHETHER IT IS THOUGHT PARTNERSHIP OR I NEED YOU TO HELP ME THINK ABOUT HOW TO MOVE MONEY AROUND. OR SOMETHING. BUT THAT -- IF THAT CONVERSATION HAS NOT HAPPENED YET -- OR MAYBE IT IS, I DON'T KNOW YET, AND WE NEED TO HAVE A WORK SESSION, AND WE NEED ALL THESE PEOPLE AT THE TABLE TO HELP FIGURE IT OUT. THAT MAY BE A PLACE TO START. OR YOU MAY BE LIKE, KRISTEN, WE HAVE DONE THAT FOUR TIMES. I DON'T KNOW WHERE YOU HAVE STARTED WITH THAT BECAUSE THAT IS A

173TOTALLY FAIR QUESTION. HOW DO WE KEEP THE MOMENTUM IN TIMES OF LOSS? I THINK WE HAVE TALKED ABOUT THAT TO SOME EXTENT. WHAT DO WE NEED TO STOP DOING? WE HAVE ASKED THE QUESTION --TO SUPPORT WHAT WE HAVE TO DO. BUT BECAUSE WE DO A LOT OF THINGS. WE HAVE ADDED THINGS. BUT I THINK WE ALL RECOGNIZE WE CANNOT --WE NEED A LIMITED AMOUNT OF RESOURCES . AND WE HAVE REALLY TRIED TO LIMIT THE IMPACT ON KIDS. A LOT OF THE ADULTS . [ INAUDIBLE ] BUT WHO KNOWS HOW THAT IS GOING TO PLAY OUT. AND I DON'T KNOW THAT UNTIL WE START SCHOOL AND PEOPLE START LOOKING AROUND. RIGHT. IF I UNDERSTAND IT CORRECTLY, JUST WANT TO ASK THE QUESTION BECAUSE I AM BRAND-NEW. WHAT DO YOU NEED FROM US? THAT IS THE QUESTION

174WE ARE ASKING DR. SCHIELE. AND I THINK YOU GUYS HAVE PROBABLY HAD THE CONVERSATION. I DON'T KNOW THAT I HAVE HEARD IT . MAYBE IN DIFFERENT MEETINGS. BUT IS THAT SOMETHING YOU CAN GIVE A SHORT ANSWER TO? OR IS THAT SOMETHING YOU TALK ABOUT LATER? I DON'T KNOW THAT THERE IS A SHORT ANSWER BECAUSE I DON'T KNOW THAT I KNOW WHAT I NEED BECAUSE I HAVE TO WAIT TO SEE. OBVIOUSLY SUPPORT. THAT IS WHAT YOU DO ANYWAY. I'M PRETTY GOOD AT SAYING , I CANNOT FIGURE THIS OUT. I NEED HELP. SO, SOME OF IT IS A WORK IN PROGRESS. AND MAYBE THE DECISIONS WE MADE ABOUT THE CUT ARE GOING TO TURN OUT TO BE PERFECT. AND EVERYBODY'S GOING TO BE LIKE, OKAY, WE CANNOT DO THIS FOR TWO YEARS. WE DON'T WANT TO DO

175IT FOR 10 YEARS. AND MAYBE NOT. MAYBE HAVE TO ADJUST THINGS. I CANNOT LIVE WITHOUT THIS . WE ARE GOING TO HAVE TO FIGURE IT OUT. YEAH. IT SEEMS -- YOU HAVEN'T ASKED FOR THIS AND I DON'T WANT TO SPEAK FOR YOU, BUT IT SEEMS LIKE THE ROLE OF THE BOARD IS TO BE OPEN TO THE FLEXIBILITY AND NOT SO RIGID THAT THINGS CANNOT CHANGE , RIGHT? THAT THERE IS NIMBLENESS , WHICH IS WHAT WAS NEEDED DURING COVID. WE ARE GOING TO TRY THIS . THIS IS WHAT YOU AS THE EXPERT PROPOSED AND SAID WAS GOING TO BE NEEDED. AND PIVOT AS WE NEED TO. AND WE WILL TALK ABOUT IT . THAT OPENNESS TO THE FLEXIBILITY OF YOU ALL BRINGING FORWARD. SUPPORT IN THE COMMUNITY. THAT IS WHERE YOU ARE GOING TO SEE --MY

176CLASS SIZES TOO HIGH. THESE ARE THE CUTS WE MAKE. I CANNOT --WE CANNOT [ INAUDIBLE ] THERE'S GOING TO BE 30 KIDS [ INAUDIBLE ] CANNOT DO ANYTHING . AND SOMETIMES THAT IS ONE OF THE MOST IMPORTANT THINGS YOU CAN DO IS PUBLICLY SUPPORT THE DECISIONS YOUR SUPERINTENDENT HAS MADE TO THE COMMUNITY. I SEE THIS ON THE PLAYGROUND. WHAT OTHER VENUES DO YOU USE TO HELP SUPPORT PUBLICLY? I GUESS YOU GO TO EVENTS AND YOU ARE THERE TO SUPPORT. OTHER EXAMPLES OF PLACES. I WAS GOING TO SAY, I FEEL LIKE I COULD VERY EASILY SEE THE PERSON TO PERSON MOMS GROUP ON THE PLAYGROUND CONVERSATION BEING SUPPORTIVE THERE. THAT IS WHAT I'M WONDERING. I AM ACTIVE ON THERE. I MEAN, WE HAVE BEEN VERY TRANSPARENT WITH EVERYTHING SINCE JANUARY. I THINK THE BIGGEST THING WOULD

177BE JUST TO REMIND PEOPLE , COME BACK AND LOOK AT WHAT YOU WROTE IN JANUARY, FEBRUARY, MARCH. THIS IS NOT NEW. THIS IS WHAT WE HAD TO DO. YEAH. >> WE ALWAYS FEEL LIKE WE ARE ALWAYS PRETTY TRANSPARENT. WE ARE. BUT INEVITABLY THERE IS SOME GROUP THAT DOESN'T KNOW. YEAH. >> I THINK ONE OF THE CHALLENGING THINGS ABOUT THE BUDGET SITUATION IS JUST, YOU KNOW, IT DOES NOT WORK LIKE A PRIVATE BUSINESS. AND IT IS NOT EASY TO DISTILL TALKING POINTS . BUT THE CONVERSE IS . AND SO, YOU KNOW, THAT IS WHY WE JUST HAVE TO KEEP COMMUNICATING . AND JUST OVER COMMUNICATE. RIGHT. YEAH. AND THAT IS ROUGH. AND MAYBE YOU DID THIS LAST YEAR. BUT, LIKE, HAVING WORK SESSIONS ABOUT THE BUDGET THAT ARE NOT FOR YOU . THEY ARE FOR THE

178COMMUNITY . THEY ARE DELIVERED TO YOU , RIGHT? BUT THEY ARE NOT FOR YOU BECAUSE YOU UNDERSTAND IT. BUT THEY ARE FOR THE COMMUNITY TO WATCH HER THIS IS HOW SCHOOLS ARE FUNDED. THIS IS WHERE WE ARE. THIS IS A GRAPH OF HOW STATE FUNDING HAS GONE IN THE PAST 10 YEARS. STATE FUNDING WAS AT 43% 10 YEARS AGO. NOW IT IS AT 34 OR WHATEVER IT WAS. AND HERE IS WHATEVER IT LOOKS LIKE. AND YOU ALREADY KNOW IT, BUT THIS IS COMMUNICATION TO THE COMMUNITY. AND, YOU KNOW, FOLKS WILL WATCH IT OR THEY WON'T. BUT IT IS MORE OPPORTUNITIES TO COMMUNICATE . THIS IS WHAT WE ARE UP AGAINST. THIS IS WHAT , YOU KNOW, COMES TO US , AND WHAT WE HAVE TO WORK WITH . BECAUSE IT IS. IT IS SUCH A

179DIFFERENT MODEL. WHEN YOU'RE IN IT , YOU UNDERSTAND IT. YOU WORK WITH IT EVERY DAY, BUT FOLKS WHO WORK IN PRIVATE INDUSTRY OR EVEN NONPROFIT --IT IS JUST COMPLETELY DIFFERENT . AND SO EVERY OPPORTUNITY YOU HAVE TO EITHER TALK ABOUT A BOARD MEETING OR HAVE A WORK SESSION ON IT, OBVIOUSLY EVERYTHING IS BROADCAST AND ALL OF THAT. MAYBE --THAT IS NEXT YEAR, BUT MAYBE ANOTHER OPPORTUNITY. OR EVEN, THIS IS WHAT WE HAD TO WORK WITH LAST YEAR. THIS IS WHY WE MADE THE DECISION. OKAY. THANK YOU. SHALL WE KEEP MOVING? I'M GOING TO SKIP THIS. YOU ALREADY KNOW THIS. ALL RIGHT. AND I USE THE RESTROOM? DID YOU WANT TO TAKE A FIVE-MINUTE -- TAKE CARE OF YOUR BODILY NEEDS. KEEP GOING? OKAY. I THINK I HAVE YOU UNTIL 2:15 . OKAY. OKAY. OKAY. A

180COUPLE OF PRACTICE SCENARIOS. THESE ARE FUN. THESE DON'T COME FROM NOWHERE. OKAY. FIRST ONE . AN UPSET STAFF MEMBER WHO IS ALSO A PARENT . DUAL ROLE. APPROACHES YOU AT THE GROCERY STORE AND ASKS IF YOU CAN PLEASE HELP THEM WITH A COMPLAINT ABOUT THEIR CHILD'S TEACHER. THEIR STUDENT'S TEACHER HAS BEEN ASSESSING OR GRADING THEM PUTATIVELY, AND THE STAFF MEMBER BELIEVES IT IS RETALIATION FOR A TOUGH PARENT-TEACHER CONFERENCE FROM EARLIER IN THE YEAR. THEY MENTIONED THEY HAVE TRIED CONNECTING WITH THE TEACHER AND THEY HAVE BEEN UNSUCCESSFUL . NOW THEY FEAR RETALIATION IN THEIR OWN JOB. WHAT DO YOU AS A BOARD MEMBER DO IN THIS SITUATION? SHOULD ALL KNOW THE ANSWER TO THIS. SEND THEM TO THEIR PRINCIPAL. YEAH. [ LAUGHTER ] [ INAUDIBLE ] THIS MIGHT BE GOOD. [ INAUDIBLE ] [ LAUGHTER ]

181NATHAN, WHAT DO YOU DO? THIS WON'T HAPPEN TO YOU, BY THE WAY. HOPEFULLY NOT. [ LAUGHTER ] I WOULD BID OR DIRECT THEM TO YOU. THAT WORKS. OKAY. YOU GET TO PARTICIPATE IN THIS ONE. OKAY. SO I WILL READ IT AGAIN. YOU CAN LOOK AT THIS. AN UPSET STAFF MEMBER WHO IS ALSO APPARENT APPROACHES YOU AT THE GROCERY STORE AND ASKS IF YOU CAN PLEASE HELP THEM WITH A COMPLAINT ABOUT THEIR CHILD'S TEACHER. THEIR STUDENT'S TEACHER HAS BEEN ASSESSING --ASSESSING OR GRADING THEM PUTATIVELY. STAFF MEMBER BELIEVES IT IS RETALIATION FOR A TOUGH PARENT TEACHER CONFERENCE FROM EARLIER IN THE YEAR. THEY MENTIONED THEY HAVE TRIED CONNECTING WITH THE TEACHER AND HAVE BEEN UNSUCCESSFUL. AND NOW THEY FEAR RETALIATION IN THEIR OWN JOB. WHAT DO YOU AS A BOARD MEMBER DO IN THIS SITUATION? OKAY. I

182MEAN, THIS IS SOMETHING --I WAS JUST TALKING WITH JEN AND KELLY ABOUT THIS ON THURSDAY MORNING. TRYING TO PARSE OUT HOW EXACTLY [ INAUDIBLE ] BECAUSE FOR ME IT IS MORE IN WRITTEN FORM. BUT I'M STILL LEARNING. BUT WHAT WE TALKED ABOUT WAS HELPING THE PERSON. YOU CAN JUST SAY, I UNDERSTAND. I'M SO SORRY YOU'RE HAVING THIS TROUBLE , AND, HAVE YOU TRY TALKING TO THE PRINCIPAL? THE NEXT STEP WOULD BE THE NEXT PERSON IN LINE. IN THIS CASE -- [ LAUGHTER ] I WILL STOP THERE. I GOT IT. TALK TO THE PRINCIPAL. AND THEN GO UP FROM THERE IF YOU NEED TO. YEAH. THAT'S EXACTLY RIGHT. AND BECAUSE THERE IS A PROCESS , THE POLICY IS CALLED KL . WHAT I ALWAYS SAY TO ANY NEW BOARD MEMBER, IF YOU ARE GOING TO START

183READING POLICY, START WITH THE B SECTION POLICIES, WHICH ARE THE BOARD SECTIONS, AND THEN KL, WHICH ARE YOUR COMPLAINT POLICY. AND WE WANT TO MAKE SURE THAT ALL THAT WE CAN DIRECT FOLKS TO THE RIGHT RESOURCE. AND THAT IS THE PROCESS. IT IS OKAY TO LISTEN AND TO BE EMPATHETIC AND UNDERSTAND BECAUSE SOMETIMES THAT IS ALL IT TAKES. IT IS IMPORTANT NOT TO CONFIRM THE COMPLAINT . RIGHT? AND YOU DID NOT DO THAT. IT IS IMPORTANT NOT TO BE LIKE, OH, I GET IT. I KNOW THAT TEACHER. OR ANYTHING LIKE THAT. BUT YEAH. I GET IT. I UNDERSTAND . THANK YOU FOR TALKING TO ME. HERE IS THE RIGHT PROCESS. IN THIS CASE, IT WOULD BE THE PRINCIPAL. AND THE GOAL OF THAT PROCESS IS TO SOLVE PROBLEMS AT THE MOST LOCAL LEVEL , RIGHT?

184THE BOARD IS THE LAST STOP, NOT THE FIRST. LIKE I SAID, NOBODY KNOWS WHAT A BOARD MEMBER DOES . AND IF THEY KNOW YOU, THEY'RE GOING TO COME TO YOU. THEY WANT YOU TO HELP SOLVE THE PROBLEM. AND SO IT TAKES THAT EXPLANATION A LOT OF TIMES. I THINK THE OTHER THING THAT CAN BE IMPORTANT , NOT THAT YOU WOULD ALWAYS NEED TO SAY THIS OR USE THIS, BUT SOMETIMES IF YOU GET A LITTLE PUSH, IF YOU ENDED UP HELPING SOMEBODY INDIVIDUALLY , YOU MAY HAVE TO RECUSE YOURSELF LATER . IF IT EVER GOT TO THE BOARD BECAUSE YOU WOULD HAVE TOO MUCH INFORMATION. IF THEY REALLY WANT YOUR VOICE IN THE PROCESS, YOU HAVE TO STEP OUT, BUT ALSO IF YOU HELP SOMEBODY OUT BECAUSE YOU KNEW THEM, THEN YOU WOULD BE CREATING AN

185INEQUITY IN THE SYSTEM BECAUSE YOU WOULD NOT BE HELPING SOMEBODY OUT THAT DIDN'T KNOW YOU ALSO. AND PEOPLE WOULD RESPOND TO THAT FAVORABLY. THEY ARE NOT GOING TO WANT YOU TO CREATE AN INEQUITY IN THE SYSTEM. BUT THAT IS THE RIGHT RESPONSE. AND ALSO ANYTIME YOU HEAR THE WORD, RETALIATION, THAT GOES -- YOU WANT TO LET THE SUPERINTENDENT KNOW. YOU ALL CAN SPEAK TO THIS . I USUALLY RECOMMEND IF YOU ARE HEARING SOMETHING OUT IN THE COMMUNITY, GIVE YOUR SUPERINTENDENT A HEADS UP. IS THAT WHAT YOU WOULD WANT ? LIKE A TEXT MESSAGE. [ LAUGHTER ] >> NOT THAT SHE IS GOING TO SOLVE IT AT THIS LEVEL. SO SHE IS AWARE. RIGHT? OF SOMETHING THAT MAY COME UP. A STAFF MEMBER. IN THE GROCERY STORE WITH ONE TEACHER. DOES THAT WARRANT A TEXT? I

186WOULD WANT TO HEAR THAT PART. IF SOMEONE JUST COMPLAINTS ABOUT THEIR TEACHER, YOU CAN TELL ME OR NOT TELL ME. YOUR CHOICE. OKAY. >> OKAY. GREAT. THANK YOU. THIS NEXT ONE I WILL SAY HAS MULTI LAYERS. SEE IF YOU IDENTIFY ALL OF THEM. NOW A BOARD MEMBER HAS A COMPLAINT. BOARD MEMBER POSTS A QUESTION ON FACEBOOK ASKING FOR INPUT ON A MATH TEACHER'S BEHAVIOR. SHE STATES THAT HER DAUGHTER IS UPSET BECAUSE OF THE WAY THE TEACHER RUNS THE CLASSROOM AND WANTS TO KNOW IF OTHERS ARE HAVING THE SAME CONCERNS THAT SHE MAKES HERSELF AVAILABLE FOR QUESTIONS BY TEXT, EMAIL, AND SOCIAL MEDIA. SHE GOES TO THE SUPERINTENDENT AND SHOWS THEM THE CONCERNS WANTING SOMETHING TO CHANGE IMMEDIATELY. SHE ALSO EMAILS OTHER BOARD MEMBERS FOR THEIR INPUT. SHE TELLS THE SUPERINTENDENT THAT IF THEY DO NOT

187DEAL WITH IT, SHE WILL BRING IT UP AT THE NEXT BOARD MEETING. FIND ALL THE LAYERS. I CHALLENGE YOU. YOU ARE AN EXPERIENCED BOARD. NAME THE LAYERS. A THREAT AT THE END. THAT'S CRAZY. THERE IS ONE. YOU ARE THREATENING YOUR SUPERINTENDENT. RIGHT? THAT IS A LAYER. YEAH. WE DON'T THREATEN OUR SUPERINTENDENTS. SOCIAL MEDIA IN GENERAL. INTIMATE INFORMATION ON SOCIAL MEDIA IS A BIG NO-NO. THREATENING THE TEACHER. [ INAUDIBLE ] HASN'T GONE TO THE PRINCIPAL. [ INAUDIBLE ] ANYTHING ELSE? SHE IS PUTTING HERSELF AS THE PERSON GATHERING FEEDBACK ON THIS. GOING TO PUT HER IN A TERRIBLE SITUATION. ONE MORE. NO, SHE IS DOING BUSINESS ON EMAIL. SHE IS EMAILING THE BOARD MEMBERS. THAT IS CONDUCTING BUSINESS ON EMAIL. YEAH. THAT'S TRUE. SO SOCIAL MEDIA AS YOU PROBABLY ALL KNOW IS A SUPER SLIPPERY SLOPE. RIGHT?

188THAT CAN BE --I MEAN, HOWEVER YOU WANT TO CONDUCT YOURSELF ON SOCIAL MEDIA, I KNOW A LOT OF BOARD MEMBERS IMMEDIATELY SET UP -- THEY'VE GOT THEIR PERSONAL SOCIAL MEDIA AND THEN THEY IMMEDIATELY SET UP A BOARD MEMBER ONE , BUT STILL, YOU STILL SHOW UP AS A BOARD MEMBER. YOU NEVER REALLY GET TO TAKE YOUR BOARDMEMBER HAT OFF ONCE YOU BECOME A BOARD MEMBER, RIGHT? SO THAT IS ROUGH. EVEN IF YOU ARE POSTING , I AM DOING THIS AS A PARENT. NOBODY IS REALLY GOING TO FULLY THINK OF YOU AS A PARENT, RIGHT? AND SO YOU ARE AIRING YOUR GRIEVANCE ABOUT AN EMPLOYEE ON SOCIAL MEDIA. THAT IS GOING TO BE TOUGH. AND WHO KNOWS WHAT KIND OF COMPLAINT THAT CAN GENERATE LATER. MAKING ONESELF AVAILABLE. THERE IS AT THE END THE THING ABOUT

189GOING AROUND THE ENTIRE PROCESS TO GO DIRECTLY TO THE SUPERINTENDENT USING YOUR BOARD POSITION AS TRYING TO GET LEVERAGE AND TRYING TO GET --GO AROUND THE SYSTEM AND GET FAVOR FOR SOMETHING YOU DON'T HAVE ACCESS TO. AS A BOARD MEMBER , YOU GO THROUGH THE EXACT SAME COMPLAINT PROCESS WHEN YOU ARE ACTING IN YOUR COMMUNITY ROLE OR AS A PARENT ROLE OR WHATEVER WHEN YOU HAVE A COMPLAINT. AND OF COURSE BRINGING IT UP AT THE NEXT BOARD MEETING. YOU WOULD NOT BE ALLOWED TO DO. YOU CANNOT AIR A COMPLAINT AT THE NEXT BOARD MEETING. IT HAS TO GO THROUGH THE SYSTEM. AND THEN THAT OTHER PIECE ABOUT EMAILING THE REST OF THE BOARD. THERE'S PUBLIC MEETING IMPLICATIONS TO THAT. WAS THERE CONSEQUENCE FOR THE SITUATION IN REAL LIFE? THERE WOULD BE -- WELL , THERE

190COULD BE A LIABILITY STUFF WITH RESPECT TO THE TEACHER IF THERE WAS A COMPLAINT. AND THERE COULD BE LIABILITY THINGS WITH RESPECT TO PUBLIC MEETING LAW. YEAH. AND THAT COULD BE --NOT LIABILITY , BUT, YOU KNOW, BEHAVIOR WITHIN THE BOARD. THAT COULD SOUR THE RELATIONSHIP WITH THE REST . I WAS JUST WONDERING IF THERE WAS A PROFESSIONAL --DID SHE GET KICKED OFF THE BOARD OR WAS THERE A LAWSUIT? OR HOW-TOS THAT -- YOU CANNOT GET EXPELLED FROM THE BOARD BY THE BOARD UNLESS YOU MISS A CERTAIN NUMBER OF MEETINGS OR FAIL TO DO YOUR DUTIES FOR A CERTAIN PERIOD OF TIME. IT COULD BE --THERE ARE RECALL EFFORTS . OKAY. SO THE PUBLIC MEETING PIECE. AS YOU PROBABLY ALL KNOW, NOW BOARD MEMBERS HAVE TO DO PUBLIC MEETINGS TRAINING ONCE IN THEIR TERM. DO YOU

191ALL KNOW THAT WE OFFER THAT BY VIRTUE OF WEBINAR? OKAY. OURS IS APPROVED BY OJ AC. I DON'T GO OVER THIS IN DETAIL BECAUSE I'M NOT AN ATTORNEY. I DON'T GIVE LEGAL ADVICE, BUT THE COMMUNICATION PIECE OUTSIDE OF MEETINGS WE JUST WANT TO BE REALLY CAREFUL OF, ESPECIALLY NOW THAT OGE SEE IS A GOVERNING AGENCY OVER PUBLIC MEETINGS BECAUSE YOU CAN BE FINED NOW . AND SO WE JUST HAVE ALWAYS WANTED TO BE REALLY CAREFUL ABOUT THAT. BUT THAT IS SOMETHING THAT WE ADVISE YOU TO BE REALLY MINDFUL OF. AND THAT IS EMAIL , TEXT, SOCIAL MEDIA. ALL OF THOSE CAN CONSTITUTE ILLEGAL PUBLIC MEETINGS. AND MOST OF IT IS BY ACCIDENT. NOBODY IS TRYING TO START AN ILLEGAL PUBLIC MEETING, BUT IT IS OFTEN BY ACCIDENT. AND THEN JUST A REMINDER THAT EVEN IF

192YOU ARE NOT CREATING A LEGAL PUBLIC MEETINGS, EVERYTHING WE PUT IN WRITING ON WHATEVER DEVICE WE ARE USING OR WHATEVER ACCOUNT WE ARE USING --THAT IS ABOUT BOARD BUSINESS IS A PUBLIC RECORD . WHETHER OR NOT IT CAN BE DISCLOSED IS A MATTER FOR AN ATTORNEY. BUT IT IS STILL A PUBLIC RECORD. SO I ALWAYS SAY, LIKE, LET'S WATCH OUR TONE AND WASH THE LANGUAGE THAT WE USE . YOU KNOW? BECAUSE, LIKE , THERE CAN BE A PUBLIC RECORDS REQUEST FOR WHATEVER WE PUT IN EMAILS. AND IT MAY BE . SO IT IS JUST A GOOD IDEA TO BE REALLY CAREFUL. OKAY. GO OVER AND JUST REMIND ABOUT OUR BOARD DUTIES AND WHAT WE CAN DO AS INDIVIDUALS AS WELL. THIS IS YOUR BREAKDOWN OF YOUR POLICY. --POLICIES. AND SO YOUR POLICY, BBA , IS

193WHAT LINES OUT YOUR BOARD POWERS AND DUTIES AS YOUR WHOLE BOARD , RIGHT? AND SO A LOT OF THIS COMES FROM LAW, BUT SOME OF THIS IS INDIVIDUALIZED TO YOUR BOARD. WHEN I GO DIFFERENT BOARDS , BBA, AND BBA , THERE CUSTOMIZED. THIS IS WHAT YOURS SAYS. KEEP YOURSELF AND THE PUBLIC INFORMED. ACT AS A COURT OF APPEAL WHEN THINGS COME UP TO YOU THROUGH THE SYSTEM. THE POINT AND EVALUATE YOUR SUPERINTENDENT. ESTABLISH ACADEMIC AND FINANCIAL GOALS, OVERSEE THE DISTRICT'S FINANCIAL AFFAIRS, AUTHORIZE THE SUPERINTENDENT TO APPROVE PAYMENTS ON CONTRACTS. YOU EMPLOY STAFF. YOU OVERSEE THE COLLECTIVE BARGAINING PROCESS . AND YOU ESTABLISH THE SCHOOL CALENDAR. THAT IS WHAT YOU HAVE SAID YOU DO AS A COLLECTIVE. YOUR POLICY, BBAA, SAYS WHAT YOU CAN AND CANNOT DO AS AN INDIVIDUAL. AND SO THIS IS PRETTY COMMON.

194YOU HAVE AUTHORITY AND RESPONSIBILITY AS AN INDIVIDUAL WHEN YOU'RE IN LEGAL SESSION. AND WE DON'T ACT AS INDIVIDUALS . AGAIN, WE DON'T WANT TO . IT IS NOT THAT YOU DON'T GET TO. IT IS THAT YOU DON'T HAVE TO. AND SO WE DON'T INDIVIDUALLY --BOARD MEMBERS --NOBODY CAN INDIVIDUALLY DIRECT THE SUPERINTENDENT. YOU CAN ONLY DIRECT THE SUPERINTENDENT AS A GROUP . AND YOU CAN ONLY ACT IN THE NAME OF THE BOARD WHEN AUTHORIZED BY A VOTE OF THE BOARD. SO THERE ARE TIMES WHEN SOMEBODY HAS GOT SPECIFIC EXPERTISE IN SOMETHING AND THE BOARD WILL SAY, OKAY, JOHN, YOU'VE GOT EXPERTISE IN SOMETHING. REPRESENT THE BOARD IN X. AND THAT CAN HAPPEN. IT IS IMPORTANT TO IDENTIFY. YOU HAVE IDENTIFIED FOR YOU HAVE SAID YOU ARE GOING TO IDENTIFY PERSONAL OPINIONS AS ONE'S OWN. SO IF

195YOU ARE WRITING A LETTER TO THE EDITOR IN THE PAPER OR SOMETHING ELSE THAT THIS IS THE OPINION OF ME , AND I DON'T REPRESENT THE BOARD. BEING KNOWLEDGEABLE ABOUT THE DISTRICT'S ACTIVITIES. REQUESTING INFORMATION THROUGH THE SUPERINTENDENT. SO IF YOU ARE WANTING INFORMATION ABOUT SOMETHING THAT MAY BE COMING UP FOR A BOARD MEETING THAT HAS NOT BEEN SENT TO YOU OR THAT YOU ARE JUST INTERESTED IN IN GENERAL , YOU ARE GOING TO REQUEST THAT THROUGH THE SUPERINTENDENT UNLESS YOU'VE GOT AN AGREEMENT WITH THE SUPERINTENDENT THAT YOU CAN CONTACT CABINET MEMBERS DIRECTLY OR SOMEBODY ELSE. BUT THAT'S SOMETHING THAT REQUIRES SUBSTANTIAL EXPENSE NEEDS TO BE SUBMITTED FOR APPROVAL TO THE BOARD. SO LET'S SAY YOU WANT A WHOLE REPORT ON SOMETHING AND THE SUPERINTENDENT SAYS, THAT'S GOING TO TAKE TWO PEOPLE OUT OF THEIR DAY

196JOBS FOR TWO DAYS . OR THAT IS GOING TO COST $1000 TO PRODUCE . THEN THAT NEEDS TO GO BACK TO THE BOARD TO SAY, YEAH, THAT IS WORTH THE TIME AND EXPENSE. REQUESTING LEGAL ADVICE. THAT GOES TO THE SUPERINTENDENT. AND YOUR POLICY THROUGH A VOTE OF THE BOARD. SO IF YOU NEED LEGAL ADVICE THAT IS GOING TO COST MONEY, THEN THAT NEEDS TO GO THROUGH THE BOARD . THAT DOES NOT MEAN FOLKS CANNOT NECESSARILY CALL PACE BECAUSE THAT HAPPENS. USUALLY THE BOARD CHAIR. BUT IF YOU ARE NEEDING LEGAL ADVICE THROUGH YOUR DISTRICT ATTORNEY, THAT HAS TO GO UNDER THE BOARD. UPDATE THE SUPERINTENDENT WHEN YOU RECEIVE COMPLAINTS. YOU MAY NOT INDIVIDUALLY DIRECT TO THE SUPERINTENDENT. AND YOU CANNOT SIGN CONTRACTS ON BEHALF OF THE DISTRICT. AND THOSE ARE THOSE POLICIES. ONE OTHER THING THAT

197IS NOT ON HERE BUT I KNOW IS IN PRACTICE IS ANY COMMUNICATION WITH THE SUPERINTENDENT FROM A BOARD MEMBER IS ALWAYS COPIED [ INAUDIBLE ] COULD FORMALIZE THAT, I GUESS. AND THAT MAY BE --YOU PROBABLY HAVE THE POLICY ABOUT BOARD OFFICERS. THAT COULD BE IN THAT POLICY. AND EVEN IF IT IS NOT, THAT IS A GREAT PRACTICE EVEN IF IT IS NOT IN POLICY. SO THIS IS NOT NECESSARILY --I HEARD A COMPLAINT ON THE PLAYGROUND ABOUT RETALIATION . I'M TEXTING JUST TO MAKE SURE SHE KNOWS. AND I CC YOU ON THAT? OR IS IT MORE OF AN EMAIL SITUATION WHERE I AM FORWARDING EMAILS? I DON'T THINK SO. [ INAUDIBLE ] I NEED A LIST. NO. I DON'T WANT TO CC YOU ON TOO MANY THINGS. I'M JUST CURIOUS. [ INAUDIBLE ] SHE CCED YOU.

198I WOULD EMAIL JEN. OKAY. ALL RIGHT. I WILL JUST SPAM YOU. I GET WHAT YOU'RE SAYING. IF WE NEED SOMETHING FROM YOU. YES, YES. >> YOU WANT TO EMAIL JEN TO SAY, I HEARD THIS THING . YOU WOULD COPY THE CHAIR. YEAH. OKAY. YOU LOOK LIKE YOU'RE NOT COMPLETELY CONVINCED. NO. I AM. I'M JUST TRYING TO THINK IF I DID THAT FOR DIDN'T DO THAT. I DON'T THINK I DID. I DON'T KNOW. [ LAUGHTER ] A QUESTION THAT EVERYBODY WANTS TO KNOW. INCLUDED EVERYBODY. RIGHT. LIZ ALWAYS DID. >> MAYBE IT IS LESS COMMON THAN IT WOULD SEEM I GUESS IS WHAT IT SOUNDS LIKE. AND IT IS NOT POLICY. OH, IT'S NOT. >> BUT I DO THINK WE DID RIGHT OUR BEST PRACTICES [ INAUDIBLE ] ON BOARDING. OH, OKAY. >> YEAH. I DO KNOW

199FOR SURE IF PEOPLE EMAIL A BOARD MEMBER THAT WE SEND IT TO THE CHAIR TO RESPOND VERSUS US . OR IF WE DO CHOOSE TO RESPOND BECAUSE WE KNOW THEM , WE COPY THE CHAIR. GOOD PRACTICE. FOR SURE. >> HOW ABOUT THIS? THE BOARD HELD IN EXECUTIVE SESSION LAST WEEK DEALING WITH THE STUDENT. THIS WEEK AT THE POST OFFICE A COMMUNITY MEMBER APPROACH YOU AND ASK YOU A SPECIFIC QUESTION ABOUT SOMETHING DISCUSSED IN THE EXECUTIVE SESSION. WHAT DO YOU DO? DON'T TELL THEM. WHAT IF THEY KNOW DETAILS? I CANNOT CONFIRM OR DENY. SORRY. YEAH. THAT'S RIGHT. THAT SOUNDS VERY LEGAL. AND YOU CAN TELL THEM. I AM LEGALLY PROHIBITED FROM GIVING YOU ANY INFORMATION, RIGHT? SO SOMETIMES FOLKS DO KNOW DETAILS AND IS NOT BECAUSE ANYBODY FROM THE BOARD HAS LEAKED IT. IT IS BECAUSE

200PEOPLE KNOW WHEN SOMEBODY HAS BEEN EXPELLED, RIGHT? I MEAN, LIKE, BECAUSE THERE WAS A HUGE INCIDENT AT SCHOOL , AND THEN A STUDENT IS GONE , RIGHT? I MEAN, THEY KNOW. OH, EXECUTIVE SESSION. I SAW THAT IT WAS ABOUT A STUDENT BECAUSE YOU HAVE TO POST THAT. WAS IT ABOUT --AND THEY KNOW. RIGHT? AND SO IT IS IMPORTANT TO JUST --I'M LEGALLY OBLIGATED NOT TO SHARE ANY INFORMATION. NOT EVEN EXECUTIVE SESSION. A STUDENT MIGHT HAVE BEEN SUSPENDED. RIGHT. YEAH. RIGHT. [ INAUDIBLE ] YEAH. AND THAT IS NOT EVEN SOMETHING YOU WOULD SEND BACK TO YOUR SUPERINTENDENT BECAUSE SHE CANNOT SAY ANYTHING. NOBODY CAN SAY ANYTHING. RIGHT. OKAY. THE BOARD IS HAVING A DISCUSSION AT A BOARD MEETING. COMMUNITY MEMBERS ARE INTERRUPTING THE BOARD, ACCUSING SOME BOARD MEMBERS OF NOT PUTTING KIDS FIRST WITH THEIR DECISION.

201DURING PUBLIC COMMENT, PEOPLE ARE REGULARLY GOING OVER THEIR THREE HAVE THEM IN THE ALLOTTED TIME AND IDENTIFYING PEOPLE BY NAME . WHEN A BOARD MEETING IS BEING DISRUPTED, IS THERE A PROCESS THAT YOU FOLLOW ? WHAT ARE SOME TOOLS OR PROCESSES BOARDS CAN ADOPT IN SITUATIONS LIKE THESE ? AND HOW CAN THE BOARD MAKE THE COMMUNITY FEEL HEARD WITHOUT ENGAGING IN DIALOGUE ? PULL UP THE TAPE ON KIRSTEN 'S LAST . SHOW THEM WHAT YOU DO WITH THAT GAVEL. WE DID HAVE A COMMUNITY MEMBER DURING COVID COME UP AND KIND OF GET A LITTLE AGGRESSIVE, I GUESS . AND WAS CHAIR LAST TIME. SHE DID A REALLY MASTERFUL JOB AT DEFUSING THE SITUATION. YEAH. SO THAT MORE DRASTIC STEPS WEREN'T NEEDED. WHAT DID YOU DO? I USED MY MOM VOICE. [ LAUGHTER ] I ASKED

202THE PERSON TO FOLLOW --I POLITELY ASKED A COUPLE TIMES TO FOLLOW OUR RULES TO KEEP THE MASK ON. PUT THE MASK ON. CALLED THEM BY HIS NAME. WOULD NOT FOLLOW. I THEN USED MY MOM VOICE . HE WOULD NOT ENGAGE . AND THEN I USED MY GAVEL. [ LAUGHTER ] NO, WAIT. I DID NOT. I DID NOT GAVEL US OUT. I DID NOT HAVE TO. MY MOM VOICE SAID, YOU'RE GOING TO DO THAT, OR YOU WILL LEAVE OUR MEETING ROOM. AND HE PUT IT ON . AND HE FINISHED WITH HIS TESTIMONY. BUT I WAS READY TO . I WAS READY TO GAVEL US OUT. IT IS ALSO A REALLY GOOD PARENTING TECHNIQUE. YOU HAVE TWO CHOICES. YOU MAKE IT SOUND LIKE THEY HAVE A CHOICE. BUT THEY DON'T. YOUR CHOICES ARE TO PUT IT BACK

203ON OR LEAVE. OTHERS WERE READY TO INTERVENE. BECAUSE IT WAS IN THAT MOMENT YOU COULDN'T TELL WHAT WAS GOING TO HAPPEN. YEAH. THE OTHER THING WE DID IS WE HAD SOME CONTROVERSIAL TOPICS. WE JUST READ THE GUIDELINES AHEAD OF TIME. THIS IS WHAT THE PUBLIC COMMENT IS FOR. WE WANT TO HEAR FROM YOU. WE ARE NOT GOING TO RESPOND. EVERYONE IN THE AUDIENCE. WE ARE ALL HERE TO LISTEN. NOT INTERACT. AND I THINK ALSO THE LAST TIME YOU WERE HERE YOU TOLD US THAT WE DON'T HAVE TO DEVOTE THE ENTIRE BOARD MEETING THE PUBLIC COMMENT. WE CAN LIMIT THE AMOUNT OF TIME IN ORDER TO BE ABLE TO DO OUR BUSINESS. AND SO WE STARTED DOING THAT. WE HAVE A TIMER THAT WE KEEP UP HERE. IT GOES BEEP . WHEN THEY REACHED THEIR THREE

204MINUTES. SO WE STARTED AFTER YOU CAME FOUR YEARS AGO, I BELIEVE IT WAS, TO SPEAK TO US . STARTED PUTTING SOME OF THOSE PRACTICES IN PLACE. IS THERE A NUMBER LIMIT OF MINUTES FOR PUBLIC TESTIMONY? OR IS A PERSON? I NOTICED THREE MINUTES EACH, BUT WHAT IS THE LIMIT OF ALLOWING PUBLIC TESTIMONY? WE DID HAVE --WE DID TRY TO LIMIT. THAT DID NOT REALLY WORK VERY WELL. PEOPLE FELT LIKE WE WERE --I THINK WHAT WE ENDED UP DOING --WE JUST REDUCED THE AMOUNT. SO THERE IS NOT CURRENTLY A RULE. ONLY 10 PEOPLE CAN SPEAK AT ONCE. OR YOU JUST GIVE 30 MINUTES OF PUBLIC COMMENT. WE TRIED THAT. I THINK PEOPLE -- IT WAS NOT GOOD. IS IT POSSIBLE TO HAVE IT BE SOMETHING PEOPLE ARE AWARE OF FROM THE GECKO ? WHEN YOU PROVIDE

205PUBLIC TESTIMONY, YOU NEED TO KNOW THAT IF YOU ARE NOT IN THE FIRST 10 PEOPLE EACH GETTING THREE MINUTES, THEN YOU'RE NOT GOING TO BE INCLUDED THAT WEEK? PART OF THE PROBLEM WAS THAT NOT EVERYBODY USED THEIR THREE MINUTES. THEY ONLY USED TWO MINUTES. I ONLY USED A MINUTE AND A HALF. PEOPLE WERE BECAUSE THEY COULDN'T SPEAK EVEN THOUGH THERE WAS MORE TIME TO BE ABLE TO SPEAK. IT IS COMPLICATED. WE THOUGHT JUST BACKING OFF AND LIMITING TO TWO MINUTES WHEN WE HAD LARGER -- THAT MAKES SENSE. >> ONE THING WE DID FOLLOWING THAT -- WE HAD A TOWN HALL WHERE WE HAD, LIKE, MORE TIME DEVOTED TO THE TOPIC. WE HAD PRE-SUBMITTED QUESTIONS. NOT ALL OF THEM WERE SELECTED. WE HAD THE EDITOR OF OUR LOCAL PAPER FACILITATE . AND SO THAT SEEMED TO

206DEFUSE SOME OF THE ANGER THAT WE EXPERIENCED . SO THAT WAS SOMETHING THAT WE USED. WE MET ON A SATURDAY WHEN EVERYONE COULD MAKE IT IN THE MORNING -- THEORETICALLY --AND THAT SEEMED TO -- THAT ALSO ADDRESSED ONE THING THAT PEOPLE WERE FRUSTRATED WHERE THEY WANTED TO HEAR FROM US IN ADDITION TO THE ONE WAY --THEY WANTED TO HAVE THAT MORE INTERACTIVE. YOU WOULDN'T WANT TO DO THAT EVERY TIME. THAT FORMAT OCCASIONALLY IS USEFUL WHERE PEOPLE CAN INDIVIDUALLY SPEAK AND ANSWER QUESTIONS. SO RIGHT NOW IF YOU HAD TWO HOURS OF PUBLIC COMMENT, YOU WOULD TAKE TWO HOURS. I MEAN, I THINK --THIS YEAR WE HAD --WE HAD NOT HAD THAT IN A WHILE. AND THEN THIS YEAR THERE WAS A TOPIC THAT GENERATED A LOT OF COMMUNITY ENGAGEMENT, WHICH IS WHERE I THINK WE DID

207--WHICH IS WHY WE DID THE TOWNHALL THING ON A SATURDAY . I MEAN, I THINK WE'RE PRETTY GOOD AT FLEXING IN THE MOMENT AND TRYING TO FIGURE OUT WHERE FOLLOWING THE COMMUNITY'S LEAD ON WHERE THEY ARE TAKING US BECAUSE WE BOTH GET WRITTEN TESTIMONY, WHICH I THINK GIVES US A SENSE OF WHAT IS HAPPENING IN ADDITION TO THE IN PERSON . I THINK WHAT PEOPLE STRUGGLE WITH A LOT --AND THEY DID THIS EVEN MOST RECENTLY WITH THE HACIENDA CONVERSATION. PEOPLE DO NOT UNDERSTAND THAT WE CANNOT ENGAGE DURING PUBLIC TESTIMONY . THEY REALLY DON'T. THEY ARE WAITING FOR US TO SAY SOMETHING IN RESPONSE. WHEN YOU FIRST EXPERIENCE IT, IT IS VERY JARRING. IT IS REALLY STRANGE. SO I DO --I MEAN, YOU DID A GREAT JOB ALL ALONG KIND OF SAYING, REMINDERS THROUGHOUT , HERE'S

208WHAT TO DO. THESE ARE THE RULES. BUT I JUST THINK IT IS THAT CONSTANT REMINDING FOLKS . WE ARE SO GRATEFUL YOU ARE HERE. YOU ARE NOT GOING TO HEAR FROM US. AND IT IS NOT BECAUSE WE AREN'T GRATEFUL OR THAT WE ARE NOT INTERESTED IN WHAT YOU ARE SAYING. OUR ROLE IS ONLY TO GATHER INFORMATION AT THIS TIME , AND YOUR TESTIMONY IS THAT. YOU COULD SAY THAT AT THE BEGINNING OF EVERY PUBLIC TESTIMONY BECAUSE THERE'S ALWAYS PEOPLE IN THE ROOM WHO DON'T KNOW. THAT IS PART OF THE SCRIPT. THAT IS WHAT THEY ARE WAITING FOR. ABSOLUTELY. SORRY. SO, WHEN DO YOU TAKE PUBLIC TESTIMONY? IF YOU HAD TWO HOURS OF PUBLIC TESTIMONY, ARE YOU TAKING IT IN THE MIDDLE OF YOUR MEETING OR AT THE END? IT IS AT THE BEGINNING. OKAY. >>

209WE HAVE A SENSE --PEOPLE SIGN UP. THEY HAVE TO SIGN UP BEFORE HAND SO WE HAVE A SENSE OF WHAT WE'RE GETTING OURSELVES INTO. SO THAT PUTS YOU IN A POSITION WHERE YOU MIGHT BE DOING THE BUSINESS OF THE BOARD AT 11:00 AT NIGHT. IN THE EXAMPLE WHERE YOU HAVE TWO HOURS, YES. IT IS POSSIBLE. WHICH IS -- YOU DID NOT ASK ME TO WEIGH IN, BUT I'M GOING TO. AS YOUR CARING AND DISINTERESTED THIRD-PARTY, THAT PUTS YOU IN A POSITION WHERE YOU ARE NOT DOING YOUR BEST THINKING. RIGHT? BECAUSE NOBODY DOES THEIR BEST THINKING AFTER 9:00 P.M., RIGHT? AND SO --AND I GET THAT YOUR COMMUNITY HAS EXPECTATIONS. I TOTALLY GET THAT. AND YOU HAVE COMMITMENTS TO THE DISTRICT TO DO THE BUSINESS OF THE DISTRICT WITH THE BEST THINKING THAT YOU HAVE AVAILABLE,

210RIGHT? AND SO I WONDER , YOU KNOW --AND I HEAR YOU ARE WANTING TO HEAR AS MANY PEOPLE AS POSSIBLE. I WONDER ABOUT -- AND CHANGE IS HARD -- ABOUT IF YOU ARE INTERESTED IN THIS JUST A SUGGESTION INSTITUTING SOME SORT OF THE TOTAL IS GOING TO BE 45 MINUTES OR SOMETHING LIKE THAT IN AN EASY TIME , RIGHT? WHEN THERE IS NOTHING GOING ON THAT IS GOING TO ATTRACT A LOT OF ATTENTION. LIKE AT THE START OF THE SCHOOL YEAR. SURE. BUT THEN IT IS CONSISTENT. WE HAVE DONE THIS ALL YEAR. AND THEN THAT IS THE THING. IF IT DOES NOT TAKE THAT LONG, IT DOESN'T TAKE THAT LONG. AND THEN YOU JUST KEEP MOVING ON. BUT THAT ANYBODY WHO DOESN'T GET TO SPEAK --WE ARE TAKING WRITTEN TESTIMONY, WHICH WE WILL SUMMARIZE AT

211THE NEXT MEETING. SO THAT THERE IS AN OPPORTUNITY TO BE HEARD OUT LOUD. AND IT IS THE BOARD'S RESPONSIBILITY TO READ IT. WE ALSO RECEIVED , YOU KNOW --OR WE KNOW THAT THIS MANY PEOPLE DID NOT GET TO SPEAK. WE ARE TAKING ALL OF THOSE IN WRITING. WE EXPECT 100 PEOPLE TO SUBMIT THAT. IT IS THE BOARD'S RESPONSIBILITY TO READ ALL OF THOSE. WE WILL SUMMARIZE THE THEMES OF WHAT WE HEARD AT OUR NEXT MEETING. THAT IS AN IDEA. AND OR --MAYBE AN AND --YOU CAN SAY, WE GOT A LOT OF ATTENTION FOR X, AND WE INTEND TO HOLD A SPECIAL MEETING TO ADDRESS THIS AS WELL. RIGHT? AND HOPEFULLY THOSE SITUATIONS JUST COME UP ONCE IN A BLUE MOON THAT YOU ARE NOT DOING THAT EVERY TIME. BUT I JUST WONDER ABOUT KEEPING YOUR

212ACTUAL MEETING CONTAINED SO THAT , YOU KNOW, YOU ARE CIRCLING AROUND AND YOU ARE ADDRESSING THINGS. YOU ARE NOT NOT HEARING THE COMMUNITY. YOU ARE STILL ENGAGING THEM, BUT DURING THE TIME OF YOUR MEETING , YOU ARE NOT PUTTING YOURSELF IN A POSITION WHERE YOU ARE MAKING BIG DECISIONS AT 11:00 P.M... I THINK THAT WOULD MAKE ME FEEL A LOT MORE COMFORTABLE JUST KNOWING THAT THERE WAS GOING TO BE SOME SORT OF 9:00 P.M. LIMIT . I GUESS I'M NOT SUPER WORRIED ABOUT IT BECAUSE WE HAVEN'T HAD AN ISSUE. THAT IS GOOD. THAT IS GOOD. ONE MEETING IN THE LAST FEW YEARS THAT WENT UNTIL 9:00. NORMALLY WE GET OUT AROUND 8:00 AT THE LATEST. IT IS UNUSUAL. LUCKY. THAT IS GOOD. AND USUALLY I GIVE CHAIR A LOT OF CREDIT FOR INSTITUTING THAT FOUR

213YEARS AGO. THAT IS GREAT IF YOU DON'T HAVE TO WORRY. IT IS NOT NORMAL PRACTICE THAT WE GET OUT LATE. [ LAUGHTER ] IF WE HAVE SOMETHING BIG, WE USUALLY HAVE TO PLAN SOMETHING SEPARATE. [ INAUDIBLE ] WELL, THAT IS GOOD. RIGHT. RIGHT. >> I THINK IT IS FAIR TO LIMIT IT. BUT I ALSO DO FEEL LIKE TO YOUR POINT ABOUT WRITTEN, WE ALSO ALREADY GET A LOT OF RAIN. I DON'T KNOW WHAT OTHER BOARDS DO AND WHAT OTHER PRACTICES ARE, BUT WE WILL RESPOND . EVERY SINGLE ONE. SUMMARIZE STUFF FOR THE RECORD. AND WE READ IT. >> WE DO. ALTHOUGH A LOT OF THEM ARE THE SAME. WHAT WE COULD DO IS SAY --THERE ARE SOME THINGS WE CAN TWEAK WHERE , IF YOU DO WRITTEN TESTIMONY , WE WON'T HEAR YOU. YOU GET

214ONE OR THE OTHER. WELL, I'M GLAD IT IS NOT A HUGE THING. IT IS GOOD TO BE PREPARED . >> YEAH. I FEEL LIKE WE COULD ADJUST. I THOUGHT YOU WERE GOING TO SAY MOVE IT TO THE END, WHICH I DON'T WANT TO DO . MOST OF THE TIME I WANT PEOPLE TO BE ABLE TO MAKE THEIR COMMENT AND LEAVE. AND THEN THAT MAKES PEOPLE FEEL LIKE YOU'RE PURPOSELY -- YEAH. >> WHEN I WAS THINKING ABOUT IT, I WAS THINKING A VERY EASY NUMBER. LIKE, THE FIRST PEOPLE TO SUBMIT TO SPEAK GET TO SPEAK AND YOU GET UP TO THREE MINUTES. AND THAT IS WHAT IT IS FOR THE MEETING. AND IT GOES IN ORDER OF RECEIVED . DIDN'T WE DO THAT AND THE PEOPLE WERE UPSET --SORRY, WE ALREADY GOT 10. WHEN WE HAD

215THE BIG TOPICS OF CONVERSATION. THAT IS WHY WE EXPANDED. YES. YEAH. YEAH. BUT I REALLY THINK THERE'S ONLY BEEN ONE TIME WE ACTUALLY WENT BEYOND 45 MINUTES OF TESTIMONY. WE KNOW WHEN THEY ARE COMING. YEAH. YEAH. RIGHT. OR DID WE SCHEDULE A SPECIAL MEETING ? JUST TAKING TESTIMONY. YEAH. THAT'S GOOD. WE DON'T KEEP EVERYONE HERE UNTIL LATE HOURS. KELLY MADE THE POINT. SOME PEOPLE WE GAVE EVERYONE THREE MINUTES. WE SAID, WE HAVE AN HOUR AND EVERYBODY GETS THREE MINUTES. WE WERE DONE IN 45 MINUTES. WHY ARE YOU STOPPING NOW? THEN WE THOUGHT WE WERE SILENCING THEM. IT DID NOT GO WELL. MAY BE JUST THE TIME LIMIT UP AND TO THIS TIME. A GOOD ADJUSTMENT. MIGHT BE THE NEXT PERSON. YEAH. WELL, YOU COULD HAVE --WE ARE TAKING THESE 15 PEOPLE . IF WE HAVE

216TIME, WE WILL DO THE NEXT 10 PEOPLE. WE WILL MAKE PEOPLE UPSET NO MATTER WHAT WE DO . WE WILL DO OUR VERY BEST TO ACCOMMODATE. ALL THE PEOPLE. [ LAUGHTER ] >> THE LAST THING --WE SKIPPED SOME STUFF, WHICH IS TOTALLY FINE. I CAN SEND YOU THIS POWERPOINT IF YOU WANTED IT. THE LAST THING --I WILL JUST MENTION IS JUST SOME TOOLS . YOU MAY ALREADY HAVE ALL OF THIS STUFF. IF YOU DON'T, I RECOMMEND THEM. I REALLY GOOD SUPERINTENDENT EVALUATION, WHICH YOU MAY ALREADY HAVE. I SEE NODS, SO I WON'T TALK ABOUT THAT. NOT JUST ACCOUNTABILITY. SUPPORT. IF YOU'VE GOT THAT ALREADY AND YOU'VE GOT THAT IN PLACE, BE REALLY CONSISTENT WITH THAT PROCESS EACH YEAR. A BOARD SELF-ASSESSMENT IS A GREAT THING TO DO . THE ONE THAT WE DO IS BASED

217ON THOSE 12 STANDARDS. IT EVALUATES YOU ON THOSE 12 STANDARDS. AND THEN YOU CAN REALLY SET BOARD SPECIFIC GOALS. BOARD GOALS WERE BOARD BEHAVIORS AND CHARACTERISTICS. NO MATTER WHAT YOU DO EVEN IF YOU DON'T USE THAT, LOOK AT YOUR PERFORMANCE -- YOUR OWN PERFORMANCE EVERY YEAR AND SET SOME GOALS BASED ON THAT. A BOARD OPERATING AGREEMENT. THAT IS GOOD TO HAVE. BOARD SUPERINTENDENT OPERATING AGREEMENT AT THE SAME TIME ALSO GOOD TO HAVE. YOU CAN COMBINE THOSE TWO. HERE IS WHAT THE BOARD EXPECTS OF ITSELF. HERE IS WHAT THE BOARD EXPECTS OF THE SUPERINTENDENT AND HERE'S WHAT THE SUPERINTENDENT EXPECTS OF THE BOARD AS WELL. AND I WOULD HIGHLY RECOMMEND PRIORITIZING THOSE THINGS TOO, LIKE, FIVE. BUT THAT IS A NICE EXERCISE AND A REALLY GOOD THING TO HAVE AS WELL. AND I WOULD DO THAT

218EACH YEAR TOO. AND THEN COMMUNICATION PROTOCOLS. HOW ARE YOU ALL GOING TO COMMUNICATE WITH THE SUPERINTENDENT? HOW IS SHE GOING TO COMMUNICATE WITH YOU? IF THERE IS A CRISIS AND YOU ALL NEED TO KNOW SOMETHING AT ONCE, DO SOME OF YOU EXPECT A TEXT , SOME OF YOU EXPECT AN EMAIL, SOME OF YOU EXPECT A PHONE CALL? SHE CANNOT DO ALL OF THAT. SO THERE IS THAT KIND OF PROTOCOL, AND THEN THERE IS, WHAT IF YOU WANT TO VISIT A SCHOOL? HOW DOES THAT HAPPEN? WHAT ARE THOSE EXPECTATIONS? CLARITY IS KINDNESS. ANYTIME THAT YOU CAN PROVIDE COMMON EXPECTATIONS OR COME TO COMMON EXPECTATIONS, THAT IS ALWAYS BEST. SO THOSE ARE SOME THINGS THAT WE RECOMMEND HAVING IN PLACE. SOUNDS LIKE YOU HAVE MANY OF THEM IN PLACE. GOOD THINGS TO TALK ABOUT. ON THE LAST

219THREE, I THINK WE DO HAVE -- IT IS IN OUR OPERATING AGREEMENT. I'M LOOKING AT IT RIGHT NOW. WE HAVE THE BOARD DESCRIPTION. OPERATIONAL AGREEMENTS. [ INAUDIBLE ] ANNUAL PLANNING AND EVALUATION . ORIENTATION OF BOARD MEMBERS. THAT IS GREAT. WE DEFINITELY DID THEM. IT HAS BEEN A WHILE. PROBABLY AT LEAST TWO OR THREE YEARS SINCE WE LAST LOOKED AT ONE, RIGHT? ESPECIALLY WE HAVE A NEW BOARD MEMBER, RIGHT? IT IN ONE SPOT SO I CAN READ IT. BUT I THINK KELLY IS CREATING A BINDER FOR ME. WHILE I'M ASKING IF YOU HAVE ANY QUESTIONS, THIS IS A SURVEY FOR FEEDBACK FOR ME. IF YOU WANT TO TAKE IT, YOU CAN JUST HOLD UP YOUR PHONE. THERE IS A QR CODE. DO YOU HAVE ANY QUESTIONS OR ANY OTHER THINGS THAT YOU NEED FROM ME OR

220WANT TO CHAT ABOUT BEFORE I LET YOU GET ON WITH THE REST OF YOUR DAY? OKAY. [ LAUGHTER ] I WILL LET YOU GRAB THAT IMAGE AND THEN I WILL. ALL RIGHT. HOPEFULLY THIS IS USEFUL FOR YOU. I REALLY APPRECIATE SPENDING TIME WITH YOU. THANK YOU FOR HAVING ME. AND IF YOU NEED ANYTHING ELSE, KELLI, I WILL SEND YOU THAT POWERPOINT. IF YOU NEED ANYTHING ELSE, I'M HAPPY TO TALK TO YOU AGAIN . WE ALWAYS TALK --WE HAVE BEEN HAVING MEETINGS WITH OUR FELLOW [ INAUDIBLE ] YEAH. YEAH. >> WE WOULD LOVE TO MEET WITH YOU. LOOK AT ME SPEAKING FOR THE BOARD [ LAUGHTER ] RULES FOR THE BUT NOT FOR ME. [ LAUGHTER ] >> THAT WOULD BE GREAT. OKAY, THANKS, EVERYBODY. THANK YOU. THANK YOU SO MUCH. >> WHAT SHOULD WE LOOK

221FORWARD TO AT OSBA? ARE YOU GOING? SOME OF US ARE. SO WE ARE DOING A WHOLE BUNCH OF BRONZE LEVEL STUFF BECAUSE WE HAVE GOT BASIC LEVEL STUFF . PRECONFERENCE BECAUSE WE HAVE GOT A LOT OF NEW BOARD MEMBERS. WE'VE GOT A WHOLE STRAND OF ADMIN PROFESSIONAL STUFF, WHICH IS GREAT. STUFF FOR BOARD LEADERSHIP. WE ARE DOING A REALLY FUN JEOPARDY GAME IF ANY OF YOU WANT TO BE INVOLVED IN THAT. YOU CAN WIN SOME PRIZES. HOW MUCH DO YOU KNOW ABOUT BOARD GOVERNANCE ? THAT IS DURING GENERAL SESSION. WE WILL HAVE A PRESENTATION ON CELL PHONE STUFF . AND WE WILL HAVE A PRESENTATION ON --WHAT DO YOU CALL IT? AI? >>. WHAT IS THE THING WHERE BOARD MEMBERS CAN GET PAID? THE NEW LIGHT OF THIS LAW. STIPENDS. WILL HAVE A PRESENTATION ON

222STIPENDS. WE WILL HAVE IT ON POLICY. GOVERNANCE. WHAT YOU JUST SAW FROM ME. WE WILL HAVE A LOT OF HOT TOPICS . OGE WILL BE THERE FOR A LOT OF DIFFERENT THINGS AND WE WILL HAVE A BIG LEGISLATIVE UPDATE. IT WILL BE GOOD. IT WILL BE FULL. WHICH WILL BE GOOD. OUR GOAL IS TO GET AS MUCH TIMELY INFORMATION AS POSSIBLE, ESPECIALLY AT THE END OF THE LEGISLATIVE SESSION. ALL RIGHT. THANK YOU, ALL. THANK YOU. THANK YOU SO MUCH. >> [ APPLAUSE ] OH, MY. >> [ LAUGHTER ] ARE YOU DONE FOR THE DAY NOW? NOTHING ELSE ON THE AGENDA. SO NOW I CAN CALL US OUT.