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Regan Molatore: Everyone will begin this special session of the Westland Wilson Ville school board and it is intended to be our board retreat with a little bit of board board business before we get to the retreat portion and Kelly, would you please call roll.

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Kelly Douglas: Megan mala toy.

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Kelly Douglas: Here Chelsea King

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Chelsea King: Here.

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Dylan Hydes: Dylan hides your

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Kelly Douglas: And Jeff fetch.

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Ginger Fitch: Here and I should know my conflict is that ok now.

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Kelly Douglas: Yes, please.

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Ginger Fitch: I'm an attorney who sometimes represents parents and children who might reside in our district in

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Ginger Fitch: Part of our schools. If I have any business that comes before the Board, which I

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Ginger Fitch: Would materially impact my client, I would abstain from participating in those discussions in the decision making, without revealing the name of my client.

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Kelly Douglas: Thank you. Christy Thompson.

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Christy Thompson: Yeah.

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Kelly Douglas: Thank you.

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Regan Molatore: All right. Excellent. All Board Members are present and this is the portion or meeting where we would take community input and feedback and and we've been doing that through

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Regan Molatore: email correspondence being sent to Kelly Douglas in advance of our meetings and Kelly had notified me that we did not receive any public input before our meeting today.

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Regan Molatore: And nonetheless should a member of our community have a question or concern or something they want to share it to the board. They're always invited to do that at any time by sending an email, either to us directly or to Kelly Douglas to share with us.

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Regan Molatore: How our board business this evening is going to be presented to us by Dr Ludwick and it concerns calendar adjustments for the school year.

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Regan Molatore: Dr. Lead way.

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Kathy Ludwig: All right. Thank you, Chair mala tour. Thank you. Board members for allowing us to do some board business on the front end of your retreat.

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Kathy Ludwig: Timing actually was helpful for all of us. There is a lot going on this summer. I think that's the understatement. And

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Kathy Ludwig: It feels like every week and almost every day. There's new information coming at us and we're moving fast and trying to make as few errors along the way.

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Kathy Ludwig: And keeping community informed keeping board informed working simultaneously with all of our staff, especially as we approach the start of the school year.

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Kathy Ludwig: What I have in front of you are some adjustments to the calendar, most notably a recommendation for us to move the start of the school year back one week from August 31 to September 8

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Kathy Ludwig: There are other adjustments in the calendar, some of which we had discussed previously, as we were working through various models with our community and our staff that need to also then be noted in the calendar.

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Kathy Ludwig: But before we get to looking at the calendar and going through the dates checking back and forth. I do just want to provide

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Kathy Ludwig: Some explanation and rationale for the decisions in front of the board. And I want to preface by saying, I know coming before you with an ask like, this is not something we take lightly. There was a lot of thought.

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Kathy Ludwig: And calculation into whether we could still start on August 31

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Kathy Ludwig: I'll describe some situations that actually impacted that decision. I also want to acknowledge to you the board as well as to community who may be listening or watching this recording

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Kathy Ludwig: Then I know you're working with a moving target. At times, and ever evolving information.

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Kathy Ludwig: And it feels like just when we have some certainty, one week. Something comes at us out of our control that adjust that certainty and that's

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Kathy Ludwig: Understandably frustrating for our community. It's frustrating for us. We're trying as much to put certainty in front of our families for them to make informed decisions.

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Kathy Ludwig: And at the same time, respond to this pandemic and these health concerns that everyone has and make sure that when we do open. We're doing it in the safest and most thoughtful way possible.

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Kathy Ludwig: So in terms of our rationale for needing to move the start date we felt through most of June, and even most of july fairly confident that we could still start on August 31

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Kathy Ludwig: Are only reservations at that time in June and early July. We're whether we would get our face masks and time or the plexiglass would arrive in time and our operations director continued to check on those things. They seem to be

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Kathy Ludwig: On time and we anticipated if we'd started in a hybrid model that perhaps we could even start school with all of those components in place, but we were watching very carefully.

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Kathy Ludwig: Knowing that at that time, it might be about materials and resources that would have kept us from safely opening things like hand sanitizer plexiglass face masks those kinds of conditions that we would not want to have started school without those in place.

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Kathy Ludwig: As we know, we were beginning the school year very confidently planning for a hybrid model bringing students in those staggered ab rotations.

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Kathy Ludwig: Also at the same time became clear to us that we were having a growing number of families interested in an online option for the entire school year. This actually began in the spring, as we saw some families.

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Kathy Ludwig: Enroll in charter schools in the area that did have online programs and express their

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Kathy Ludwig: Just their disappointment that they couldn't stay in the district but felt leaving for a charter school was their only option we knew that introducing blended learning and online learning was a future plan for us.

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Kathy Ludwig: But we accelerated that plan in order to begin at this year.

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Kathy Ludwig: At that time, because there was so much interest in hybrid learning and health metrics in our state were much different than they are today.

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Kathy Ludwig: We anticipated having maybe 100 or 200 families interested in that online program and we hired a part time director to begin getting that up and going

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Kathy Ludwig: As the health conditions in Oregon changed and changed across the nation. We noticed increased interest in our online program.

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Kathy Ludwig: Originally we had set a July 24 deadline for families who are interested in the program to enroll increasingly as that deadline years we kept hearing from our director and our administrative staff who are receiving phone calls.

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Kathy Ludwig: That families needed more time to make a decision that it felt too soon. And additionally, they wanted to hear more about the specifics of the hybrid program that we're beginning to be worked out.

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Kathy Ludwig: We quickly put together community zoom meetings that describe the difference between CCL and hybrid

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Kathy Ludwig: In addition, our director was doing a number of online zoom meetings about zoom meetings about the online program trying to provide as much information as much opportunity for Q AMP a time with our with our community as possible.

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Kathy Ludwig: As we got closer to the end of July and the health conditions continued to increase in terms of case positivity rates and rates per hundred thousand in Oregon even

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Kathy Ludwig: We saw even more interest in our online program we pushed, we made a decision to push out the deadline, one more week we extended it for families through July 31

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Kathy Ludwig: Allowing them to attend all of the Community zoom meetings that we've made available and had recorded and then make their informed decision by July 31 extending that week really did push us further than behind. Then what we thought

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Kathy Ludwig: And that we kind of lost that week in terms of being able to get staffing plan sooner than later.

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Kathy Ludwig: In the end, it actually ended up to be the right decision. Maybe our community was clairvoyant.

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Kathy Ludwig: Because during that week of between July 24 and the new deadline of the 31st, the health metrics came out as you know

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Kathy Ludwig: And those health metrics, of course, gave us the information and you the board, the decision that we needed to start with CDO

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Kathy Ludwig: So even midstream during those zoom meetings. We were adjusting our talking points and making families helping families understand that we were actually going to start with CD L.

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Kathy Ludwig: At that time we anticipated that the interest then in the online program would go down because we thought maybe what families really were interested in was not starting in person.

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Kathy Ludwig: And that's why they were going to the online program. Well it did go down somewhat prior to those health metrics coming out. We had about 2000 students enrolled.

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Kathy Ludwig: And we've now got about 1600 and 50 with a waitlist and the waitlist our families who did not meet the deadline, but have expressed some interest if we still have room or conditions change and we're able to accommodate them.

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Kathy Ludwig: So on July 31 we got that number. We gave families again.

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Kathy Ludwig: Opportunity to change their minds through the weekend because we were hearing from families that now that they had all the information and they had maybe reserved a spot in the online program.

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Kathy Ludwig: They wanted the the right change their minds. So we gave them through the weekend and through Monday of August 3 to do that.

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Kathy Ludwig: Of course, we were itching to get started. Because for us. Once you hit August the start of school was just looming for us. And this very large number of the online program. We knew also meant a significant amount of staffing transition

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Kathy Ludwig: After we close the change your mind deadline of August 3 we began August the week of that August 4 through seventh to really take a look at

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Kathy Ludwig: Where did all this, where all the students coming from what grade levels were they coming from what schools where they coming from. And then, particularly for high school

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Kathy Ludwig: What were all the individualized courses and forecasting that was done and how could we accommodate those in the shift.

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Kathy Ludwig: And in our collective bargaining agreement when we transfer staff. We have a very careful process that involves interviews and conversations

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Kathy Ludwig: Of course, we gave weighted consideration to our staff who have high risk medical needs.

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Kathy Ludwig: And I'm very pleased to say that one of the upsides of having such a large number of students in our online program is that we were able to accommodate all of our teaching staffs

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Kathy Ludwig: Who have high risk needs requests. So we were very yes by not capping that program and doing a lottery, we actually said yes to a lot of families and yes to all the staff who had very significant health concerns, but it meant a daunting task and our staff has been working nonstop to

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Kathy Ludwig: To staff and then see what what does that do when

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Kathy Ludwig: When some staff have moved over to the online program essentially transferred out who's remaining. Where did the staff leave from again because we wanted to acknowledge

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Kathy Ludwig: Their medical needs. We didn't say no to those staff who had those needs. So it wasn't like we could say we're only going to take for staff from every building

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Kathy Ludwig: Or one science teacher one language arts teacher wherever they were in accordance to their school and they're they're teaching assignment, they were they were told, yes, if they

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Kathy Ludwig: Had a high risk medical need. So that meant not only shifting to send staff to the online program but possibly even shifting between schools were there. It may have been then some need

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Kathy Ludwig: We also to move students and create new groups and we're still in the middle of all that and looking at where we still have some gaps in terms of some staffing

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Kathy Ludwig: Because numbers transfer very mathematically but but people. You can't cut them up and divide them up into fractions. So they actually go as a whole and sometimes they go as as a part time f t, but it does create some gaps.

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Kathy Ludwig: We are still in the midst of that and there became a point at the end of last week that we we felt we were stretched to quite a capacity in terms of getting ready for now this august 31 opening

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Kathy Ludwig: I just want you to know. We have amazing leaders in our district who all said almost in unison. If you need us to absolutely start on the 31st. We will work nights and weekends and we will get this done.

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Kathy Ludwig: I just don't believe I can ask that of this staff, they have been remarkable. They have been heroic they've already given weekends and a lot of evenings and

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Kathy Ludwig: It's I just believe that we need to just relieve some tension in the system for them to be able to double check and triple check their rosters or class schedules. We want kids to feel really satisfied that

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Kathy Ludwig: What they needed was attended to. We know that once we roll out lists, there will be emails that will come back to us, maybe a little mistake here or there, or could I switch this around.

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Kathy Ludwig: And in typical years we can accommodate that we'd like to accommodate as much of that as possible.

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Kathy Ludwig: So our ask of our community, our board we know is a big ask people have already anticipated this start of the year. We know it also comes quickly at you.

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Kathy Ludwig: And if tonight, you are not ready to say yes and you want a day or two to allow the Community to hear that this is before you as a board and to be able to respond and give you feedback back

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Kathy Ludwig: We would understand. I think at some point, our community to also just wants to know when a school starting and so does our staff. So I would hope it wouldn't take too long.

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Kathy Ludwig: But certainly tonight's decision could be a first read with a decision. You know, in a few days. If you want to come back in a special session.

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Kathy Ludwig: And wrap it up.

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Kathy Ludwig: But I just wanted to share that you know are coming to you at this point was, was not to prolong anything for our community, we really felt so much along the way that we could still open with august 31 but what really

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Kathy Ludwig: Gave us caught gave us pause and and wonder and concern was when we saw that large number, stay as large as it was

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Kathy Ludwig: Even after we told the community. We were going to open with comprehensive distance learning and they got to watch all the zoom meetings and and get all their questions answered. The fact that we still are opening with such a large number. It's like opening another high school

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Kathy Ludwig: It's going to take us some time to make sure we really got everyone where they're supposed to be.

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Kathy Ludwig: The other factor that we had promised our community is that as much as possible, we would keep families together in there. A and B cohorts.

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Kathy Ludwig: And even though we're starting with CDs, we actually have to create those cohorts now.

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Kathy Ludwig: Because we will move into hybrid sometime mid year and we want to make sure kids are in the right place. When we do that, and that families are are together so we still have that work yet to do is to get all those cohorts together.

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Kathy Ludwig: Now that we're kind of getting the staff in the right places.

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Kathy Ludwig: So there's an ass to delay this week. There's also some other minor changes that

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Kathy Ludwig: I'd want to go through with you as we look at the proposed calendar, the old calendars. You can see those shifts

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Kathy Ludwig: But I'll stop there and give you a chance as board to react to this news to comment on the rationale. The decision understandably to comment on the short notice, and the timing and

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Kathy Ludwig: I'll, I'll pause there for now and receive that feedback and then we can get further into looking at the

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Calendar.

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Regan Molatore: Dr. Ludwig. And if somebody has something they want to ask her contribute if you just use the raise your hand function now.

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Regan Molatore: Help us not talk all over each other.

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Christy Thompson: Do you want me to make a motion. I mean, if we're not

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Regan Molatore: I was gonna say, yeah, I think, or do you want to go through first and tell us what those dates are if there isn't.

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Kathy Ludwig: Yeah, I thought maybe we could pause here if

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Kathy Ludwig: Somebody had just comments or questions about the process. And then when we start looking at those dates and you can kind of look at the the old and the new will just kind of walk through it section by section and move to more of the weeds.

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Regan Molatore: Ginger.

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Ginger Fitch: I know this is something director hides ass every time we have a calendar issue. Could you remind us of the number of instructional hours or days that are required.

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Ginger Fitch: By the state and how those match with what you've presented and thanks to you. I know you always provide those on your camp calendars.

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Ginger Fitch: I'm also interested if the change in the calendar changes, the number of days that our staff is actually present and working

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Kathy Ludwig: So the first one, the one that's easier for me to answer. First is the one about the staff, they will still be working 191 days is in their contract.

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Kathy Ludwig: But I will share with you that we are paying for an additional day of training for them to learn about the digital curriculum, whether its fuel lead for the online program or Florida Virtual which we've contracted with to support their work with CDs and the hybrid. We felt that

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Kathy Ludwig: First of all, the trainers have these their availability wasn't always in that week when staff get back. So we'd have to be flexible. Anyway, and then we just felt, given all of the new work to get up and going, they needed another day this year on typical

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Kathy Ludwig: Than other years

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Kathy Ludwig: And in terms of instructional hours. You can see on the calendars that days, but you're, you're correct director hides that is instructional hours and I wish I had them in front of me. It's nine in the 900

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Kathy Ludwig: For each group, I'll find that out for you during the meeting. I'll do a little browsing, but

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Kathy Ludwig: We we do meet those hours with our

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Kathy Ludwig: It as long as we stay within the hundred and 73 days and 175 which we have, we need those hours at the same time the Oregon Department of Education through division.

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Kathy Ludwig: Is looking at not a complete waiver, but understanding that instructional hours.

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Kathy Ludwig: May need to be calculated differently. This year due to comprehensive distance learning and hybrid learning that it's very hard to know without students in front of you.

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Kathy Ludwig: Whether they actually got the hours because we don't have them captured so to speak in front of us at school. So, how we collect attendance, how we log enrollment and how we document our instructional hours, those

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Kathy Ludwig: Complete compliance pieces are being adjusted revised and restated in a way that districts can still meet division 22 this year.

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Kathy Ludwig: But I'll look up those exact hours we typically are what we're definitely over for primary and middle

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Kathy Ludwig: And then nine through 11th grade. We're very close. We don't have a lot of days that we can give up. That's why we keep those snow days. And don't just wave them every year.

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Kathy Ludwig: And then for seniors were even closer but seniors don't have as many hours that they need to. They need to be instructed as ninth to 11th grade. So I think they're down to now 945 someone can may be text them to me for my admin team, they can find those hours.

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Regan Molatore: Chelsea.

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Chelsea King: I lowered my hand and unmuted. Me, I'm getting really good at the zoom thing.

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Chelsea King: Darker lead would just stand noticing you know that this is something that you've thought very closely about and care deeply about and just noticing that in your presentation and want to acknowledge that

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Chelsea King: And also just as far as process goes, I think I would be remiss if I didn't say that. I was surprised that it was already something that was, you know, added because of, you know, the short turnaround.

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Chelsea King: That doesn't mean I'm not I, I am willing and comfortable moving forward with a conversation and and a decision and just recognizing that's not normally how we operate that normally we do want to give more time and give

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Chelsea King: Opportunity for the public to be noticed and to make comments and so it is something that's surprising and unusual to be moving this quickly and I recognize we we set this calendar and pre Copa times

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Chelsea King: You know, some time ago, and this is probably just part of the process where we're responding to new information that's coming

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Chelsea King: With short turnaround and trying to create space uncertainty, where there isn't too much space and certainty. So, but, yeah, I just felt compelled to say that before we get into substantive discussion and making motions and votes that that was something that I noticed and thought about

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Kathy Ludwig: Thank you. And I appreciate that and I

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Kathy Ludwig: I would hope that someone I mean I would hope that would be part of our discussion, which is

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Kathy Ludwig: Why I wanted us to talk about it first and

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Kathy Ludwig: You know, we actually created three years of calendars for our community because we did want them to have plenty of time. And notice

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Kathy Ludwig: To plan vacations to know when school starts and we made that decision as a board. A number of years ago, instead of doing it, year by year, we actually set three years.

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Kathy Ludwig: And so that's, that's, I think, more typical of us, and I would hope the community would understand that we're just in a very unique time right now and it's not business as usual.

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Kathy Ludwig: And that we're just trying to do the best we can for our students and teachers, and we believe having this extra week will allow us to

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Kathy Ludwig: Keep moving fast but not make as many mistakes and being able to double and triple check things and being able to respond to with much more time on to our community, especially after they get some of their early schedules and rosters and information.

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Kathy Ludwig: And I have the hours and 900 hours for K eight 990 for grades nine through 11 and 966 for grades for grade 12 thank you direct Mr kill stream for sending those

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Regan Molatore: And Dylan.

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Dylan Hydes: Um, yeah, I was just I want to hear from the rest of my

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Dylan Hydes: Board members, but I'm inclined is to support resolution to change the the calendar and the primary reason why we do so is that I really

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Dylan Hydes: Want to make sure that we roll out a quality product to people. People are a lot of anxiety about what's coming down the road, and I don't want it to be rushed. I want the teachers become for the parents to be comfortable

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Dylan Hydes: And I know that the notice isn't really great, but I would be inclined to also move for this tonight is because I think it's a real benefit and giving people certainty, not just the community, but also teachers and

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Dylan Hydes: I know that for most people. I think they're going under understand that even, even in 30 inconvenienced by this that we all have to be a little more flexible.

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Dylan Hydes: With what's going on right now. So even though. Normally we'd like to give a lot more. Notice we're not normally in a pandemic, so

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Dylan Hydes: I think the advantages of rolling out a quality product and giving people a date certain today probably outweighs the downside of not being able to give more notice

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Kathy Ludwig: Thank you.

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Regan Molatore: Yeah, I haven't just piggyback on what Dylan said, I think he spoke really well to what I'm thinking in my mind. And for me, knowing that this discussion would come up tonight. And one of the things I had to, you know, kind of asked myself, because even if we had additional time and

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Regan Molatore: could allow for additional public reflection on these moves.

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Regan Molatore: You would be informed. I mean, the facts and circumstances for needing to make these changes, I think, would our wouldn't change my ultimate decision making, regardless of what additional information I could potentially hear from the community just the situation is what it is and

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Regan Molatore: I like the idea of letting our community at least know sooner than later when we're actually going to start command school so

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Regan Molatore: That's my two cents.

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Regan Molatore: Thank you. Anybody have anything else they would like to add before we move towards the

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Regan Molatore: interchanges

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Christy Thompson: I was just going to make a comment that I'm not that we let athletics drive our academic calendar. But if you look at the revised OSA calendar and it has the last spring season going through

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Christy Thompson: That final week that we would now be in school. And so in that sense, it also it aligns better with that OSA calendar and again I please don't hear that I'm saying we should align our academic calendar always with our sporting events but

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Christy Thompson: It does line up better if we do that, the final week for competition of spring sports is

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Christy Thompson: The I think it ends that last week and then the Osa if there is some sort of playoff is the week even following when we would get out of school. So that's just one more again kind of side note that

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Kathy Ludwig: One, since we're on the topic of sports. I think

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Kathy Ludwig: My husband just heard that the PAC 12 was going to

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Kathy Ludwig: Delay all of their games until I think after the after the end of the calendar year. So I even though they'd come out the week before saying, you know, they weren't so

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Kathy Ludwig: Colleges and Universities K 12 schools, we're all looking at information as it continues to come out and doing our best to make healthy decisions and reopening decisions for our students accordingly.

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Regan Molatore: All right, back to Ludwick I think are ready to move on to the nuts and bolts.

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Kathy Ludwig: Array just

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Kathy Ludwig: Thank you. So what you have in the memo was

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Kathy Ludwig: You know, written and narrative form those changes. But I think it also helps to look at it in the visual so

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Kathy Ludwig: If you take a look at maybe we'll just use one levels calendar.

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Kathy Ludwig: To move between if you take a primary calendar from

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Kathy Ludwig: Last year, and the primary proposed and maybe work between those two.

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Kathy Ludwig: And then where there are differences in levels. I'll just explain those to you. So what you see, then, between the old calendar and the proposed new one.

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Kathy Ludwig: And you'll see that in August. You don't see many dates at all. But you see the start in September with a orange highlight over the first and last date now has moved to September 8, the day after Labor Day.

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Kathy Ludwig: The then the

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Kathy Ludwig: Because that shifts all the quarters then shift. And so if you look in your new calendar actually with this time you would need to go to a middle or high school one because we don't have it printed for the primary you would see that accordingly where first quarter would end

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Kathy Ludwig: For

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Kathy Ludwig: High School.

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Kathy Ludwig: Is set

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Kathy Ludwig: End of term October. Oops.

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Kathy Ludwig: Sorry about the wrong one in front of me.

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Regan Molatore: It's November 6

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Kathy Ludwig: birthday of the end of the quarter November 6

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Kathy Ludwig: And then that moves that certified work.

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Kathy Ludwig: Day, which is when the grading happens to November 9

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Kathy Ludwig: And because we moved everything down a week. Again, the second quarter.

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Kathy Ludwig: Would end February 4. That's a Thursday and we've made the grading day the certified day then Friday, the fifth some of this was an attempt to not only counting the days and the quarters and getting them as close as possible.

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Kathy Ludwig: But also trying to get away from some of those Mondays and use more of the Fridays. So if you remember we have Monday and a hybrid being a be a be

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Kathy Ludwig: And Fridays this rotating day that actually makes it better for things like a grading day to land there so it actually worked out well for us to shift those

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Kathy Ludwig: The end of the third quarter. Then again, moving down a week becomes April 15 which is also a Thursday, allowing Friday to be the grading day and then the new quarter against starting that new ad rotation.

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Kathy Ludwig: So the only one we we didn't move to a Thursday, Friday was the first quarter.

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Kathy Ludwig: And that was, again, as we counted the quarters. Then we wanted to make sure we had some evenness to them.

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Kathy Ludwig: Then, in terms of

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Kathy Ludwig: The three certified workdays, if you go back to August. So now that we know how moving September 8 affects all the quarters and oh, and then the last day of school.

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Kathy Ludwig: would now be moved, also a week back

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Kathy Ludwig: If we go back now to August, where we typically had

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Kathy Ludwig: Three certified work days for staff to come back those now have just shifted down a week and they'd become September 1 second and third

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Kathy Ludwig: We had heard from staff that given the uniqueness of this year, they'd like to have more time if they could

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Kathy Ludwig: So not only are we giving them that paid day to learn about digital curriculum and get their training with that.

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Kathy Ludwig: But we negotiator kind of talked about that week of Thanksgiving, where they have to staff development days students aren't there at school on Monday and Tuesday.

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Kathy Ludwig: And if we moved one of those up into August, giving them a paid day in in August 31 before the start of school and then exchanging it for a non contract day

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Kathy Ludwig: That would give them another day to prepare and that was very well received. So you see that change in the new calendar so staff actually now come back on August 31

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Kathy Ludwig: And they have four days to prepare and then additionally, wherever they have their training prior to those four days, they have a fifth day

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Kathy Ludwig: So their contract is still 191 days, but they're all they're getting paid via time card for that extra day that they're working

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Kathy Ludwig: Where the other note, I just had in the memo is primary schools do not have to staff development days that Thanksgiving week they just have one

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Kathy Ludwig: And one certified work day which is when they would work on report cards. So we move their staff development day up into August

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Kathy Ludwig: Leaving them with just their certified work day in November. So everybody still has a professional day they're just called something different. One is a certified workday. The others IT staff development day

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Kathy Ludwig: So all staff are returning that Thanksgiving Monday that week and then they have

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Kathy Ludwig: Tuesday and Wednesday, the rest of the week off.

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Kathy Ludwig: And of course, what you'll also see a difference in the new calendar is all of those early release Wednesday's professional growth Wednesday's are gone. We knew that when we went to a

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Kathy Ludwig: Conference of distance learning and hybrid that it really made no sense to have those and that that time actually transferred into the shortened day that we were able to give staff.

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Kathy Ludwig: So that there could be some cleaning done to the classrooms and staff would have a little more time connecting with students and planning.

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Kathy Ludwig: So you don't see those anymore in the calendar, we had talked about that earlier. But that's not reflected here another thought we had was about the statewide in service day on October 9 typically this is when not most of our staff but a number of them do. Take advantage of state conferences.

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Kathy Ludwig: And like to go to whether they're a statewide art conference or language arts conference and those are set. There's also ones for special education and all different

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Kathy Ludwig: professional groups, but we were just hearing that likely. Those are either going to be cancelled.

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Kathy Ludwig: Or some sort of shortened version through a zoom or access to some virtual learning. So we thought let's take that day and actually make it a student instruction day

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Kathy Ludwig: And so that day has been captured back for student instruction on October 9 and if there is a conference a teacher really wants to attend that is being held virtually they could still use a professional work day that day and get a substitute

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Kathy Ludwig: Where we then by capturing that October 9 as a student day it allowed us to not need to make up as many days at the end of June.

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Kathy Ludwig: So instead of moving five days by pushing back a week further into June we actually need to only move four days.

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Kathy Ludwig: Instead of the last day of school being June 18 it now can be June 17 because we made up a day with October 9 of student instruction. And then the last day for teachers would be that Friday. That's what they would finish with report cards and packing up their classrooms.

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Kathy Ludwig: The three snow days of course are still marked on this calendar if we do need them. That's where they would go

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Kathy Ludwig: And that is it in terms of the details of how the calendar reads, so I'll pause here that you asked questions.

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Regan Molatore: And also Christie. If you wanted to make a motion. We could do that.

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Christy Thompson: All right, hold on, let me get back to it and I make a motion or emotion that we

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Christy Thompson: Accept the adjustments to the

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Christy Thompson: School calendar.

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Christy Thompson: Her the memo.

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Christy Thompson: Um, I need to say anything else.

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Christy Thompson: And

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Christy Thompson: It's like a self sufficient.

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Yes.

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Dylan Hydes: Yes. All right.

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Regan Molatore: Thanks, Dylan. It's been moved and seconded.

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Regan Molatore: And then ginger. You have questions.

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Ginger Fitch: Um, I don't have any questions, but just want to share my thinking with the rest of the board and thank Dr. Ludwig. So these are, this is not business as usual for anybody.

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Ginger Fitch: And I'm considering that we have little control over a number of factors, including that the Governor and the Department of Education provided information a month before we went to start school about reopening

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Ginger Fitch: That changed our plans significantly that you don't have control over the choices that individuals and families for making that you don't have control over the choices about staff members who are unable to return to school for medical reasons and for those reasons, um,

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Ginger Fitch: I think it makes a lot of sense to go ahead and make those changes at this time rather than waiting I agree that we need to provide as much certainty to our staff and I appreciate that perspective from director hides

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Ginger Fitch: As well as tough families and in terms of notice I

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Ginger Fitch: am aware that we didn't have the calendar up on our agenda, but it was noted that it was going to be an agenda item, and I thought back to the feedback we've received from

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Ginger Fitch: Our families on other issues related to the upcoming school year and I did not receive or cannot recall

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Ginger Fitch: Families being concerned about what day we started school and and I know that from my son's perspective, who wants to participate in the hybrid once that is an option.

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Ginger Fitch: And he used a later start providing him a better opportunity for in classroom learning at some point in time in the school year as a pandemic progresses. So, and I, and I think that's probably reflected other families and students. So I am I'm don't

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Ginger Fitch: Hesitate because of the form of the notice I think we did give notice to our community members, certainly the upcoming school year was a topic that we've had lots of community input on and this specific issue wasn't addressed.

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Ginger Fitch: And I we have so little control over the timing of these things. It's just the right thing to do tonight and they'll support it.

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Kathy Ludwig: Thank you for your observations director Fitch. I also want to

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Kathy Ludwig: Just make note that

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Kathy Ludwig: There are many groups involved in these

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Kathy Ludwig: Decisions and that one of my responsibilities is how different groups get to become aware of a change had input on a change can affect the change

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Kathy Ludwig: Not only did director mala tour and I, you know, consider how to

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Kathy Ludwig: Let you all know that this would likely be coming, but I also needed to work with Association leaders and other groups. And so the notice got on there as quickly as we could, but the details of it. Some, some groups had not heard yet. And so, in fairness to them if they had

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Kathy Ludwig: Seen it written somewhere and said you didn't give us the courtesy of letting us know in person that this was going to be discussed in public.

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Kathy Ludwig: would also have been

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Kathy Ludwig: Challenging. And so I just appreciate that in that short amount of time you also allowed me to kind of work with those groups get in touch with them and make sure they knew this was likely coming

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Kathy Ludwig: As we were able to also share that with you over the weekend so

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Regan Molatore: Chelsea.

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Chelsea King: I'll be voting in favor of the adjustments to the calendar and

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Chelsea King: And just want to state that it's, you know, not a move that myself or anybody else in this room, make in a cavalier fashion. And I just, I know how hard you and your staff have been working and I know how valuable that additional time is to you.

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Chelsea King: And I've heard it several times now that this is about maintaining a high level of quality in our instruction and the delivery of that instruction and those are compelling reasons.

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Chelsea King: Yeah, it's not. It's never fun to mess with people's schedules and calendars, but you know if we've done nothing else. The past few months. That's basically what we've done.

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Chelsea King: Culturally nationally, not just in our schools and so it seems like a really necessary move. The only question I have is regards to the memo that we received on number three of the memo with the recommended adjustments of states that

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Chelsea King: Are we would stay in the comprehensive distance learning through November six contingent on health metrics.

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Chelsea King: I assume that that means that possibly we would, we may or may not open depending on health metrics and my question is, Is there, is there a chance that the health metrics.

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Chelsea King: You know, I know you don't have a crystal ball. But if the pandemic. It's under control and we find that we're falling

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Chelsea King: Below those numbers which are caps. Is there a chance of school would be opening before November 6 or shall everybody assumed that that this is going to be the earliest that school would open depending on metrics.

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Kathy Ludwig: Yeah, so there's a couple

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Kathy Ludwig: Components with that.

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One.

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Kathy Ludwig: You know, we're still well above the 30 for 100 I think we're at 3433 per 100,000. We've got to get down to 10 for us to open K 12. There are some exceptions in there where K three could open sooner.

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Kathy Ludwig: And there's some exceptions for what's called limited in person instruction for rare instances where you do need to bring a student or a few students on campus for something

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Kathy Ludwig: So those are

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Kathy Ludwig: You know, those are some exceptions and we've shared those with the community.

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Kathy Ludwig: We did receive a course yesterday came another update to the guidance on August 11

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Kathy Ludwig: And in that there was clarity shared around this notion of if you have or earlier, the phrase was if you have a substantial number of staff or students who are in your district from other counties besides your own county, then you must also abide by their metrics.

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Kathy Ludwig: We did not have a definition for substantial

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Kathy Ludwig: And while the majority of our staff do reside and come from Clackamas County. We do have about 18% from Washington County. This is staff and 16% come from Oklahoma County. This is not unusual. A lot of our neighboring school districts is something similar to that.

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Kathy Ludwig: Yesterday received the definition for that term substantial and in the guidance, the amount of 10% has been used so we are coupled now with Washington and Multnomah County in terms of metrics. So when the metrics for all three of our counties are in that safe zone, then we can open

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Kathy Ludwig: If you've looked at the metrics Washington County. I'm anoma con County are higher in terms of their cases per 100,000 in their case positivity rate.

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Kathy Ludwig: unless something changes and we're allowed to decouple from other counties or those metrics change I'm anticipating

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Kathy Ludwig: A long review of opening, then if we had just been looking at our county alone. I think just letting our family settle into that first quarter letting our teachers prepare for a first quarter.

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Kathy Ludwig: Is probably more realistic and so and that's what we shared earlier too and that we had to just adjust that date. And then as we get closer to that will know even more whether we're going into second quarter with CDO

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Kathy Ludwig: Or maybe half of the second quarter, but we'll certainly know a lot more in the next month or two.

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Kathy Ludwig: That is information that we will be getting out to our community because

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Kathy Ludwig: Earlier without that definition, it didn't make a lot of sense to try and explain it. When we didn't know what substantial meant, and we were hearing

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Kathy Ludwig: All different numbers like is substantial 50% or 30% or a quarter 10% but now that that's been clarified as of yesterday, we can get that information out to our families so that they understand if they're watching the metrics every day. What, what else they need to be looking at

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Regan Molatore: St.

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Christy Thompson: Yeah, I was just going to note again on the discussion of as far as our public and moving forward at a little quicker pace that I do recall, I don't remember the exact date of our meeting, but I remember

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Christy Thompson: Director King specifically asking Dr Ludwick if there was a chance that there would be a change to the calendar.

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Christy Thompson: And I followed that up with a question and Dr. Ludwig had said yes. And I followed that up with. Would that be a change

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Christy Thompson: Where Possibly it could start earlier or later, and she made the comment, we wouldn't start earlier, but we would start later. So I just wanted to note that as well that I do remember having that discussion.

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Christy Thompson: At one of our previous board meetings and I can't remember which one that was

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Kathy Ludwig: Yeah, you have a good memory. Thank you. Christy and you know at that time I it really was about

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Kathy Ludwig: Hybrid and us being able to get

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Kathy Ludwig: plexiglass in place and facemasks and the hand sanitizer isn't stations up and staff, you know, having, you know, having a chance to practice.

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Kathy Ludwig: You know bus drop doing some simulations. If the bus drops off here and the kids walk through there and did all the furniture get moved in time. And while we could do some of those things internally like furniture and

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Kathy Ludwig: And labeling, we really were concerned about products that are at a high demand across the nation and whether they would arrive in time. So that's where my mind was going

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Kathy Ludwig: And it ended up being that there was another factor that that has impacted us now because

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Kathy Ludwig: As we're starting with CDs. We don't have to have the face masks quite yet. We've got some more time to put the plexiglass in place. So we've got some breathing room now for those kinds of preparations, but what accelerated us was actually

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Kathy Ludwig: Saying yes to every single family who wanted this online option and making such an enormous shift in order to accommodate that and wanting to do it blind to do it accurately and thoughtfully and having time to double and triple check those lists like we typically do

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Regan Molatore: Alright, and that would just a quick question. I think before we call it here for a vote is I know we've talked about, then what are our calendar, what a proposed Council calendar will look like for the 2021 school year.

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Regan Molatore: We participate sharing or school. Start Times finished times and that with the community. I know we informally shared some adjustments.

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Regan Molatore: Kind of early in the summer, but just as a follow up once once the calendar is reset. When do you anticipate shoring up school start and finish times

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Kathy Ludwig: Yes, and we are planning still that shortened day. And so we can get those schedules now better determined

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Kathy Ludwig: What also has been going on. I think you know is that we've had been having a lot of conversations with our associations.

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Kathy Ludwig: And this is about change and they're working conditions change in schedules for them. Where do where do their plan time land. How much time for instructing students

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Kathy Ludwig: So we've shifted a lot of things for them, opening up an online program that's also mentioned in our mo us. So we've been working on mo us with both of our associations that acknowledge health and safety, working conditions. What happens if someone contracts coded. What about

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Kathy Ludwig: Medical conditions for staff course, we've taken care of, of that by having an online program for quite a number of them, and then also just the shifts and schedules and and just the type of teaching. They're expected to do and planning for it so

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Kathy Ludwig: As we've been working through those. We've also felt like if anything needed to change in terms of Bell times or schedules. We wanted to still be able to do that with our associations, while we were at the table with them.

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Kathy Ludwig: And once those mo us get finalized, then we can get those out as solid dates to our community and not end up changing them again. So we anticipate

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Kathy Ludwig: That our Director of Human Resources shallow Waldron will be coming to you on Monday with those mo us barring that, nothing comes up between now and then.

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Kathy Ludwig: I believe we got some final nods. We had a two hour meeting again today with our classified association. So we've been working actively and they've been very diligent, they are putting

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Kathy Ludwig: That information forward to their members as well. So they're doing a lot of checking in and serving of their members. It's always harder to do it over zoom

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Kathy Ludwig: And virtually but they're they're working really hard on that, knowing that we need to get these in place, comparatively to other districts

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Kathy Ludwig: Were either right in the middle of the pack or actually a little ahead. So every other district is in the same place of working out mo us to their contracts for

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Kathy Ludwig: Shifted working conditions for this year.

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Kathy Ludwig: I don't know if that answered your question directly, but maybe gave explanation as to why we were waiting a little while and working through these working conditions with staff before we publish those for certainty to our families.

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Regan Molatore: That's perfect. Just so people know that there is that information still to come.

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Regan Molatore: Yeah. All right, with that Kelly, would you please call it provoke

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Kelly Douglas: Second military

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Yes.

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Kelly Douglas: Doing. Hi.

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Kelly Douglas: Can you finish.

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Kelly Douglas: By 50 Thompson.

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Kelly Douglas: Chelsea King

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Kelly Douglas: I think you

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Kathy Ludwig: Thank you everyone. I just know that maybe you can't hear it but there's a collective sigh going out across the airwaves tonight for principals who are listening in and others who are busy texting each other and

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Kathy Ludwig: I know some of us are going to be texting Association leaders to let them know. And there is gratitude in the organization. I appreciate

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Kathy Ludwig: Your support with this in this decision and Andrew Kelsey, and I will get a message out tomorrow to our community will be working on it tonight.

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Regan Molatore: I have to say on behalf of the Board that there's equal gratitude for all the work that is been going on continuously all summer long and keep it up even if you're starting to get tired because we need you. So thanks again.

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Regan Molatore: And alright so we are about a half hour later in our agenda than we anticipated. However, the good news is, is I anticipate US still being done by 730 and I do think that the rest of this can be covered.

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Regan Molatore: Within that time approximate like a half hour for each topic, hopefully. So let's get to it. And this is the portion that is more of our board retreat. We usually use this time to

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Regan Molatore: Hear superintendents input on district wide goals and to talk about how those impact the work at all levels in our buildings from the board on and then we'll have a time to reflect on our own board and goals that we had set for

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Regan Molatore: Ourselves last year as well as if, if there are additional new board goals. We'd like to set this year. And then finally we will and Chelsea is going to provide us with SBA came up with a new

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Regan Molatore: Tool for our super melt superintendent evaluation process. And so we with Dr. Ludwig can talk about how we may want to adopt that tool or some or all of

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Regan Molatore: The changes.

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Regan Molatore: Good at there. So to begin with, Dr ludwin. Do you want to lead us off on work around our district goals.

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Kathy Ludwig: Sure and Curtis, could you, am I able to share my screen.

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Kathy Ludwig: You could let me

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Curtis Nelson: Leave. So can you not

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Me.

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Kathy Ludwig: Thank you. I can do it now.

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Kathy Ludwig: Alright so board members are you able to see the screen.

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Kathy Ludwig: Okay, and I'll try and move it up if you can see all four board goal.

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Kathy Ludwig: So what you have in front of you are the board goals from

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Kathy Ludwig: There's a little preamble at the beginning and then

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Kathy Ludwig: Our executive team district administrative leaders took a look at the for knowing that. Every year we just try and adjust them. It's funny because

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Kathy Ludwig: Each year we think, oh, we got it just right. There's no way we could make it any better. This just says everything we wanted to say. And then, you know, we just keep massaging the goals. First of all, I just want to say that, overall, we felt like these goals have

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Kathy Ludwig: A way of really encompassing so many elements of the work and how they read already

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Kathy Ludwig: That even a year like this year where we're talking about digital learning and on an online learning and a pandemic certainly doesn't stop us from wanting to grow student achievement.

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Kathy Ludwig: Or, you know, use our systems or operate in a transparent manner or even be responsible for fiscal long term financial stability. So we kind of thought they kind of transcend time in some ways.

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Kathy Ludwig: We did no one on the executive team or district leaders wanted to touch board goal number one, we felt like we use it and reference it so much.

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Kathy Ludwig: And especially want to live into that phrase more around disrupting systems of racism and begin do more of our work with our equity teams this year to unpack that.

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Kathy Ludwig: We did take a look at the second and third goals and we talked about

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Kathy Ludwig: Maybe there was some space for acknowledging social emotional learning within that goal. It certainly comes up in board meetings families with our own teachers and our learning

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Kathy Ludwig: And that perhaps we could rather than keep making these goals longer. We could also even shorten some of the phrases and

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Kathy Ludwig: Instead of this long opening just say effectively use systems of professional growth. So this is where teachers are growing and learning.

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Kathy Ludwig: assessment for learning instead of just assessment. How do we use assessment that actually impacts and informs student learning.

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Kathy Ludwig: And then adding the phrase social emotional learning inclusive practices to build self efficacy for every student as, again, we thought other places where we maybe there's some

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Kathy Ludwig: Redundancy in the word choices we felt that as we looked up the definition of self efficacy. It has built within it. This notion of confidence and feeling more competent

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Kathy Ludwig: And then in terms of goal number three. We wanted to make it more active more active with our community.

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Kathy Ludwig: So not just encouraging and fostering but also generating being more active with getting our community input.

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Kathy Ludwig: And then not only hearing their voice and valuing their voice, but that their voice actually affects change in our district and acknowledging that when they do speak.

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Kathy Ludwig: Whether they're in student panels or focus groups or surveys that we're using that valued voice towards change in our district and we wanted to acknowledge that. So those were our comments towards this collaborative process of us developing these goals together.

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Kathy Ludwig: And our recommendations in terms of some changes to these goals.

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Kathy Ludwig: We felt like all the work that we were doing however nested with in each of these four. We didn't feel we needed to generate a new fifth goal in any aspect.

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Kathy Ludwig: So I'll stop there and we can open up for discussion.

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Regan Molatore: All right, give me a second, with all the windows open. I'm trying to open the one so I can see if there are

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Regan Molatore: hands raised.

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Regan Molatore: Oh,

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Regan Molatore: Okay, hold on.

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Regan Molatore: Alright.

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Regan Molatore: So I will just comment real fast as I do like the change to

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Regan Molatore: District goal number two. And I just find it really interesting because having been here when that I think that goal was first created

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Regan Molatore: It was, it's the Align evaluate update sort of language integrate was as we were making a conscious shift come away from silos.

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Regan Molatore: To a more cohesive organized station across all all levels, all schools all grades and and I can see and I feel like we've we've made strides and accomplishments towards creating that more cohesive alignment.

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Regan Molatore: Across, you know, various aspects in our district. And so the the removal of like those three words and just using now that we've done that, can we affect how do we become most effective now that we're doing. I, it makes sense and it kind of

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Regan Molatore: I think also note some of the progress that has been made in the school.

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Regan Molatore: Dylan.

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Dylan Hydes: Yeah.

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Dylan Hydes: I appreciate the change to Oracle number two. The I like the idea of shorting it make shortening it making it more concise and updating some of the language. I had a couple thoughts, though.

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Dylan Hydes: If someone to talk to the optics of crossing out accountability isn't great. And so I'm just kind of wondering the thought behind that. And also, I know self efficacy is shorter than competence and confidence, but it's not quite as

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Dylan Hydes: I don't know user friendly. So that see is a complicated word that a lot of people may not be super familiar with where everybody knows kind of what confidence and competence is so

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Dylan Hydes: I don't like to hear many some of the different talk about that.

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Kathy Ludwig: Can't tell if I'm muted. Can you hear me my muted. Okay, here.

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Kathy Ludwig: So, you know, I agree. No one wants to cross out accountability and now infer that we're not so we can certainly keep that

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Kathy Ludwig: I'm recalling back to when that was added.

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Kathy Ludwig: Prior, I believe, to when you were on the board director hides

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Kathy Ludwig: There was input from, I think, a board member of really feeling a sense of accountability with district report cards and state report cards was an essential component. And while we agree they're essential

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Kathy Ludwig: I think we've moved to a place of understanding that

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Kathy Ludwig: We, we can be accountable without maybe drawing that out as explicitly as it was requested.

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Kathy Ludwig: I think when this when this board goal was first made perhaps even with the previous superintendent. So like you Reg, I didn't know if we had shifted beyond the notion of we're integrated now and we are using data and district report cards to inform us

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Kathy Ludwig: Do we need to still mention that in a board goal or district goal is it already inferred enough in our system that we, that we are accountable to to the data.

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Kathy Ludwig: But certainly we can keep it will just put a comma after social emotional learning and then it could say assessment for learning social emotional learning comma inclusive practices and accountability.

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Dylan Hydes: I wasn't advocating that we leave it in. I just wanted to hear kind of the thought process behind him. Yeah. So thank you for that.

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Okay.

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Regan Molatore: And don't I'm kind of glad you you you mentioned that because I, it wasn't something that didn't stick out to me.

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Regan Molatore: And I think that was at a minimum worth discussion.

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Regan Molatore: If, if we're going to remove that word. I, I just feel that we as a board and an organization, you know, as we've grown over the years to

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Regan Molatore: I feel that even if we would choose not to include the word accountability.

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Regan Molatore: It's very well known that this board would, you know, be holding

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Regan Molatore: Itself accountable and IT staff accountable and to trying to achieve and accomplish these goals so

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Regan Molatore: Does anybody else have any questions or comments or

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Dylan Hydes: With my other question was if someone could if someone can talk to the thought process behind replacing self or replacing competence and confidence with self efficacy or if that was meant to be a replacement or just a change

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Dylan Hydes: Yeah.

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Kathy Ludwig: Again, it was we were getting a very long goal there with a lot of ends.

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Kathy Ludwig: And again, trying to think, is there some redundancy there does self efficacy, maybe speak to what we're trying to get at in terms of a student having

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Kathy Ludwig: A sense of competence which certainly self efficacy

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Kathy Ludwig: Has an embedded within it. And when you grow your efficacy, you're growing your competency as well. So there was just a wonder about

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Kathy Ludwig: Is that a place where we could actually trim that sentence because we feel self efficacy encompasses those I can understand that it's it's academic jargon and maybe not as well known in the community.

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Kathy Ludwig: It's it's well known by teachers and and educators, so it, it fits for us. But if you think that this is a goal that needs to be better understood by the community. We could not use the term self efficacy and and

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Kathy Ludwig: And just say to build competence and confidence for every student there is this sense of self efficacy being also an empowering word that when you're, when you have that self advocacy.

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Kathy Ludwig: You advocate for yourself. You see that growth within your self as well.

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Kathy Ludwig: And so

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Kathy Ludwig: It is

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Kathy Ludwig: Our intention that we grow learners in a way that they and teachers in a way that they build their own efficacy and students do as well so

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Kathy Ludwig: Maybe I'm just sharing that I have an affinity towards that that phrase I I like it, it's a it's an expectation we use a lot in our work so

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Kathy Ludwig: It resonates for me, having it there. And I think for educators, but I completely understand your vantage point and and it raises confusion for our community then

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Kathy Ludwig: And that's not effective communication. So,

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Regan Molatore: Ginger.

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Ginger Fitch: Thanks for those comments director hides

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Ginger Fitch: For me, I had to look up the definition for self efficacy and I think I have a little different initially thought it meant something different. I

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Ginger Fitch: Think I would prefer if we say to build self efficacy and then we can set out in

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Ginger Fitch: It with commerce after competence and confidence to increase encourage a lay understanding, at least, to that extent that that's self advocacy, at least includes those concepts.

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Kathy Ludwig: And we can certainly leave it even as it is this kind of trimming of it was just as we add more words into goals there we just felt

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Kathy Ludwig: Trimming some out maybe would be helpful. It doesn't feel like such a mouthful and maybe a long goal to read as a community members so we can certainly keep it exactly as it is to build competence confidence and self efficacy or change it around. Absolutely.

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Regan Molatore: Chelsea.

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Chelsea King: All right, I had a

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Chelsea King: Focus look for a little bit. As I took all this in

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Chelsea King: I appreciated the questions, Dylan around accountability and then the phrase self efficacy and I I appreciated the answers. And I think the more that I sit with this district goal number two.

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Chelsea King: And the clearer, it becomes what's happening with the edits here, I see how accountability is potentially even embedded in that idea of professional growth and assessment that it's it's sort of assumed there with those

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Chelsea King: I sat with that idea of the social emotional learning being included and really I think arrived at this understanding that that's been such a big piece of what our community and really our state has been asking for

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Chelsea King: Were with where funding is going and what we hear from you know our students and our parents around where the need is. And so I seem said

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Chelsea King: Putting that there is almost like what we did last year with the disrupt disrupt system to racism, where we're doing this work. We're pushed into it and can we make it really explicit

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Chelsea King: So I'm pretty comfortable and I come from an education background in the adult education world and that term efficacy and self advocacy is a very powerful term.

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Chelsea King: That has a lot embedded in there around agency and being willing to understand one's voice and role and creating change and and creating like having self responsibility and so I like self efficacy. I think if it forces members in our public to look it up, that that would be okay.

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Chelsea King: And also, you know, and that's what said in the snarky way at all. I mean, I had to look look it up, you know, when I learned the term as well. And so

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Chelsea King: You know, I think competence and confidence is we could add four or five words to try to capture what self efficacy means, but it is a unique phrase and it. I think it informs

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Chelsea King: The you Dr. Ludwig and your team. And when I think about the purpose of these goals. I think about things like the strategic plan.

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Chelsea King: That you generate and the strategic plan that principals generate ways that we, you know, right, the budget and so I'm most interested number one in this being something that really

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Chelsea King: Focuses and motivates your work. And so in that sense. I'm fine. You know, not going to go to debate over the word smithing but I would be comfortable with that work that goal, sitting as it is currently drafted with your

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Edits

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Chelsea King: And then I think the only other thing that comes up for me around the district Goal number three I just noticing. I don't have a strong opinion. I'm just sitting with this idea noticing towards change. I like the idea of generating rather than fostering it gets more powerful word

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Chelsea King: And then this idea of choice valued voice towards change is another fairly powerful statements. I'm just, I remain a little curious about the intent or motivation behind that phrase.

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Chelsea King: That's where I'm landing

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Regan Molatore: And Dr. Olympic, did you want to

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Regan Molatore: Share a little bit more about how you arrived at towards change.

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Kathy Ludwig: Oh, okay. I wasn't sure if that was a question to me or if

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Chelsea King: I think if I hear a little bit about it, then that would probably help me to understand it and be really confident in. Yeah.

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Kathy Ludwig: Sure, so first the, the verb change to generate we felt was much more active and implied take more initiative, you can certainly encourage and and and foster

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Kathy Ludwig: A sense of community involvement, but it's it's another thing to actually go out and generate it to ask for it to require it to you know elicit it very actively so

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Kathy Ludwig: It's a, it's a stronger verb, as you mentioned around

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Kathy Ludwig: You know, work. We're going to expect you to be involved. We've got a community that now we're encouraging, but we're also going to to generate opportunities for you to be involved.

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Kathy Ludwig: And then in terms of the towards change. We just wanted knowledge that we actually do something with the voice that when we hear voice and we hear input. It does inform decisions in the district.

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Kathy Ludwig: And it affects it helps us to make changes, whether it's been student voice, as you've heard from our panels, whether it's been surveys that we've been able to report back to you.

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Kathy Ludwig: Those that are yet to come, you know, how do we then take voice and do something with it so we we value the voice in our community and it's and that voice is part of actively changing and making our district better

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Kathy Ludwig: So whether that's. Those are the two words we land with it's definitely the direction we want to acknowledge to our community that their voice does affect change in the district.

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Kathy Ludwig: Curriculum renewals

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Kathy Ludwig: Community social emotional learning inclusive city disrupting systems of racism, we want to generate our community be involved and then use their voice towards making the changes that we need to in our district.

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Kathy Ludwig: And I use those two words to trying to caffeine. Those were actually suggested, also from our team that that idea of a change. And then just try to do it with as few words as possible so didn't have a super long edit to that goal but felt that maybe those two words.

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Kathy Ludwig: moved us more in that direction of

464
01:14:19.920 --> 01:14:20.880
Kathy Ludwig: Of understanding

465
01:14:25.320 --> 01:14:26.070
Regan Molatore: Christine Kristi.

466
01:14:27.300 --> 01:14:38.460
Christy Thompson: Thanks. And I, along with Director heights. I do like competence and confidence, whether we keep them along with, you know, or however, but um

467
01:14:38.790 --> 01:14:48.330
Christy Thompson: One thing is I'm looking at this and just thinking about looking at it from a student's perspective. I also want us to have goals that our students read and mean something to them.

468
01:14:49.890 --> 01:15:02.850
Christy Thompson: And to me, I feel like the competence confidence would resonate better if one of our students was are keeping that at least would resonate better if one of the students, the students in our district to reading our goals and so

469
01:15:03.300 --> 01:15:13.980
Christy Thompson: I just like, that's why I like those being there. And because I want our goals to be something that our students can go to and read and go, Yes, okay, I understand. I see.

470
01:15:15.570 --> 01:15:27.900
Christy Thompson: I see what the purpose of my education is and what the teachers and the staff and the administrators are all trying to help me towards so I that's why I like the competence and confidence.

471
01:15:28.320 --> 01:15:41.430
Christy Thompson: And. And then the other thing I was going to comment on is, I really like those two words towards change in our district, because I do feel like that gives our community members, it makes them feel like they do have a voice.

472
01:15:41.820 --> 01:15:47.820
Christy Thompson: And and that their voice can affect change. And so I just appreciate those two words being added.

473
01:15:53.520 --> 01:15:58.350
Regan Molatore: And Chrissy I find your comments interesting and intriguing when you mentioned the student because

474
01:15:58.830 --> 01:16:12.780
Regan Molatore: I also am an adult who every time I mean I'm now familiar enough with the our work around self efficacy. I don't know, have to look it up every time, but I used to every time I've been on a work session and I'd be preparing and I'd have to just remind myself what it meant.

475
01:16:13.530 --> 01:16:27.540
Regan Molatore: But I do think what what I think is need as well. I'm not comfortable and used to using that word. Our students are increasingly knowing what that word means and what it means for them because

476
01:16:29.280 --> 01:16:34.500
Regan Molatore: It's been a vital work within the district. And so a lot of our probably people who aren't

477
01:16:35.220 --> 01:16:50.850
Regan Molatore: In the education industry may not necessarily readily recognize that word. And I do think it is actually been in play. Long enough with our kids that they are now understanding what that means and and are starting to use it, even in their own language, but

478
01:16:52.110 --> 01:16:52.650
Regan Molatore: Um,

479
01:16:55.050 --> 01:17:00.570
Regan Molatore: I also think goals. Yeah, I think. Sorry, I'm just going to wait, and I think that it would probably be helpful.

480
01:17:01.890 --> 01:17:09.030
Regan Molatore: To probably add additional language to understand what self advocacy means and not rely on others to look it up.

481
01:17:09.510 --> 01:17:25.290
Regan Molatore: Because oftentimes if you have to look it up, you just won't you don't have enough time in the day. And that's the one thing that won't happen. So that would be where I just weigh in on that one and Dylan and Chelsea your hands of us still raise. Did you still have okay perfect done

482
01:17:28.050 --> 01:17:30.420
Dylan Hydes: So the more I look over board go to

483
01:17:31.530 --> 01:17:32.760
Dylan Hydes: The more I'm fine with it.

484
01:17:33.990 --> 01:17:42.000
Dylan Hydes: I see the pros and cons of keeping Competence, competence in I see the pros and cons of just using self advocacy. So I'm fine either way on that don't have strong feelings.

485
01:17:43.320 --> 01:17:45.210
Dylan Hydes: The third for goal, though.

486
01:17:46.500 --> 01:17:53.550
Dylan Hydes: We're adding language in there towards change. I think if we're going to add language, it should accomplish something pretty important. I don't think it does that here.

487
01:17:54.120 --> 01:18:02.670
Dylan Hydes: We already acknowledged that community input is valued it's integral that we're going to encourage it that we're going to generate it. So I think we've accomplished that.

488
01:18:03.060 --> 01:18:12.090
Dylan Hydes: But worse than that is I don't like towards change because not all community input is towards change some community input is to keep things the same

489
01:18:12.660 --> 01:18:22.680
Dylan Hydes: And it also if I'm reading this as a skeptical member of the community. It sounds like oh my voice is value and integral. If it's towards the change that you guys want. Well, that's not where I'm at. And so

490
01:18:23.250 --> 01:18:38.700
Dylan Hydes: I think we need to value all input, regardless of whether to increase with us or whether or not it's towards change and welcome encouraged that and so towards change. I think limits are in our welcome this of input. And so I would like to see those two words taken out.

491
01:18:48.660 --> 01:18:54.000
Kathy Ludwig: I'm making notes, just so you know, I am listening and taking notes on here. It's easier than me typing.

492
01:18:55.020 --> 01:18:55.770
Kathy Ludwig: On the screen.

493
01:18:58.140 --> 01:19:03.450
Regan Molatore: So I have a proposal, so unless somebody has something additional to add

494
01:19:04.620 --> 01:19:09.900
Regan Molatore: Is we can continue to kind of go back and forth. Or I could

495
01:19:11.430 --> 01:19:17.250
Regan Molatore: Potentially like this is the first read sort of situation and we can give that back to Dr. Ludwig to

496
01:19:18.570 --> 01:19:28.620
Regan Molatore: Take this input and then bring back a draft for us to hopefully adopting us for our 2020 school year in the near future.

497
01:19:29.130 --> 01:19:46.410
Kathy Ludwig: Yeah. And this is a collaborative process. It's kind of iterative. So, you know, we took a first run at it and gave you some suggestions. You've now made some suggestions back. So I'll take it back to the executive team and they can also get input from others from principles.

498
01:19:47.670 --> 01:19:50.970
Kathy Ludwig: And and leadership groups and

499
01:19:52.230 --> 01:20:00.090
Kathy Ludwig: And then you know you've got time to mulling IT OVER TO AND GOING TO YOUR Thesaurus and looking up worse that you like.

500
01:20:01.470 --> 01:20:07.230
Kathy Ludwig: And then we'll just come back to it, but I think it was really good that during this retreat, we, we took a look at this and

501
01:20:07.740 --> 01:20:18.960
Kathy Ludwig: Try and make it capture what we're working for this year and we didn't comment at all about board Goal number four. But you know when I looked at it in the context of. Okay, so we've passed a bond we passed a local option.

502
01:20:19.710 --> 01:20:25.770
Kathy Ludwig: You know, does this goal still reflect now our responsibility to manage the bond.

503
01:20:26.220 --> 01:20:35.100
Kathy Ludwig: To oversee the bond to keep making sure we're doing fiscally responsible things for long term financial stability and I believe the way it was crafted actually lives.

504
01:20:35.640 --> 01:20:45.750
Kathy Ludwig: Lives through those years as well. So, and our team felt the same that that they didn't feel there needed to be a change this. But, but, but that certainly many of your meetings will be

505
01:20:46.650 --> 01:20:57.090
Kathy Ludwig: Bond and budget related and that you'll be getting updates and and wanting to check and make sure that we are conducting those long range capital improvements.

506
01:20:58.170 --> 01:21:02.250
Kathy Ludwig: And and doing financial planning that's

507
01:21:03.630 --> 01:21:06.120
Kathy Ludwig: Long term fiscally responsible for the district.

508
01:21:08.850 --> 01:21:21.360
Kathy Ludwig: So if there's no comments from there, we, we probably could suspend this year for now. If there were no other thoughts about Cole, number one, or four sounds like we just had thoughts about two and three. And what I've noticed is that

509
01:21:23.340 --> 01:21:33.120
Kathy Ludwig: Board would like to keep Competence, competence and self efficacy that they kind of help to create a better picture of what that means that we're trying to build for every student

510
01:21:33.540 --> 01:21:52.890
Kathy Ludwig: And that likely remove remove the phrase towards change unless we can come up with a better phrase. So we've got some time now either come up with a better phrase or remove it all together. And I think I'm seeing some nods. Keep the word generate instead of Foster. Okay. All right.

511
01:21:54.150 --> 01:21:59.040
Kathy Ludwig: Okay, and Kelly has probably also taken notes. So, between the two of us. We've got this

512
01:22:00.210 --> 01:22:00.570
Kathy Ludwig: All right.

513
01:22:00.660 --> 01:22:02.790
Regan Molatore: I was sharing my screen.

514
01:22:03.840 --> 01:22:10.680
Regan Molatore: Sorry, I was gauging the head nods. If so, I think, I think what you recap was there's some consensus around it.

515
01:22:12.060 --> 01:22:24.000
Regan Molatore: Moving to the next topic on our agenda. It's with regards to board commitments and and even noticed that in our board book and

516
01:22:25.650 --> 01:22:34.560
Regan Molatore: Policy that pertain to the board its operating procedures agreements between board members and and the board and the secret.

517
01:22:35.490 --> 01:22:41.940
Regan Molatore: As well as policies on the scope of the board board members authority and our code of conduct.

518
01:22:42.450 --> 01:22:50.790
Regan Molatore: If you are wondering why those were included, it's just it's, I think, a very good annual practice to put those before the board to remind us all.

519
01:22:51.180 --> 01:23:03.480
Regan Molatore: Of what we've agreed to do. And as we're trying to collaboratively do work together and also in years where we have new board members coming onto the board at the same time.

520
01:23:04.080 --> 01:23:10.260
Regan Molatore: We typically would take a little bit more time to maybe dig into one or more of those documents, just to make sure that

521
01:23:11.400 --> 01:23:19.710
Regan Molatore: All members new and old have a collective understanding of those agreements, I don't anticipate that

522
01:23:20.250 --> 01:23:35.520
Regan Molatore: We have any additional wanderings around that. But I would open it up if board member in particular, had something that they wanted to seek further information on or understanding around, let me know. Oh, Ginger, I see your hand raised.

523
01:23:37.050 --> 01:23:42.600
Ginger Fitch: I just want to say how much I appreciate it. Again, it was reminder. I needed to do my conflict.

524
01:23:43.500 --> 01:23:48.720
Ginger Fitch: Talk at the beginning of every meeting and I think the pandemic has disrupted. Some of our patterns.

525
01:23:49.170 --> 01:23:52.440
Ginger Fitch: And reminding us that we make decisions.

526
01:23:53.160 --> 01:24:03.630
Ginger Fitch: After we receive information and a board meeting and limitations on social media and how they interact with media all those things were, I think particularly helpful for me.

527
01:24:03.960 --> 01:24:14.250
Ginger Fitch: During this time of pretty rapid change and a lot of lack of control. So I appreciate it. And I think it is a great practice. That's all.

528
01:24:19.500 --> 01:24:33.090
Regan Molatore: Alright, right. Thank you. And seeing nothing further. And then the second part of this topic was just the board. I'm working on its own board commitments and last year.

529
01:24:33.870 --> 01:24:45.000
Regan Molatore: The board choose chose to have two commitments. The first was around board members engaging in the bond and local option renewal and implementing

530
01:24:45.660 --> 01:24:59.340
Regan Molatore: A successful campaign strategy. And then the second one was around board members engaging in equity training as a professional learning community. And so now I would

531
01:25:00.420 --> 01:25:07.260
Regan Molatore: Open it up for potential suggestions for one or more board commitments that

532
01:25:07.260 --> 01:25:11.640
Regan Molatore: We would like to pursue this year and

533
01:25:13.080 --> 01:25:24.720
Regan Molatore: I will jot down those commitments as there there's they're seated and we can work through those. And I also, of course, came prepared with a couple of suggestions.

534
01:25:25.890 --> 01:25:29.730
Regan Molatore: But if somebody has something first. Raise your hand.

535
01:25:35.670 --> 01:25:37.830
Regan Molatore: Ok, ok, Chelsea.

536
01:25:40.770 --> 01:25:44.280
Chelsea King: easier just to do this and to try to find it on there. Um,

537
01:25:45.690 --> 01:25:47.520
Chelsea King: I mean, how fun. I think we can

538
01:25:47.520 --> 01:25:48.360
Regan Molatore: Cross off.

539
01:25:48.420 --> 01:25:48.780
Chelsea King: The

540
01:25:48.810 --> 01:25:52.200
Chelsea King: Number one on that I think we did it and

541
01:25:54.150 --> 01:26:04.710
Chelsea King: Yeah, well done team so that one. I see going away and then it leaves leaves us with number two. And I'm just thinking about ways to deepen that work and

542
01:26:05.610 --> 01:26:16.920
Chelsea King: We had talked as a board about bringing in facilitators to guide the discussion amongst us around what what does it mean to disrupt systems of racism in an educational

543
01:26:17.820 --> 01:26:23.640
Chelsea King: Environment, like our own, and so that would be something I would be interested in seeing us, do we did. We're not doing it.

544
01:26:24.240 --> 01:26:39.360
Chelsea King: During our board retreat, but perhaps there could be an opportunity sometime in the near future, because it is important work and it's complicated work and we as the board being at the top of the organizational chart role model.

545
01:26:41.070 --> 01:26:48.750
Chelsea King: Learning and I'm having those difficult conversations and really unpacking what that means for us in our work. And so I remain

546
01:26:49.080 --> 01:26:56.160
Chelsea King: Hopeful that we could bring in somebody who's skilled and guiding those types of discussions and we could have that discussion as a board.

547
01:26:56.790 --> 01:27:11.040
Chelsea King: Maybe during a work session or something like that. So it would be a piggyback on that board commitment. Number two, and and just sort of a continuing forward with that that big and meaningful and timely and relevant goal.

548
01:27:15.750 --> 01:27:17.280
Regan Molatore: Right. Thank you Chelsea.

549
01:27:17.460 --> 01:27:18.150
And Dylan.

550
01:27:19.650 --> 01:27:24.390
Dylan Hydes: I was gonna ask you, Reagan. If you get on your list is something about sorrows.

551
01:27:26.250 --> 01:27:26.580
Dylan Hydes: All right.

552
01:27:28.980 --> 01:27:29.520
Dylan Hydes: Dad.

553
01:27:32.130 --> 01:27:42.120
Regan Molatore: So I'll just, I'm also, I was kind of looking around to kind of is a kind of a subset of our kind of our work around equity and equity training and I have

554
01:27:43.890 --> 01:27:54.510
Regan Molatore: Just been copied on communications from various board members with wondering about our SRO program and what that looks like and trying to have more learning about that program.

555
01:27:54.840 --> 01:28:03.900
Regan Molatore: And so I, I was wondering, and what I thought was, we could have a time bound and kind of goal and we could utilize

556
01:28:04.620 --> 01:28:20.220
Regan Molatore: While we're currently opening school in the CDO time so not in person. A our board conduct a learning opportunity about our SRO program and then we can evaluate that program and

557
01:28:20.910 --> 01:28:31.560
Regan Molatore: come to some conclusions about, you know, whether we would want to modify change or alter our existing SRO program and potentially we could do that then before

558
01:28:32.970 --> 01:28:35.610
Regan Molatore: We returned in person learning

559
01:28:36.930 --> 01:28:39.120
Regan Molatore: I think part of that would be is

560
01:28:40.260 --> 01:28:45.420
Regan Molatore: If we were to want to have our learning around their SRO program is our board.

561
01:28:45.960 --> 01:29:00.600
Regan Molatore: Commitment and then we would probably at some point. Then the next step would be to what is we, what is it that we as a board would find useful or helpful or what is it that we would like to learn more about so

562
01:29:07.980 --> 01:29:09.330
And is

563
01:29:12.570 --> 01:29:21.270
Kathy Ludwig: What when you do get to wanting to talk more about that topic because I think most of you know we had already started as a staff.

564
01:29:22.020 --> 01:29:37.620
Kathy Ludwig: To begin, reviewing our program, including conversations with students this summer and had created kind of a task list list for ourselves and a timeline that just recently this last week. Dr downs and I

565
01:29:38.640 --> 01:29:47.790
Kathy Ludwig: Extended the timeline, because we, we just have these months now. Our students are we're school is not open and we can actually continue that review.

566
01:29:49.140 --> 01:29:59.280
Kathy Ludwig: Not feeling so pressure to finish it in August, with the business that's at hand, but actually take a breath and extended into September and October. So I'm happy to share with you.

567
01:30:00.450 --> 01:30:15.690
Kathy Ludwig: The timeline that we created, and the tasks. If you want to take a look at that this evening and see how that might connect to, where is it that the board then creates a goal around the tasks that staff was going to engage in

568
01:30:16.710 --> 01:30:26.190
Kathy Ludwig: And are there other ones that you'd like us to add to that list. So if you're whenever you're happy or want to see that if you want to this evening, I can share the screen and have it ready

569
01:30:26.880 --> 01:30:38.010
Kathy Ludwig: One chair mala tour mentioned to me that she may be raising this this evening. I did make sure I had that document ready on my desktop to to be able to share this evening. If you'd like to see that.

570
01:30:41.760 --> 01:30:42.420
Regan Molatore: Ginger.

571
01:30:45.840 --> 01:30:52.410
Ginger Fitch: I, I want to do learning around it, but with the understanding that

572
01:30:53.430 --> 01:30:55.590
Ginger Fitch: The learning would

573
01:30:56.850 --> 01:31:15.090
Ginger Fitch: Resolved and either confirmation that that program meets our school and our student need or that there's some modification that should resolve so that learning. I'm glad to do it.

574
01:31:16.980 --> 01:31:28.860
Ginger Fitch: In parallel, or, you know, shortly after staff has done their work, but I think it needs to be done before school resumes. I had a conversation with

575
01:31:30.540 --> 01:31:39.150
Ginger Fitch: Chief works of the Wilson, though. He's city please yesterday and I

576
01:31:41.040 --> 01:31:47.220
Ginger Fitch: I think action is necessitated to be fairly quick on this issue.

577
01:31:52.650 --> 01:31:54.240
Regan Molatore: Dylan, did you have something else to add,

578
01:31:57.060 --> 01:32:02.760
Regan Molatore: All right. And then are there. I mean, my method here is to just

579
01:32:04.230 --> 01:32:18.720
Regan Molatore: List out suggestions for potential board commitments and that we can go through and just by raise of hands. You know, majority who wants to engage in it. Then we'll. That's how we'll pick it. And then we'll dig deeper and

580
01:32:19.230 --> 01:32:27.300
Ginger Fitch: Say I support director kings requests that we continue with some equity learning and I

581
01:32:29.520 --> 01:32:34.110
Ginger Fitch: Think after my conversation with the chief even more so that I can understand

582
01:32:35.970 --> 01:32:39.420
Ginger Fitch: How disrupting systems of racism.

583
01:32:41.220 --> 01:32:43.590
Ginger Fitch: apply specifically to the educational area.

584
01:32:51.780 --> 01:32:56.190
Regan Molatore: All right. Are there any other suggestions. It's my third one is more

585
01:32:57.810 --> 01:33:07.260
Regan Molatore: Was more around our just our bond since we've had that on as our last board commitment was running successful bond campaign. Now that we have

586
01:33:08.340 --> 01:33:09.480
Regan Molatore: Security

587
01:33:10.860 --> 01:33:19.890
Regan Molatore: Over $200 million bond, the largest that we've had in our districts history that potentially we would also want to increase

588
01:33:21.180 --> 01:33:27.750
Regan Molatore: Our periodic updates that we receive about those projects about the the spending on those projects just

589
01:33:28.800 --> 01:33:32.340
Regan Molatore: Increase maybe or prioritize and

590
01:33:33.750 --> 01:33:45.750
Regan Molatore: Oversight of that work. I know we've got several different levels of oversight in place, but it would also then if we made that commitment. It gives our staff, the ability to

591
01:33:47.160 --> 01:33:49.440
Regan Molatore: report to us more frequently on that.

592
01:33:53.550 --> 01:33:53.940
Regan Molatore: Right.

593
01:33:55.110 --> 01:33:56.580
Chelsea King: I just about that last one.

594
01:33:58.410 --> 01:34:07.650
Chelsea King: I sound wise and this question is not as a intent to state like that. It shouldn't be a board commitment but just to

595
01:34:07.920 --> 01:34:16.620
Chelsea King: This banking aboard commitment I think last year was even our first year to really start to do this. And so it is an evolving process as a board and

596
01:34:17.550 --> 01:34:29.100
Chelsea King: So just taking it a level up and wondering what is the purpose of a board commitment because otherwise we could have, like, eight of them about what our meetings will look like throughout the year. And so what's the difference between just

597
01:34:29.370 --> 01:34:39.300
Chelsea King: charging the Long Range Planning Committee and the subsequent you know bond oversight arm of that committee with, you know, more frequent updates versus making it a board commitment.

598
01:34:47.910 --> 01:34:51.660
Regan Molatore: Do you want to share what you feel the differences around that. Because, I mean,

599
01:34:52.410 --> 01:34:54.420
Regan Molatore: I think that's a really valid question.

600
01:34:54.450 --> 01:34:55.860
Chelsea King: Yeah, I wouldn't be comfortable

601
01:34:56.160 --> 01:34:58.860
Chelsea King: charging the Long Range Planning Committee and the the bond.

602
01:34:58.920 --> 01:35:06.750
Chelsea King: The bond oversight arm of that with making frequent updates versus making it a board commitment that requires additional action on the boards.

603
01:35:06.780 --> 01:35:19.140
Chelsea King: Part, but I, the reason why I ask is because you're proposing. And so I was just wondering if there was a rationale for why to bring it to that level, other than just permission to receive more frequent reports.

604
01:35:20.910 --> 01:35:22.830
Regan Molatore: No, I was just thinking, and I was just

605
01:35:22.860 --> 01:35:23.880
Regan Molatore: coming in with

606
01:35:23.940 --> 01:35:24.720
Regan Molatore: You know I'm

607
01:35:25.770 --> 01:35:33.870
Regan Molatore: I'm flexible on these things. But I was just looking at what our prior to commitments were. And then I was just kind of like okay so if we're going to follow up on those

608
01:35:34.260 --> 01:35:42.180
Regan Molatore: What would be, you know, you know, an SRO program, you know, being evaluating that and like of our work around equity.

609
01:35:42.480 --> 01:35:59.190
Regan Molatore: You know, it's kind of a subset of that. And I was just thinking what would be a natural subset of that existing call it, you're right. I mean, we also do have layers of other layers already built into our system so that may be something we don't choose to prioritize as a board commitment.

610
01:36:06.180 --> 01:36:16.680
Chelsea King: Yeah things. And again, that not the end of the question was a no means that like devalue the the contribution. If it's meaningful and it's important. It is a huge bond and super important that we stay pressed into the work and

611
01:36:17.040 --> 01:36:23.310
Chelsea King: The question is more about just the purpose of a board commitment versus other layers of the work that we do so.

612
01:36:24.540 --> 01:36:28.980
Chelsea King: I certainly see how it could be a board commitment. Or it could just be an additional ask that we make to the

613
01:36:29.550 --> 01:36:34.710
Chelsea King: Committee and I'm also flexible with whatever direction the board decides to go, but I do like the

614
01:36:35.490 --> 01:36:51.480
Chelsea King: The SRO and then having a conversation about disrupt systems or racism. Those seem. I mean, I feel like those are relevant. I'm hearing you say I'm hearing director Fitch. Say it. And so I feel very comfortable moving forward with those being to codified an explicit board commitments.

615
01:36:56.070 --> 01:36:56.400
Regan Molatore: Enter.

616
01:36:57.570 --> 01:36:58.470
Ginger Fitch: So,

617
01:36:59.820 --> 01:37:12.750
Ginger Fitch: The reason that I wouldn't mind having it be a board commitment something around the accountability for the bond and the Long Range Planning is we've just had

618
01:37:14.400 --> 01:37:26.070
Ginger Fitch: Some community concerned that we're not providing oversight over a Long Range Planning Committee and our members. So I think it's responsive to that I think

619
01:37:26.640 --> 01:37:38.400
Ginger Fitch: I have questions about whether our members are attending meetings on a regular basis in order to provide guidance in the way that I

620
01:37:40.980 --> 01:37:54.000
Ginger Fitch: I believe would be delegated as a board member to that committee. Um, and so I think it's a board commitment to our fourth district goal.

621
01:37:54.780 --> 01:38:17.820
Ginger Fitch: And what is it as a board. We can do or per vide a structure that provides that accountability. I think in a more transparent way than we've been doing over at least the few years that I've been on the board, so that a little broader actually than a lot Reagan has suggested

622
01:38:19.080 --> 01:38:27.030
Ginger Fitch: Is what I'd be looking for. Is there some thinking we should be doing about what structures and expectations we have

623
01:38:28.560 --> 01:38:36.180
Ginger Fitch: Or can have as a board over our Long Range Planning Committee. A pursuant to our board Goal number four.

624
01:38:41.490 --> 01:38:42.090
Ginger Fitch: Christie.

625
01:38:42.900 --> 01:38:43.560
Christy Thompson: Yeah, just

626
01:38:44.190 --> 01:38:46.020
Christy Thompson: More of a question and

627
01:38:47.280 --> 01:38:57.690
Christy Thompson: It. Do we can, we only have two board goals. Can we have three. I mean, can we have is, you know, obviously we don't want to men. But I'm just curious since this is kind of my

628
01:38:59.070 --> 01:39:00.210
Christy Thompson: You know, first or second

629
01:39:01.710 --> 01:39:02.610
Christy Thompson: Can we have more than two.

630
01:39:03.480 --> 01:39:04.320
Regan Molatore: We can

631
01:39:05.400 --> 01:39:20.520
Regan Molatore: And we could have one and in the past like like Chelsea point out, up until last year. We've had none. So although we kind of took you know ownership of district goals. We said that those report goals, but we've kind of reevaluate our system and have changed.

632
01:39:22.770 --> 01:39:41.790
Regan Molatore: And they do think just based on like what I'm hearing is regardless of what we do. It definitely would inform some work session work and possibly joint work sessions with our Long Range Planning Committee or with other other entities to do any of this work. So it does have some flexibility.

633
01:39:43.710 --> 01:39:45.300
Regan Molatore: Regardless of whether we

634
01:39:46.590 --> 01:39:57.210
Regan Molatore: Have three as a goal. I think the work that is being suggested under all three may take place in different means. It sounds like most people seem to be interesting. So

635
01:39:58.770 --> 01:39:59.190
Regan Molatore: All right.

636
01:40:00.660 --> 01:40:13.710
Chelsea King: Yeah, I just, I appreciate that conversation and it helps me to think about the goal that is being proposed, and to listen to your thoughts on that director Fitch and when it's framed that way. As far as taking it.

637
01:40:14.880 --> 01:40:22.080
Chelsea King: To a level of not just receiving information like what the bond the bond oversight committee would do, but thinking about even

638
01:40:24.210 --> 01:40:28.920
Chelsea King: Potentially a shared meeting between the board and that that group or some sort of

639
01:40:30.300 --> 01:40:39.210
Chelsea King: Overarching structure for how we receive information or the board's engagement in that process like that that type of work seems meaningful to me and

640
01:40:39.600 --> 01:40:55.260
Chelsea King: I could see how that could be really relevant to carrying forward the important work that we started with, with the capital bond. So in that sense, you know, I get a gave a richness to that goal that helped me understand its, its purpose and making it a board commitment.

641
01:41:01.890 --> 01:41:02.820
Kathy Ludwig: Yeah, I could just

642
01:41:02.880 --> 01:41:10.140
Kathy Ludwig: I don't know if I'm invited give input here, but it's your goals, but I could see how this notion of

643
01:41:10.890 --> 01:41:19.560
Kathy Ludwig: Some expectations for that when you shift from being Long Range Planning Committee to bond oversight. What does that mean, could be helpful to the group.

644
01:41:20.250 --> 01:41:31.320
Kathy Ludwig: I know they they're eager, they want to do the right thing. We're going to have some new members. It's also that 90% of the work is actually staff doing the work, and then bringing

645
01:41:31.860 --> 01:41:40.380
Kathy Ludwig: That communication to the group if they just knew that they were doing the right thing, asking the kinds of questions you'd want them to ask

646
01:41:41.100 --> 01:41:54.540
Kathy Ludwig: And living into that expectation and knowing that at front having either some type of a, you know, maybe a more specific. These are three things we'd want you to be listening for looking for and then making sure you're sharing with us.

647
01:41:55.410 --> 01:41:58.920
Kathy Ludwig: And then again, there's a place for you know your attendance is important.

648
01:42:00.030 --> 01:42:09.510
Kathy Ludwig: Or you've asked to be on this committee, our Community Council on you to be receiving these reports from staff and looking at it. I could see that as being really helpful.

649
01:42:10.110 --> 01:42:21.180
Kathy Ludwig: Because I do know that the group currently is so eager and so conscientious and they just want that they actually want that affirmation themselves to. Are we doing the right thing. Are we being helpful.

650
01:42:21.690 --> 01:42:28.590
Kathy Ludwig: You know, did what we say tonight or do tonight help you as a staff do what you need to do next and do what the board's expecting us to do.

651
01:42:30.450 --> 01:42:39.540
Chelsea King: So would that be a just to get really specific, I agree that people want to be engaged and they want to be meaningful contributors and then a lack of role clarity.

652
01:42:39.900 --> 01:42:47.580
Chelsea King: Sometimes interferes with that and that sometimes is even in attendance that can be an indicator of things like a lack of purposeful.

653
01:42:47.880 --> 01:42:59.010
Chelsea King: Or role clarity. And so, you know, I could see how a larger conversation could be super beneficial for us and for that committee. So when it comes to coming up with a board commitment, are we getting as

654
01:42:59.310 --> 01:43:13.110
Chelsea King: Granular which I think can be a useful thing to say, we will have a work session where we clarify or is this going to be an overarching I'm asking. I'm looking at you. Reagan, but I'm asking kind of everybody. Like what do we want this to look like and

655
01:43:13.470 --> 01:43:16.140
Chelsea King: What are we specifically committing to

656
01:43:17.460 --> 01:43:18.540
Chelsea King: So that we know if we do it.

657
01:43:19.350 --> 01:43:22.080
Regan Molatore: And I'll just share what my thoughts were for

658
01:43:22.110 --> 01:43:23.310
Regan Molatore: Process kind of process.

659
01:43:23.310 --> 01:43:27.030
Regan Molatore: Standpoint tonight is let's if we can figure out what are, what are

660
01:43:28.860 --> 01:43:43.710
Regan Molatore: What our commitments are and then I'm serving the board would then trust Chelsea, you and I, along with Dr. Ludwig to come and kind of add a little bit more meat to that and then come back to the board with a proposal of how we would propose.

661
01:43:44.850 --> 01:43:53.280
Regan Molatore: A strategy towards you're working through these board commitments for this year and then getting board input on that and then putting that plan of action.

662
01:43:54.090 --> 01:44:04.140
Regan Molatore: Into play was kind of. So it's kind of a three part thing. And tonight, I was like, let's just get those goals. And then if the board would trust us allow us to go back and work on

663
01:44:04.440 --> 01:44:13.230
Regan Molatore: You know how we would flush out those goals, take that back to the board and then with the words consent them we can act on that.

664
01:44:15.630 --> 01:44:17.760
Regan Molatore: Unless somebody has other input.

665
01:44:19.140 --> 01:44:20.370
Ginger Fitch: I like that plan.

666
01:44:22.920 --> 01:44:34.590
Ginger Fitch: And I'm fine in terms of director kings question of some of them could be we just hold a work session or we hold a training or it could be

667
01:44:35.400 --> 01:44:49.530
Ginger Fitch: Broader but I think that it's fine to be specific. I mean, we're talking about commitments that we're making as a board about things within our control we related to the district goals. So I think it's fine to say we're going to do.

668
01:44:51.000 --> 01:44:51.540
Ginger Fitch: A meeting.

669
01:44:55.470 --> 01:44:59.130
Regan Molatore: And tells her. You okay with me tasking you for helping me with that work.

670
01:45:00.780 --> 01:45:08.550
Chelsea King: Well, I think there's some degree we I mean we have to just for efficiency. I mean, otherwise we'll have like six or seven or eight hour long meetings and so it makes sense if you know

671
01:45:08.700 --> 01:45:15.180
Chelsea King: The, the board has extended some amount of trust in our leaders. So by putting us in these positions. So yes, I'm fine with doing it and

672
01:45:15.900 --> 01:45:19.140
Chelsea King: The board can agree or veto and I just appreciate

673
01:45:19.380 --> 01:45:31.620
Chelsea King: Director Fitch what you said just about clarifying. I think it's useful for us to even repeat it assistance and newer process. This is about a simple commitment that the board is making for something that's within our purview.

674
01:45:32.220 --> 01:45:38.490
Chelsea King: That is directly related to a district goal that we can really measure if we achieved it or not, and

675
01:45:38.940 --> 01:45:44.250
Chelsea King: Almost evaluate our own performance as a board based on those commitments and so

676
01:45:44.640 --> 01:46:00.480
Chelsea King: Yeah, if it is a meeting. That's great. The facilitator. Part of me wants to know exactly what is the purpose of the meeting. It's not enough just to have a meeting, but what would the desired outcome of the meeting be and so I would ask that we would be at least specific about a purpose.

677
01:46:02.130 --> 01:46:03.210
Chelsea King: And see what comes of them.

678
01:46:04.560 --> 01:46:10.440
Chelsea King: Yeah, but I'm cool with those three those three commitments kind of emerging emerging

679
01:46:12.540 --> 01:46:12.900
Regan Molatore: All right.

680
01:46:12.930 --> 01:46:13.920
Regan Molatore: As long as nobody

681
01:46:14.400 --> 01:46:26.280
Regan Molatore: Checks to those three. What I would suggest, and I have one is around engaging facilitators to help guide our board work around disrupting systems of

682
01:46:26.670 --> 01:46:34.440
Regan Molatore: Racism and helping unpack what that means for us as a board and what we as a board should be looking for to know for making progress.

683
01:46:35.220 --> 01:46:46.560
Regan Molatore: And then the second one was undertaking a review of our an end in the evaluation of our existing SRO program.

684
01:46:47.040 --> 01:47:01.290
Regan Molatore: And and at the conclusion of which we will either confirm that program meets our districts goals and needs or we may look to our we would go ahead and modify that program.

685
01:47:01.860 --> 01:47:15.810
Regan Molatore: Such that it then would in fact meet our district goals and needs. And then the third one is some work around and probably bond oversight role clarity and and what

686
01:47:16.950 --> 01:47:26.520
Regan Molatore: The best way to go about conducting on Oversight activities would be in conjunction with our Long Range Planning Committee.

687
01:47:27.120 --> 01:47:43.980
Regan Molatore: Who also serves as bond real oversight and we can maybe flush that out. I've heard enough. And I know that that's probably not. That's not the full synopsis. But then we'll will flush that out and come back with what we would propose for that to look like on all these but

688
01:47:46.110 --> 01:47:51.720
Regan Molatore: All right. Anybody have any objections to that work. All right. I see a couple thumbs up. Thank you. Okay.

689
01:47:52.890 --> 01:48:04.410
Regan Molatore: See, guys, we are we're high functioning. I love it, love it, love it. Um, OK. So now on to our last item and that is

690
01:48:04.890 --> 01:48:16.980
Regan Molatore: Potential changes to our superintendent evaluation process and reason we're doing this right now is it's at the beginning of the year. And if it would not be fair to our superintendent to

691
01:48:17.820 --> 01:48:25.470
Regan Molatore: Change the standards of evaluation during halfway through the year. So if we're going to make changes to that system for the

692
01:48:28.980 --> 01:48:38.250
Regan Molatore: School year we would need to start to make those changes right now so that our superintendent knows the standards by which she her work performance would be evaluated.

693
01:48:38.970 --> 01:48:50.160
Regan Molatore: And if it's something that we like the idea of but we're just not ready to commit to right now. Then we could over the course of the year, then work on that evaluation process.

694
01:48:50.640 --> 01:49:02.460
Regan Molatore: And then adopt it for the following school year. But with that being said, Chelsea. Would you like to lead us through what you've learned about us it be a new tool that you provided to us in our

695
01:49:03.990 --> 01:49:04.530
Regan Molatore: Work pack.

696
01:49:07.080 --> 01:49:09.270
Chelsea King: Yes, so this some

697
01:49:09.450 --> 01:49:22.860
Chelsea King: OSB a developed in coordination with COSA and it is their new tool and I did speak I read the tool. And then I spoke with Steve Kelley from SBA to get a

698
01:49:23.190 --> 01:49:35.820
Chelsea King: Better understanding and after speaking with him. I do feel pretty confident and proposing it as an improved tool. And of course, I

699
01:49:36.480 --> 01:49:48.960
Chelsea King: Do this work as your vice chair and in as a board just really focus on the superintendent and what's useful to her and because that's the purpose of this evaluation.

700
01:49:49.590 --> 01:50:01.500
Chelsea King: Largely is to you know make sure that it's it's it's good for the system as a whole. And so Dr. Ludwig in the spirit of that I do invite you to be a full participant in the discussion about if this is a useful tool or not.

701
01:50:02.640 --> 01:50:10.530
Chelsea King: And so I would like to do. If it's useful is just tell just tell you what kind of a high level summary of what my takeaway takeaways are

702
01:50:10.890 --> 01:50:33.180
Chelsea King: And it is, it's a long tool to read. And I don't know if you've had the chance to read it entirely. But some of the big things that you will notice is that there are now eight standards, instead of nine. And so there was some the standard nine around labor relations was

703
01:50:34.350 --> 01:50:41.040
Chelsea King: Coupled inside of and forgive me. This is new to me. So I might miss speak here and there, but

704
01:50:42.510 --> 01:50:45.300
Chelsea King: There it was adopted into one of the standards around

705
01:50:47.070 --> 01:50:55.680
Chelsea King: Human Resources. Basically, I think it was standard six you'll see me looking down, just trying to scroll here quickly and

706
01:50:57.240 --> 01:50:58.770
Chelsea King: So about the standards as a whole.

707
01:51:00.420 --> 01:51:16.830
Chelsea King: And you'll see like standard three for example now as an inclusive district culture and standard for specifically culturally responsible instructional leadership and improvement. And so some of the language of the standards was edited to capture more of the

708
01:51:18.000 --> 01:51:30.450
Chelsea King: You know, diversity, equity, and inclusion efforts that we are becoming increasingly aware as being super important. And so you'll see some changes in the wording on those

709
01:51:31.110 --> 01:51:42.960
Chelsea King: Standards, but our favorite standard around communication and community relations is still there. It is now standard five and I believe it was standard six which is the

710
01:51:43.740 --> 01:51:55.050
Chelsea King: There was a little bit of consolidation. We had effective resource management before, which was one of those standards that didn't often get a lot of feedback from us. And sometimes I think we struggled as a board to really like

711
01:51:56.070 --> 01:52:07.350
Chelsea King: hone it down. So what you'll see is that effective organizational management has those labor relations and it has more to do with the HR, the people things

712
01:52:07.680 --> 01:52:17.730
Chelsea King: And then we have effective financial management, which would be more of the resource management, I think our prior standards had resource management had like people and money and stuff kind of all mixed in together.

713
01:52:18.030 --> 01:52:27.870
Chelsea King: And so these are teased apart. We've got labor and HR and one side we've got things like budget and money stuff on the other side. So I feel like the standards are

714
01:52:28.380 --> 01:52:39.930
Chelsea King: That they more effectively capture the heart of the work and can't argue with one less standard to work with. And I don't think we lost any meaningful content there.

715
01:52:42.390 --> 01:52:49.470
Chelsea King: The other thing that you'll see around the different parts are that

716
01:52:51.390 --> 01:53:05.100
Chelsea King: Dr. Ludwig being the top notch superintendent that she is was already doing this around giving us the artifacts and stating the goals. It was not something that was really explicit in our previous

717
01:53:05.940 --> 01:53:16.410
Chelsea King: Model. But what OSPF COSA has done with this tool is made it a really clear Part three, where the superintendent does talk about

718
01:53:18.540 --> 01:53:25.380
Chelsea King: You know offers. Basically, they don't use the word portfolio, because that that seemed to be a bit of a loaded

719
01:53:25.860 --> 01:53:34.350
Chelsea King: Word for folks. But it's artifacts of evidence and self evaluation. So it has a structured component where the superintendent is offering

720
01:53:34.800 --> 01:53:48.210
Chelsea King: Examples and you'll see there on page 25 of the tool that it gives examples of what those things might be some examples of artifacts. This could be the binders, like what we're familiar with, or it could be

721
01:53:49.590 --> 01:53:56.010
Chelsea King: You know documents that are created from Community Engagement Meetings or whatever the quality of the work is

722
01:53:57.720 --> 01:54:07.260
Chelsea King: So that is in part three. And then the other thing that you'll see part for the targeted feedback survey.

723
01:54:08.610 --> 01:54:13.470
Chelsea King: Okay, well let me jump to Part five because that was the one part that was very different also

724
01:54:14.610 --> 01:54:24.660
Chelsea King: Incomes oh SBA and their ability to you know Market A Product, but the seems like a pretty cool product that we might decide to purchase from them.

725
01:54:25.200 --> 01:54:36.840
Chelsea King: And that is the survey that they would do as a third party. And one of the things we've we've danced around on the board with the superintendent evaluation, I think.

726
01:54:37.380 --> 01:54:41.490
Chelsea King: Carmela tour, maybe some years ago when you were the vice chair. I think maybe even you incorporated

727
01:54:41.790 --> 01:54:48.840
Chelsea King: A bit of this, but that whole idea of getting feedback from other people who work with the superintendent directly. It's something we have not really

728
01:54:49.770 --> 01:55:01.530
Chelsea King: Instituted enough formal fashion. And what this part five does is provided an opportunity to have a formalized process. It's optional. We can do it or not do it.

729
01:55:01.860 --> 01:55:13.620
Chelsea King: And it would be something that the board would create in partnership with the superintendent and SBA and we could choose to focusing just on one standard or we could

730
01:55:14.010 --> 01:55:26.070
Chelsea King: Focus in on just one population such as just teachers are depending on what kind of need. We wanted to meet, we would design a survey that we would administer to

731
01:55:26.580 --> 01:55:37.290
Chelsea King: Those who we decided to give it to an octa would analyze the data for us and present us with that and so that could be part of a superintendent evaluation.

732
01:55:38.400 --> 01:55:44.580
Chelsea King: As just a way of sort of working with the idea of the 360 which has a lot of pitfalls in it.

733
01:55:45.630 --> 01:55:52.560
Chelsea King: But can be useful to get information about areas that maybe we as a board aren't as familiar with.

734
01:55:54.210 --> 01:56:00.780
Chelsea King: So that's the part five. That's the update to the standards. That's the part three with the superintendent evidence and

735
01:56:00.810 --> 01:56:03.810
Kathy Ludwig: You guys actually part for sorry Chelsea, but

736
01:56:04.110 --> 01:56:04.410
Chelsea King: Worst

737
01:56:04.470 --> 01:56:08.340
Kathy Ludwig: Case somebody looking at that document was the evaluation component was part for

738
01:56:09.960 --> 01:56:11.880
Kathy Ludwig: The, the targeted feedback survey.

739
01:56:12.390 --> 01:56:13.590
Kathy Ludwig: Mm hmm. Yeah.

740
01:56:14.850 --> 01:56:17.100
Kathy Ludwig: Part five, I think, is the evaluation that you right

741
01:56:17.520 --> 01:56:18.330
Chelsea King: Okay, thank you.

742
01:56:18.690 --> 01:56:19.200
Kathy Ludwig: Yes.

743
01:56:19.710 --> 01:56:26.580
Chelsea King: All right. The other key component that helps me so I was like what was part for that. I don't understand what part four was okay. It was the thing I just described.

744
01:56:27.000 --> 01:56:38.610
Chelsea King: The other thing that I like about this and I do have a tool that I want to show you that Curtis IS GOING TO SHOW. SHOW US but not yet Curtis, I know you're listening and prepared. But wait just a second, because once I put it up.

745
01:56:39.150 --> 01:56:39.840
Curtis Nelson: Close.

746
01:56:40.080 --> 01:56:45.930
Chelsea King: I'll lose your attention and then you won't be listening to me anymore, you'll be reading the document. I know how your brain works and

747
01:56:46.110 --> 01:56:48.450
Chelsea King: The thing that I liked about this was that

748
01:56:49.200 --> 01:56:58.950
Chelsea King: The process basically states. And I think it's on page eight of the tool that it's clarifies this it's a long documents. So I'm just scrolling through

749
01:57:00.420 --> 01:57:02.820
Chelsea King: To make sure I can point you to the right place.

750
01:57:06.450 --> 01:57:07.200
Kathy Ludwig: Is it the time

751
01:57:07.440 --> 01:57:13.980
Chelsea King: It's got the revised statute. Yeah, I think it's on page eight, it starts to kind of lay out like what the processes.

752
01:57:15.090 --> 01:57:20.310
Chelsea King: And it is in I think three the gathering information.

753
01:57:21.120 --> 01:57:22.710
Chelsea King: The check in meetings will it's

754
01:57:22.710 --> 01:57:23.850
Chelsea King: Right there in like two and three.

755
01:57:24.690 --> 01:57:37.080
Chelsea King: So as you know, typically what we do right now is I send you the standards you rank them you send them back to the vibe to me as your vice chair and then I go into the superintendent and I meet with her typically for a couple of hours.

756
01:57:37.380 --> 01:57:45.780
Chelsea King: And I'm in this position where I'm speaking on behalf of all of you and really doing my best to represent your voice.

757
01:57:46.620 --> 01:57:56.190
Chelsea King: You know, to accurately as I can. Whether I see things the way you do or not. And there's pros and cons to that. But what this system proposes is that

758
01:57:56.760 --> 01:58:04.230
Chelsea King: Instead of having that process where you write a bunch of stuff and then we come then I compile it and then I go to her.

759
01:58:04.590 --> 01:58:12.150
Chelsea King: That you receive the tool that has the standards and the rankings you individually rank it and come up with just some notes.

760
01:58:12.480 --> 01:58:26.520
Chelsea King: And then we have an executive session, we all come together, the superintendent sits down with the board. It's not a big long thing it's maybe 30 minutes 45 minutes something that's brief and contained and focused

761
01:58:26.910 --> 01:58:32.910
Chelsea King: Where we talk about how things are going with the standards right there altogether.

762
01:58:33.960 --> 01:58:43.890
Chelsea King: So that would happen under our timeline, if we chose to move forward with this and November, just like, well, how we typically do it. And then again, like in March, how we typically do it.

763
01:58:44.280 --> 01:58:59.670
Chelsea King: And then we would follow the same sort of format that we'd normally do at the end of the year where we would all come together and we would actually an Executive Session, as you know, previously what I've been doing is trying to

764
01:59:00.840 --> 01:59:05.100
Chelsea King: Get it as close to, like, what am I trying to say calibrated so

765
01:59:05.520 --> 01:59:17.220
Chelsea King: That we have just two measurements, instead of like three and trying to really speak in one voice, what we would do this tool basically moves us away from so much onus on the vice chair.

766
01:59:17.550 --> 01:59:24.570
Chelsea King: And gets us into a place where we're all together, talking about it and agreeing on one label so it's

767
01:59:25.080 --> 01:59:34.260
Chelsea King: Accomplishing or it's effective or whatever it is we sit down, we have a conversation we agree on it, we agree on what the feedback is and you know

768
01:59:34.680 --> 01:59:50.670
Chelsea King: Create the document. So the Vice Chair would still be driving the process and ultimately ensuring it was written down for the final thing, but it would be a more of a out in the open together in Executive Session process.

769
01:59:51.780 --> 02:00:03.780
Chelsea King: Um, so I think I'll pause there and see if you have questions about anything I've said so far. And then if you want to continue moving forward with some more information, then I'll show you this document Curtis house.

770
02:00:06.600 --> 02:00:07.200
Regan Molatore: Ginger.

771
02:00:10.530 --> 02:00:22.050
Ginger Fitch: Sorry, I didn't think I was gonna say anything but that brought some things up for me. So these are really questions I have for Dr. Ludwig about that change in process. So you're sitting at a table.

772
02:00:22.500 --> 02:00:38.010
Ginger Fitch: With five of us and director hides has some really strong opinions about community communication and others of us don't. I mean, how do you know whether you're getting direction from the board.

773
02:00:39.120 --> 02:00:50.730
Ginger Fitch: As a collective or from individuals. And I think before the onus was on the vice chair to filter that and decide what was board voice and what wasn't word voice.

774
02:00:51.180 --> 02:01:07.860
Ginger Fitch: So I'm really curious about how that would be generally let's say with this functioning board for Dr. Ludwig. And then let's add in that you have a particular board member. Come on, that is

775
02:01:09.930 --> 02:01:20.700
Ginger Fitch: Not kind and thoughtful in their individual feedback in that meeting and and what would we do with that or is that something we, I mean, I don't know.

776
02:01:22.020 --> 02:01:22.890
Ginger Fitch: that worries me.

777
02:01:24.240 --> 02:01:35.760
Christy Thompson: Ginger, my understanding when I read the document was that that when we are together doing talking that Dr. Ludwig wasn't there. Now, I may have read it correctly.

778
02:01:36.150 --> 02:01:40.920
Chelsea King: No. Oh, sorry. I thought I was muted. I was talking to myself. I don't mean to interrupt you. I'm not muted.

779
02:01:41.340 --> 02:01:41.760
Christy Thompson: No, that's

780
02:01:42.090 --> 02:01:49.920
Chelsea King: This model like she's, she's there and I have thoughts for you, Ginger by know the question was to Dr. Ludwig, but yes. And this model, she's there were all sitting around the table together.

781
02:01:50.460 --> 02:02:05.760
Christy Thompson: And so because as I read on page A gather information. I don't see it. Talk about her being there. I just see that, um, that we have a consultant there to assist in the evaluation process and

782
02:02:05.760 --> 02:02:11.700
Chelsea King: Cracks or interrupt I'm Christy. That's number four. But if you go up to check in meetings on number two.

783
02:02:11.910 --> 02:02:21.990
Chelsea King: The timeline is a little different because we do it a little different but number two. The first statement, the board and the superintendent meet to discuss the superintendent's progress toward

784
02:02:22.620 --> 02:02:29.100
Chelsea King: Meeting the formally adopted goals to talk about any specific concern. So it is something we're all sitting down together and

785
02:02:29.610 --> 02:02:33.750
Christy Thompson: Okay, sorry I, my apologies. I thought you were referring to gather and

786
02:02:33.810 --> 02:02:39.420
Chelsea King: That is more of the part for the evaluation results in that would be something if we chose to do it that we would

787
02:02:39.720 --> 02:02:40.050
Chelsea King: Okay.

788
02:02:40.290 --> 02:02:41.760
Christy Thompson: On my apologies day

789
02:02:42.210 --> 02:02:44.760
Chelsea King: And but I'm going to not talk right now.

790
02:02:44.790 --> 02:02:45.900
Christy Thompson: Because the question was to Dr.

791
02:02:45.900 --> 02:02:48.870
Chelsea King: Ludwig I'm working really hard to not talk

792
02:02:51.870 --> 02:02:53.550
Kathy Ludwig: Yeah, I mean I think part of this is

793
02:02:54.630 --> 02:03:05.700
Kathy Ludwig: Us just spending some time with this document and seeing how to make it work for you as a board and how I be able to live into it as a

794
02:03:06.270 --> 02:03:12.420
Kathy Ludwig: A feedback process because I think what we've learned and what I know as an educator is

795
02:03:13.260 --> 02:03:23.640
Kathy Ludwig: The more that feedback is reciprocal and timely, the more likely you are to act on it. We know that from students that often that summative feedback.

796
02:03:24.240 --> 02:03:37.050
Kathy Ludwig: If you can't act on it or do something with it in the moment, because the opportunity is long gone. And you wish you had known it earlier. It just kind of goes on a shelf and you think about kids who get that paper back from a teacher and where does it go

797
02:03:38.730 --> 02:03:49.500
Kathy Ludwig: What I have valued in the process that we've kind of created together was that I heard to the Vice Chair how the board was

798
02:03:50.610 --> 02:03:55.680
Kathy Ludwig: Reacting to my leadership or what they needed from my leadership often very close to

799
02:03:57.900 --> 02:04:05.160
Kathy Ludwig: The action itself that I could I could affect change. So I was in the midst of it and I could affect change and that feels

800
02:04:05.820 --> 02:04:14.610
Kathy Ludwig: I have more self efficacy when I can do that. I feel more empowered that I can then respond to the boards concerns.

801
02:04:15.120 --> 02:04:22.260
Kathy Ludwig: That you're noticing things that maybe I'm not noticing, and that I'm getting that feedback in the moment. So we think about assessment for learning.

802
02:04:22.710 --> 02:04:25.170
Kathy Ludwig: You know you're giving feedback. So you can do something with it.

803
02:04:25.740 --> 02:04:40.560
Kathy Ludwig: summative evaluation is always like after the fact. You know, it doesn't feel like I or you're going to inform goals for the next year, which may be looks radically different and has all different circumstances and maybe even different board members on it. And so you're evolving.

804
02:04:42.030 --> 02:04:56.880
Kathy Ludwig: It does have a place to keep measuring and helping a superintendent make that progress and growth. But in terms of feedback for action. I have valued those those check ins, so

805
02:04:58.020 --> 02:05:01.980
Kathy Ludwig: I, I'd have to kind of think maybe we could think about the timeline for this.

806
02:05:01.980 --> 02:05:02.880
Chelsea King: Here because I'm

807
02:05:03.930 --> 02:05:04.560
Chelsea King: Sorry.

808
02:05:04.830 --> 02:05:08.070
Chelsea King: If I may, I am I interrupting. Do you need to finish up.

809
02:05:09.390 --> 02:05:12.390
Chelsea King: The timeline, I think, ginger, I have a an answer to the question.

810
02:05:12.420 --> 02:05:16.020
Kathy Ludwig: And then I and I'm kind of getting towards I know it's a long response, but

811
02:05:17.700 --> 02:05:25.830
Kathy Ludwig: And then when I think about that time when you are coming together to do that is value to that summative component with the rubric.

812
02:05:27.300 --> 02:05:30.840
Kathy Ludwig: I, I don't want to be in that room because

813
02:05:31.980 --> 02:05:46.770
Kathy Ludwig: I think I think it takes it and it's it's a pretty high level skill for a group to talk together in a constructive way in a filtered way about somebody who's sitting in the room.

814
02:05:47.940 --> 02:05:50.070
Kathy Ludwig: Marriage Counselors have that skill.

815
02:05:51.960 --> 02:06:08.580
Kathy Ludwig: very skilled facilitators have that skill volunteer board members who come on for a number of years and then come off are not often thinking about already having that skill. So I would want people to be able to just say what's on their mind and

816
02:06:10.050 --> 02:06:23.400
Kathy Ludwig: And however it comes across it can kind of work its way through in a quiet room and then it's communicated to the person in a constructive helpful kind manner and

817
02:06:24.330 --> 02:06:41.580
Kathy Ludwig: Your are an incredibly high functioning board. So if I was in the room with you tomorrow. I'd be okay. But it's not going to be the same group of five, and it's not always going to be this superintendent and so I think we're creating a process where we have to say.

818
02:06:43.410 --> 02:06:52.020
Kathy Ludwig: I think that kind of discussion should I don't want to be in the room because I don't want people to feel uncomfortable or not just be able to say what's on their mind.

819
02:06:52.530 --> 02:07:01.740
Kathy Ludwig: And then allow yourselves to find a way to land on those rubric numbers and that you feel are helpful reflective of the work I've done selectively

820
02:07:02.640 --> 02:07:14.010
Kathy Ludwig: So that's all I'm going to say about that question that wallets in there. This is this is guidance, but as your superintendent. I, I would not want to be in the room for that discussion.

821
02:07:15.540 --> 02:07:20.970
Chelsea King: And just a clarifying question for any of the check in meetings or just for the summative one which

822
02:07:22.080 --> 02:07:23.400
Chelsea King: you're muted. Dr. Ludwig

823
02:07:24.630 --> 02:07:26.100
Chelsea King: Your doctor Ludwig you're muted.

824
02:07:28.650 --> 02:07:34.170
Kathy Ludwig: I was talking about the summative one where you're now having a discussion about a three or four or two.

825
02:07:34.530 --> 02:07:49.950
Kathy Ludwig: I wouldn't put a student in that situation with a group of teachers talking about them, or a teacher in that situation where the principles, trying to group of principles. So I think, you know, kind of that nested sense of it doesn't mean you shouldn't have the conversation but habit and

826
02:07:51.030 --> 02:07:53.730
Kathy Ludwig: And then find a way to communicate it that's helpful.

827
02:07:54.300 --> 02:08:02.610
Chelsea King: Yeah, now I can appreciate that. So what it would look like, potentially, if we went forward with this document this process would be that those checking meetings that are

828
02:08:02.760 --> 02:08:15.810
Chelsea King: That you articulated were valuable than the nature of feedback being prompt and, you know, frequent and things like that, that those conversations could be useful, all together and an executive session, but that final thing we're

829
02:08:15.870 --> 02:08:19.500
Chelsea King: Coming up with the label that would be something we would all do together.

830
02:08:21.060 --> 02:08:22.770
Kathy Ludwig: Yeah, I don't, I don't know.

831
02:08:24.390 --> 02:08:28.800
Kathy Ludwig: I didn't understand that that the check in meetings, also with the whole board.

832
02:08:29.070 --> 02:08:36.060
Regan Molatore: I think, Chelsea. I think what we're hearing and i i actually this the one part that I diverge with the SBA model is

833
02:08:36.480 --> 02:08:44.160
Regan Molatore: I don't think a superintendent should ever be part of a free for all conversation in front of you know all five board members.

834
02:08:44.580 --> 02:08:58.170
Regan Molatore: I do think it is valuable for all five to come together and have a little bit of discussion a little bit of calibrating a little bit of that whether quarterly or whether we just do it before the end of the year.

835
02:09:00.450 --> 02:09:12.150
Regan Molatore: Time, but I don't. I would argue against the superintendent ever being present, while we're still calibrating and trying to figure out, like, what, what, what, where did we land.

836
02:09:13.410 --> 02:09:18.420
Regan Molatore: And. And the reason I say that is in part from experience. I've, you know, I've served with board members were

837
02:09:18.990 --> 02:09:26.370
Regan Molatore: A part of the reason the board. I think gets to nominate and elected chair is there, they are electing that person who they think is in the best position.

838
02:09:26.790 --> 02:09:48.090
Regan Molatore: To to share the board's collective voice and and when you place a superintendent in front of all five board members that ability to sensibly share you know the best in the worst of feedback at sometimes gets lost, and right and that's really valuable.

839
02:09:48.150 --> 02:09:53.310
Chelsea King: Yeah, so I think what I'm hearing them from potentially a superintendent and you is that

840
02:09:53.670 --> 02:10:06.150
Chelsea King: There could be value in the board coming together and an executive decision session to discuss and come up with one voice and so instead of the Vice Chair trying to do that synthesis, but without the superintendent present

841
02:10:10.980 --> 02:10:21.240
Kathy Ludwig: Yeah, I would say that those checking meetings that happen. I think it was like November January were along the way, on behalf of the Board. The Vice Chair is giving me feedback.

842
02:10:22.350 --> 02:10:36.750
Kathy Ludwig: To me, it felt efficient and helpful when it came from one person and and that one person was able to take what they believe, was said and maybe even numerate it

843
02:10:37.590 --> 02:10:44.700
Kathy Ludwig: You know, here's four things. Or here's what's going on right now that you need to pivot, because we're not getting enough information or we need to do better with

844
02:10:45.420 --> 02:10:55.290
Kathy Ludwig: This came from several board members and then, you know, writing those down and making sure we maybe more clarify it back to the rest of the group that I heard those and I'm working on them, but

845
02:10:56.670 --> 02:11:11.010
Kathy Ludwig: I'm just struggling with the whole board has these check ins. Also, and sits and tells the superintendent what each or all of them want has there been work done beforehand to to know what everybody's going to say, is it a surprise.

846
02:11:12.180 --> 02:11:12.780
Kathy Ludwig: So,

847
02:11:13.020 --> 02:11:15.030
Kathy Ludwig: Already shared collectively just with the

848
02:11:15.030 --> 02:11:21.630
Kathy Ludwig: Board and the Vice Chair communicates that with which is what our model right now, which

849
02:11:23.490 --> 02:11:29.370
Kathy Ludwig: I feel has been effective. But maybe, maybe it hasn't been maybe it needs to change. Maybe I'm just perceiving

850
02:11:30.990 --> 02:11:31.380
Ginger Fitch: Help

851
02:11:31.620 --> 02:11:31.920
It's been

852
02:11:33.390 --> 02:11:33.960
Ginger Fitch: Using

853
02:11:35.460 --> 02:11:37.500
Ginger Fitch: What director hides. I'm not

854
02:11:38.790 --> 02:11:46.770
Ginger Fitch: But I am concerned about a different board and in a different set of people and

855
02:11:47.910 --> 02:11:58.500
Chelsea King: So I think we could care. I mean, we can certainly continue to do the exact same process that we've been doing, but with eight these new standards as as they're written on the

856
02:11:59.550 --> 02:12:00.660
Chelsea King: The thing that

857
02:12:02.580 --> 02:12:12.510
Chelsea King: I value about the idea of during the check in meetings, everybody getting together is that I have a bird, even just this last session.

858
02:12:13.350 --> 02:12:21.960
Chelsea King: One of my fellow board members articulated concern that perhaps I'd watered down their voice and so the benefit of having

859
02:12:22.290 --> 02:12:27.360
Chelsea King: And everybody in one room during executive session talking about it.

860
02:12:27.720 --> 02:12:37.170
Chelsea King: And I think this goes to your question, direct and Fitch about what happens if you have a board member with an outline view or something. Is that the board itself has an opportunity

861
02:12:37.590 --> 02:12:53.160
Chelsea King: To sort of self correct or to even say to one another. It's interesting you have that perspective, I have this other perspective, because as it is right now. You all don't restore you receive the raw comments, but there's no discussion about them. So

862
02:12:53.790 --> 02:12:58.620
Chelsea King: Totally arguing the point I would be happy to continue doing it the same way, but I

863
02:12:58.650 --> 02:13:00.900
Chelsea King: Do see value in having us.

864
02:13:01.260 --> 02:13:02.910
Kathy Ludwig: Discount like I forget.

865
02:13:04.320 --> 02:13:08.220
Kathy Ludwig: Do, do I also get those raw comments. I thought I do

866
02:13:08.280 --> 02:13:09.990
Chelsea King: Know you don't get the raw comments.

867
02:13:10.020 --> 02:13:10.950
Kathy Ludwig: Maybe that's

868
02:13:11.310 --> 02:13:20.160
Kathy Ludwig: Maybe that's the part that would help in terms of a worry about it being watered down is that, and we can take names off of it. If there's a concern about that.

869
02:13:20.310 --> 02:13:26.160
Chelsea King: The problem is, is you're getting five voices instead of voice of the board. And so the

870
02:13:26.310 --> 02:13:37.470
Kathy Ludwig: Deck, but the check ins is always going to be about five voices. It's the summative evaluation that needs to reflect the whole board correct when you land on the rubric and the final

871
02:13:37.530 --> 02:13:39.780
Chelsea King: Written evaluation needs to come from the whole board.

872
02:13:39.780 --> 02:13:41.010
Kathy Ludwig: I think the check ins.

873
02:13:42.060 --> 02:13:48.420
Kathy Ludwig: Have have been in the model that we've done had been the five voices and and that's what I want to know is how

874
02:13:48.930 --> 02:13:53.730
Kathy Ludwig: How, what our board members thinking we can often express that in a public meeting.

875
02:13:54.090 --> 02:14:02.370
Kathy Ludwig: Make our fireside chats, get the closest to that, which is why I love them because we get that one on one time and it really get to know what you're thinking. And you get to kind of nudge me, or say

876
02:14:02.820 --> 02:14:06.660
Kathy Ludwig: Yeah, you know, emphasize that at the next meeting, or we're not hearing that enough from you.

877
02:14:07.740 --> 02:14:13.470
Kathy Ludwig: So those have kind of been some individual check ins, of sorts, but they're also informative work for you.

878
02:14:14.940 --> 02:14:24.240
Kathy Ludwig: So, I, I'm very comfortable with seeing if you're worried about me. I would say don't worry I'm I'd like to see that raw information if there's a concern that it got watered down

879
02:14:24.660 --> 02:14:31.950
Kathy Ludwig: Into then the check in presentation to me or the discussion we could just take those raw comments and talk through those

880
02:14:33.750 --> 02:14:42.360
Kathy Ludwig: I think that's the place for the five different voices to be able to get feedback along the way to the superintendent because you also represent the diversity of the Community.

881
02:14:42.960 --> 02:14:54.540
Kathy Ludwig: And the more I can hear the five voices in the interim, and during the year. The more I can be responsive appropriately to as many constituents in the community.

882
02:14:55.170 --> 02:15:07.440
Kathy Ludwig: Then the evaluation is how do we think all of us together feel that you've done as a superintendent this year did you meet your own goals. Did you work towards the district goals. And here's some things we think you should work on for next year.

883
02:15:09.840 --> 02:15:17.040
Regan Molatore: OKAY, SO JUST CHECK, WE HAVE 10 minutes left, and we will call it at 730 tonight. So, um,

884
02:15:18.720 --> 02:15:25.110
Regan Molatore: How we best expedite the rest of this conversation because I think it's important. I'm

885
02:15:26.190 --> 02:15:31.440
Regan Molatore: Would be good. I know both Christie and Dylan would like to comment so Christie, would you like to go first.

886
02:15:33.510 --> 02:15:34.080
Christy Thompson: I'm

887
02:15:35.340 --> 02:15:40.530
Christy Thompson: Sure. I was just curious. I just kind of wanted to ask my fellow board members.

888
02:15:42.060 --> 02:15:49.650
Christy Thompson: And, you know, the first one I read through this and document and it talks about the survey that optional survey that you can have

889
02:15:50.490 --> 02:16:00.960
Christy Thompson: an outside party come up with, and then determine who to give it to. Is that something that's ever been done in the past, is that something new. They've added to this and I would just be curious just to hear

890
02:16:01.290 --> 02:16:12.630
Christy Thompson: What you all have to say about this. If you have experienced a survey in the past, why you did. If you did, why you stopped it. You know, those are my wanderings around that survey.

891
02:16:14.460 --> 02:16:23.820
Regan Molatore: I can share that just while I was on the board. Various not like a various surveys have been done, they were more like I think in the vein of

892
02:16:24.900 --> 02:16:35.910
Regan Molatore: Each department of the administration kind of give a report at the end of the year as to what they thought they had done and accomplished, you know, in working with the superintendent or under the superintendent and

893
02:16:36.510 --> 02:16:49.950
Regan Molatore: The ultimately that process was moved away from because the time that was devoted to that activity in relationship to benefit from it wasn't

894
02:16:50.730 --> 02:16:55.950
Regan Molatore: Worthwhile you know wasn't just didn't wasn't a good use of time.

895
02:16:56.580 --> 02:17:11.340
Regan Molatore: You know, and so then depending on your superintendent and when we don't have an institutionalized method of that, then it becomes whatever the superintendent is comfortable with. And I think we've been very fortunate in that we've had very open superintendents, who

896
02:17:13.440 --> 02:17:23.549
Regan Molatore: Would allow access to, you know, their employees for eliciting that information. And then, what we've done is Dr. Ludwig has always been, you know,

897
02:17:24.510 --> 02:17:36.030
Regan Molatore: As well as Dr. Rhodes had opened it up where if you wanted to contact you could or but they made it more run than putting that particular employee on the spot.

898
02:17:36.540 --> 02:17:45.150
Regan Molatore: It was if if an employee would like to share feedback. Here's a timeframe and the next week, two weeks to contact the vice chair.

899
02:17:45.450 --> 02:17:57.750
Regan Molatore: And and share what they would like to say in competence so that is how it's been kind of done before, but not this institutionalized method which the nice thing about institutionalizing something is that

900
02:17:58.770 --> 02:18:05.219
Regan Molatore: Regardless of the temperament of a particular superintendent, you have a method in place.

901
02:18:11.309 --> 02:18:12.629
Kathy Ludwig: I think the last

902
02:18:13.110 --> 02:18:15.840
Kathy Ludwig: OSB a workbook. Good.

903
02:18:15.900 --> 02:18:27.299
Kathy Ludwig: did have an optional 360 survey mentioned in it that boards could do that and use, you know, I made reference to that sounds like what's different in here is that

904
02:18:28.590 --> 02:18:43.080
Kathy Ludwig: They've just taken out that term 360 which I think Chelsea, you mentioned it has some problematic components to it and then just fleshed out maybe a more helpful waited to do a survey of a superintendent.

905
02:18:45.780 --> 02:18:47.129
Kathy Ludwig: I'm sorry, Dylan. I took it.

906
02:18:47.160 --> 02:18:49.260
Kathy Ludwig: I just now saw your hand was up. I'm so sorry.

907
02:18:50.250 --> 02:18:51.629
Dylan Hydes: My being recognized to speak.

908
02:18:54.480 --> 02:18:58.410
Dylan Hydes: I said a couple of thoughts about the meeting in person, I think, to share

909
02:18:59.280 --> 02:19:07.740
Dylan Hydes: Feedback without occupied with there. I think would be useful, because there's often this phenomenon that when we're reading and those comments you often see oh that was, you know,

910
02:19:08.100 --> 02:19:14.520
Dylan Hydes: did a really great job. I should have recognized that to or oh that is interesting critique that I hadn't considered. And so I think

911
02:19:15.090 --> 02:19:21.990
Dylan Hydes: It would make it maybe a lot help a lot easier for the vice chair to get a consensus, if he or she consider on the table. And here, people kind of

912
02:19:22.290 --> 02:19:29.790
Dylan Hydes: Go lining up behind certain ideas or not. And then also to this idea of being your ideas being watered down if you propose an idea.

913
02:19:30.180 --> 02:19:40.379
Dylan Hydes: That's pretty out there and then have your board members agree with it, then it probably should be watered down. And if you feel it is watered down, you always have the opportunity to go see Dr. Ludwig, the superintendent at your own time.

914
02:19:42.059 --> 02:19:48.209
Dylan Hydes: And I don't want to share the raw data with the superintendent, and I don't think it helps very much to

915
02:19:49.830 --> 02:19:57.660
Dylan Hydes: Take our names off there because Darren little get sophisticated. She's an intelligent person and she knows our voice and she knows the issues we care about and so

916
02:19:57.930 --> 02:20:11.430
Dylan Hydes: I trust her to discern which comments are mine and was comments are yours. And so I think that it also I think goes against the goal of speaking with one voice, so my wouldn't be against sharing the raw data. Thanks.

917
02:20:17.730 --> 02:20:21.330
Regan Molatore: Alright, so as we are moving towards having four minutes left.

918
02:20:22.800 --> 02:20:23.100
Regan Molatore: What

919
02:20:24.690 --> 02:20:29.700
Regan Molatore: telltale, what would you propose for closing out and if you don't have a suggestion I have one.

920
02:20:33.690 --> 02:20:35.880
Chelsea King: Let's hear it. What's your suggestion.

921
02:20:36.060 --> 02:20:39.510
Regan Molatore: So my suggestion is, I think we've gotten a lot of feedback.

922
02:20:39.570 --> 02:20:39.900
Regan Molatore: On

923
02:20:39.930 --> 02:20:52.110
Regan Molatore: This new tool again. What I would maybe request is that you give Chelsea I and Dr. Ludwig some time to go through and essentially come back to the board like we did we we revamped our

924
02:20:52.620 --> 02:21:00.690
Regan Molatore: Our evaluation system last time and and basically we can put we'll just modify maybe that pie chart that you know, or it's the chart that we have with our timeline.

925
02:21:01.080 --> 02:21:10.260
Regan Molatore: And be like, all right, you know, I think we're in agreement that we like the new tool like the new standards. Is that true Dr Ludwick, did you have any opposition to the standards. Okay.

926
02:21:10.860 --> 02:21:19.320
Regan Molatore: So I think we're good there. The rest of it is how we call it feedback and how we share it out, are the two things. And I think we've

927
02:21:19.950 --> 02:21:30.570
Regan Molatore: raised some flags to certain parts of it. And so maybe give it back to Chelsea, and I did determine how those little interim meetings, maybe with just our board only how we work through

928
02:21:31.170 --> 02:21:44.850
Regan Molatore: That feedback and then it sounds like, then we would give it back to the chair to share out, but let us work with Dr. Ludwig as well on that and come back with a proposal for the board is that sound reasonable

929
02:21:46.350 --> 02:21:48.210
Regan Molatore: Chelsea is that work as well.

930
02:21:49.890 --> 02:21:51.420
Regan Molatore: And Christina, you've got a comment.

931
02:21:52.080 --> 02:21:59.610
Christy Thompson: Just a quick question. Um, and I forgot to mention this earlier. I was just curious because their timeline is completely different than the timeline, we

932
02:21:59.610 --> 02:22:08.400
Chelsea King: Yeah, the timeline is different and that's the other document that Curtis, you don't have to show anymore. Thank you for being ready to show it them that had our timeline.

933
02:22:09.540 --> 02:22:22.170
Chelsea King: set forward their timeline is different because of some statutes and administrative moves that are made that we do differently because of our contract and the date on our contract. So just ignore the timeline. Yeah.

934
02:22:25.410 --> 02:22:39.390
Chelsea King: Yeah, I think I did. I think the only thing that's giving me a little bit of pause is just that I'm hearing such a wide range of sort of opinions about what would be effective with the as far as compiling data. And so I think

935
02:22:41.010 --> 02:22:52.170
Chelsea King: Yes. We could certainly the three of us could sit down and see what makes sense and sometimes even just sitting with it for a couple days helps for it to land differently.

936
02:22:52.410 --> 02:22:59.610
Regan Molatore: And I think you're right. But I think what I what I heard was, and this is one and maybe I could get some help here clarifying is

937
02:23:00.060 --> 02:23:15.960
Regan Molatore: There is some disagreement with the idea of all five of us sitting with the superintendent present as we're essentially calibrating. So I think that to the extent that there's any suggestion in that that all five of us meet with the superintendent present

938
02:23:17.070 --> 02:23:27.120
Regan Molatore: In our in an interim process while we're discussing all the feedback we need to revamp that were potentially we would bring the five of us board members back

939
02:23:27.510 --> 02:23:39.210
Regan Molatore: To calibrate and then then you as my or the person as vice chair, then goes and shares that with the superintendent okay I'm seeing nods and then there is this question of that inner rim.

940
02:23:40.320 --> 02:23:46.830
Regan Molatore: Our feedback that we give in the did we share the five voices with the superintendent.

941
02:23:47.280 --> 02:23:50.520
Regan Molatore: Or essentially the one voice in the interim

942
02:23:52.500 --> 02:23:57.540
Regan Molatore: And I think that that's the only one where potentially Dylan. Where were you on that.

943
02:23:59.190 --> 02:24:00.750
Regan Molatore: I like the one voice, but

944
02:24:02.460 --> 02:24:07.470
Dylan Hydes: Yeah, well, speaking as a group, but presenting it to the superintendent with one voice.

945
02:24:08.940 --> 02:24:09.540
Regan Molatore: Okay, and

946
02:24:09.690 --> 02:24:10.470
Dylan Hydes: Seeing agreement.

947
02:24:10.800 --> 02:24:11.640
Regan Molatore: In that as well.

948
02:24:12.000 --> 02:24:27.090
Ginger Fitch: And I think that that goes to the things we review today about what are our board. I won't use the right word, but our board policies, say we speak as one voice, and I think that should be true when we're speaking to the superintendent and

949
02:24:28.290 --> 02:24:34.380
Chelsea King: So if I'm hearing that correctly. It just helps me. I'm an external processor helps me to say the words. Thank you, everybody. And

950
02:24:34.770 --> 02:24:46.140
Chelsea King: Then what I'm hearing them potentially is that we would all come together and executive session and discuss and then the Vice Chair would then figure out what that one voice is and take it to the superintendent.

951
02:24:46.470 --> 02:25:02.910
Chelsea King: It just would reduce that qualitative data synthesis at the vice chair is doing via document that potentially what we're saying is that it would make sense for us to have an open discussion about it and executive session and that would be the big change in the process.

952
02:25:03.960 --> 02:25:15.780
Christy Thompson: Well, I would put that you mentioned that the Vice Chair within I would say we all we as a board kind of create that one voice so that you're not having to create that one voice.

953
02:25:15.900 --> 02:25:25.410
Chelsea King: Yeah, but the vice chair isn't creating the one voice so much as just responsible for going like taking it and going back and sitting down with the superintendent and articulating it

954
02:25:26.400 --> 02:25:31.680
Christy Thompson: Right. But, but as a board we discuss and sort of come together to some

955
02:25:32.970 --> 02:25:50.040
Christy Thompson: To have some sort of agreement so that you're not having to go piecemeal and do all that that. But again, speaking to ginger and to our, our board agreement that we do speak as one voice and not making you have to do that work. But hopefully as we sit and collaborate and talk. I thought

956
02:25:50.310 --> 02:26:02.640
Chelsea King: Be useful and i i have a master's degree and my thesis work was qualitative data analysis and I'm no expert on it, but I've been able to do it. And it's kind of a big ask for potential Vice Chair to

957
02:26:02.730 --> 02:26:09.270
Regan Molatore: Do that is a big ass. It totally is. And you're not the only I mean Dylan's been advised. Sure, I've been, for sure. I mean, we've we've

958
02:26:09.780 --> 02:26:10.230
Chelsea King: Right.

959
02:26:10.440 --> 02:26:18.570
Regan Molatore: The one bite, you know, a huge ask, but it is role and and and I, you know,

960
02:26:19.920 --> 02:26:20.370
Chelsea King: I'm saying

961
02:26:20.580 --> 02:26:23.010
Chelsea King: I like that idea. You know that bowl.

962
02:26:23.040 --> 02:26:31.200
Regan Molatore: Because, and it's what what systems can we put in place when we're not all here that help facilitate whoever is. Yeah.

963
02:26:31.290 --> 02:26:42.990
Chelsea King: The value of setting that up for. I know, I know lots of people have done this and and lots of people can do it and all that stuff. And it's difficult and anything that we do to minimize the complexity of that work.

964
02:26:43.950 --> 02:26:52.560
Christy Thompson: And that was my point. Did I was I not making my point correctly that hopefully us coming together and discussing as a board makes it easier than on you. So you're not having to

965
02:26:52.590 --> 02:26:57.810
Christy Thompson: That was my I'm it may not have come across correctly, but that was my intention that

966
02:26:58.020 --> 02:26:59.640
Regan Molatore: We're on the same page, I think. Yeah.

967
02:27:01.170 --> 02:27:01.710
Regan Molatore: Okay.

968
02:27:02.220 --> 02:27:06.330
Kathy Ludwig: Can I just ask one clarifying question. I think what I hear you saying is that

969
02:27:06.600 --> 02:27:16.740
Kathy Ludwig: That's going to occur for the check ins, as well as at the end that instead of the check ins, where you were sending written information on two or three of the standards that

970
02:27:17.160 --> 02:27:25.590
Kathy Ludwig: You'll do a Executive Session. Check in likely and maybe November, and then I will hear about that so that I could adjust

971
02:27:26.490 --> 02:27:44.190
Regan Molatore: We will continue to check in with you as we always have what the the variation is and I think we will still send that written data to the vice chair. It's just that we are going to add in that potential extra step of and we're gonna have to, you know, work to be, I think,

972
02:27:45.210 --> 02:27:56.550
Regan Molatore: Efficient in an executive session of a rather than having Chelsea receive all that data and Cole through it herself. We all five all five board members will have had the opportunity to view it.

973
02:27:57.000 --> 02:28:07.170
Regan Molatore: And then essentially we get to calibrate live and then Chelsea will take that calibration back or the Vice Chair takes it back and and present it to you.

974
02:28:11.670 --> 02:28:12.900
Kathy Ludwig: Hope you're on mute, Chelsea.

975
02:28:13.560 --> 02:28:15.450
Chelsea King: We keep those regular check ins and

976
02:28:16.380 --> 02:28:27.510
Chelsea King: I know that we want to close and we can talk about this further, but the idea with those Executive Session, actually, is that you will not have to type up comments and send them to the vice chair that we just

977
02:28:27.720 --> 02:28:42.300
Chelsea King: Do it on your own. We come in together. It reduces the amount of emails that are going around with this type of feedback, would you just you take your own notes we sit down. We talk about it. And then we create a document. So, that makes sense. So we reduce that step.

978
02:28:42.870 --> 02:28:45.270
Chelsea King: It's not adding a step it's changing the step.

979
02:28:47.910 --> 02:28:54.660
Kathy Ludwig: Just want you to know that while we've been having this conversation. I've had several staff member saying they're happy to send in an evaluation of me and

980
02:28:57.900 --> 02:29:00.060
Regan Molatore: They're all wants to brag about how

981
02:29:00.120 --> 02:29:02.670
Kathy Ludwig: About. I don't know if it's that but

982
02:29:02.880 --> 02:29:04.020
Regan Molatore: I am certain that as

983
02:29:04.710 --> 02:29:06.480
Kathy Ludwig: You said you're finding this conversation.

984
02:29:07.020 --> 02:29:07.500
I think

985
02:29:08.970 --> 02:29:22.380
Kathy Ludwig: I think it's because we're also comfortable with each other that we're having fun with the conversation, which is a good place to be at that there's enormous trust for really helpful feedback between board and superintendents, so I just, again, I'm so grateful for each of you.

986
02:29:24.090 --> 02:29:24.870
Kathy Ludwig: Well, thank you.

987
02:29:24.960 --> 02:29:35.850
Regan Molatore: All right. Well, with that I think we do unless somebody has some last parting words. I think we have a decent plan of action, a little something new. We're going to try and we'll see if we like it if we don't

988
02:29:36.810 --> 02:29:45.480
Regan Molatore: It can be changed for the next year as far as processing around superintendent evaluation. So look forward to Chelsea and I kind of

989
02:29:46.950 --> 02:29:54.510
Regan Molatore: conferring with Dr. Ludwig hammering out some of these last little questions and then coming back with you probably very early in September with

990
02:29:55.470 --> 02:30:10.800
Regan Molatore: What we would propose this year's evaluation process looking like. Although I do think that everyone at this point in time can trust that we are going to utilize then eight standards that OSA oh SBA has

991
02:30:11.970 --> 02:30:20.610
Regan Molatore: Used in this tool is that an agreement. So, all right. So at least our superintendent at this point knows what standard she will be

992
02:30:21.780 --> 02:30:28.890
Regan Molatore: Judged by, so to speak, for lack of a better word, and then we're going to just better define our process in the next month to come

993
02:30:29.820 --> 02:30:33.000
Kathy Ludwig: Yeah, I like how these new standards are phrased so i'm i'm pleased

994
02:30:33.720 --> 02:30:34.110
All right.

995
02:30:35.130 --> 02:30:35.610
Regan Molatore: Excellent.

996
02:30:36.120 --> 02:30:47.100
Regan Molatore: Alright team board superintendent everyone who has joined us for this meeting. Thank you all so much for your time and energies and work and

997
02:30:47.160 --> 02:30:48.060
Kathy Ludwig: Work everyone

998
02:30:48.360 --> 02:30:49.380
Regan Molatore: X Monday.

999
02:30:50.370 --> 02:30:56.400
Kathy Ludwig: Thank you for helping with the calendar adjustment tonight we'll get that communication out tomorrow door community. Appreciate it.

1000
02:30:58.170 --> 02:30:58.710
Chelsea King: Hey,

1001
02:31:00.180 --> 02:31:00.690
Regan Molatore: I