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Board Room: Well, this work session at the less than Wilson best Globe or to order and Miss Douglas, would you please start by taking roll Satan.

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Chelsea King: present.

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Board Room: here.

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Board Room: they're.

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Board Room: here.

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Board Room: Thank you, thank you.

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Board Room: All right, and this is a time when we take communications and comments from our audience and we did not receive any written public comment so board members didn't have anything to read and establish do we have any one side up to give public comments, we do not okay.

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Board Room: All right, okay Thank you so we're going to move on to our regular or business tonight, and we are going to be using this work session.

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Board Room: To discuss our Community listening sessions our school work plans so learning walk through and then just more casual walk through.

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Board Room: And to kind of give them a purpose what's the purpose of each one, what is the structure, what is the role of board members.

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Board Room: And then what's the expected outcome as we engage in each one of those and.

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Board Room: Just an opportunity for us to talk about these are things really important ways that we, as a school board engage in our Community.

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Board Room: And in our schools and so that's why we want to take tonight to talk about those things, three of these we've already done in previous years we've.

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Board Room: always listen to the word plans and done the walkthrough.

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Board Room: And what we haven't done before our listening sessions so we're going to talk about the three items that we've done before the start with the school work plans and walk through.

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Board Room: And then, at the end and we, as a board will discuss the Community listening sessions and what how we would like to use them and what we want to see the purpose of except so.

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Board Room: i'm going to turn it over to Dr Thank you so i'm just going to pass around again you've got these electronically, but, just in case you wanted it or talk in front of you.

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Board Room: This is that purple document is just was an organizer for the conversation.

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Board Room: And just as vice chair Thompson mention it has come to those four categories, the Community listening sessions for friends and then what's the purpose structure and you'll notice that.

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Board Room: I kind of pre populated already those areas that we've done before, so that we can then just quickly kind of dive into those and see what your questions and comments are for that.

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Board Room: In terms of the school work plans if we looked at those first.

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Board Room: we've talked about this already you're going to eat select three schools you're working.

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Board Room: you're negotiating that amongst yourselves and with Kelly and you'll continue to do that tonight will take home what you'll see what others have chosen to.

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Board Room: negotiate the three schools one of you will have what know this year only 300 in the 16th school so works out perfectly you'll each have exactly three schools don't negotiate that but what you also have.

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Board Room: on your table in front of you is the district continuous improvement plan.

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Board Room: So if you recall the last board meeting during my superintendent, for I put up a slide I showed you three years.

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Board Room: And I said the district continuous improvement plan identifies broad goals that's what the state asks us to create a three year plan.

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Board Room: schools have their work plans that's the second year, and then we have the equity Action Plan and those three documents collectively.

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Board Room: highlight what is it that we're working on that connects to our goals and so you'll have this sit plan you don't have to read it or digest it tonight, but you'll see.

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Board Room: The template and the structure is given to us by the state, we didn't come up with this frame for these guys have questions or the format structure we were asked to populate it.

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Board Room: On and then submit to the State, so if the submitted three years strategic plan.

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Board Room: What is your role for high schools middle schools and primary schools and you'll see these are the ones we've identified.

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Board Room: And some strategies to go with, so this is kind of the big picture, but it'll be nice for you to have Ruse this.

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Board Room: As you go into the school because you might hear a principal safe, you probably noticed all of our primary schools are working on map in the district plan.

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Board Room: here's how it manifests that will land or at cedar rope This is how the movie that big goal within our school and our data so you're pressing oh now I see other making connections and then likewise we're working on.

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Board Room: equity action plan, but we want this to also have input from teachers and parents and our district actually team or meeting next week, so we don't have that, to give you yet.

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Board Room: But as it gets.

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Board Room: completed you'll then eventually have all three of those heroes in mind the district plan the district equity Action Plan and 615 school work plans and how they fit together.

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Board Room: So you'll see you know the purpose.

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Board Room: Is when when you go in you're going to select your three schools your role is to do a deep dive engage in conversation, you can ask and make connections between the equity action plan or the district plan or just really engage in that space.

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Board Room: And as you leave your three schools, what should happen for you, that you should start to see Oh, I see now how for goal number one becomes actual live action eyes in a school by now see how you take those words and really put them into action.

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Board Room: what's Nice is after all of your visits, you will debrief together and you might say, I noticed in the three schools, I visited I saw pattern, I saw how it connected, I heard evidence of in the plants.

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Board Room: Any questions about.

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Board Room: The school worthless.

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Board Room: One thing, just to let our new board members know and Dr Ludwig alluded to it, is that, after we have come back from all of our work plans we will each as a board member take some time either on our board reports or as a part of the agenda to go over what we saw what we experienced.

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Board Room: The patterns that we saw throughout the schools, the through line so just so you know, we should go through.

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Board Room: And look at the different schools and learn and observe be thinking about what you want to take away and share them with your fellow board members and also with the public, so that they can hear kind of those highlights and.

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Board Room: And the commonality that you saw in that work so just keep that that frame of mind to know you will be presenting just a small amount casually is when we come back to that.

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Board Room: you'll have access to all 15 work plans, because when they're completed principles post them on their websites.

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Board Room: Andrew puts them accessible on the district website so eventually you'll you can read all 15 what's Nice is you'll have a slice of three and then you'll think okay know how three work I can generalize them to help all the primaries reader or the middle high school ones.

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Board Room: chair King any questions or comments that you'd like to add.

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Chelsea King: No sounds all sounds really good.

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Board Room: So then.

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Board Room: The school learning walks become a way for you to say Okay, now that I know what the plan are, I wonder what it looks like if I just walked in on a school day.

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Board Room: walk into a few classrooms what I see that one plan come to life, what I see evidence of what the principal shared with me happening in the classrooms your students notice things some of those maps strategies.

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Board Room: What happens when I visit schools, then so that's the fun part and we'll schedule those as they have informally with principles.

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Board Room: So i'm going to hand out and share King you've got these sent to you, but also, you should be familiar with them because you've done some learning walks with us before.

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Board Room: So in our school districts, we use you've probably heard us talk about the framework, the five dimensions.

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Board Room: So the five dimensions is a framework for teaching and learning without by the Center for leadership to the University of Washington, so we started this work, almost 10 years ago really digging deep into when we go into a classroom.

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Board Room: What are those high leverage practices that we want to see because we talked about, we say high leverage instructional practices well.

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Board Room: You know what are they well there's there's books written about their practices, but the five dimensions have kind of distill that into this framework and we'll see.

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Board Room: On the first page of the first one is do lessons have a purpose in, you have the teachers really know what the purpose.

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Board Room: of their lessons and the teaching and learning is about do they meet the standards do they have a learning target.

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Board Room: So it helps teachers to kind of hone in on that and then is the classroom engaging for students in here so you're not in that orange box.

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Board Room: Is that is the work intellectual are their engagement strategies do students have opportunity to talk so these kind of described some indicators of what you should see in here in a classroom and then, when you click on the back to third dimension is critical pedagogy.

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Board Room: And then the fourth one is assessment for student learning thought about the assessment, how does it inform instruction and then the environment and the culture.

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Board Room: So when we get new teachers in the district we incorporate them into the five dimensions, and this is how teachers are evaluated.

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Board Room: We have to, we have to select a framework by the state of Oregon and the teachers have a rubric that goes with this is broken down even more.

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Board Room: And then principals and teachers know this is what we're going to use when we evaluate instruction and learning classroom so the five dimensions is.

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Board Room: Our most important framework in terms of talking about teaching and learning.

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Board Room: So then, in your folder.

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Board Room: you'll see.

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Board Room: An increase cycle and the first one says the five plus inquiry site, but this is what a teacher might use to say should should maybe create goals.

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Board Room: And they'll just go through this process of what do I notice about my students learning what data, am I looking at.

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Board Room: What goals might create i'm beating out my principal to work on some goals so there's some actions in my classroom and then have I met those goals.

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Board Room: So you're you're not going to use this one so but, but just know that this becomes just an inquiry process, as I say, we know about your kids in poverty, learning learning who's not learning, you have some goals that you're created.

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Board Room: But the one that you will delve into when you come on a school learning blocks is the next one, which is very similar but it's the leadership cycle.

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Board Room: So well each teacher is thinking about their own classroom a principal is thinking about all the questions.

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Board Room: And thinking about what do I noticed with third grade data, what do I noticed with science data in my school or math curriculum at what's happening with math for eighth graders.

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Board Room: And that's where you'll see the school work plans kind of take shape, because the team has looked at data and they've created some goals around that.

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Board Room: When we do a learning why we're going to meet with the principal team and they're going to say in our school work plan we identified map is one of our areas in our particular school, for example, rosemarket ap when we examine eighth grade data or sixth grade data.

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Board Room: We decided to focus on this one aspect of math maybe productive talk or algebraic thinking.

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Board Room: And we're going to implement some strategies to really improve that type of thinking for our students in math and then we're going to take a look and analyze the impact.

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Board Room: So they're going through this kind of research cycle around being really strategic instead of saying we just want to get better at math.

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Board Room: Okay, but what we're in now, and why oh you looked at some data you've identified some strategies you're going to implement some things and then you're going to analyze the impact.

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Board Room: So when you do a learning what you come to school principals going to share with us why we're visiting some classrooms.

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Board Room: What we want to look for and we take data will have to force an apprentice going to say I want you to notice some things, these are questions to ask the students, these are things to look for.

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Board Room: it's not to evaluate the teachers, because that's not their cycle, whether it's to give feedback to the census so there'll be some protocols and it's pretty strictly kind of stick with it.

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Board Room: And when we come back principal says what did you see in this three classrooms are those five questions.

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Board Room: And in that group that's doing the learning walk will be some administrators some colleagues.

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Board Room: And then maybe a board member to who'd like to join in so it's optional for you to do this, but they're they're very informative to you know your work and seeing how his goal number one actualize.

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Board Room: And then we do a protocol a debrief afterwards and we share what we notice what we wonder again we're not there to fix anybody not as prominent features, we just say.

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Board Room: I noticed seven students talking about sentences, I noticed or students didn't talk at all I don't know what that's about, but I didn't put any data.

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Board Room: But in the end, as we give this feedback principle is processing it and making meaning of sounds like Australians and we're working on or evident in these classrooms that we've decided and it sounds like some, we need to keep talking.

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Board Room: So it becomes this.

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Board Room: This way of giving feedback now they're doing it as teams all the time, you might just do one of those a year to have you want, but it gives you a slice of what's ongoing all the time because they're going to do weekly learning walks all the time principles will do them with their teams.

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Board Room: Every day throughout the week so formally they'll invite their teams once a week, there are other qualities to come into a learning, welcome to visit different schools there's a way of supporting each other.

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Board Room: So it's it's how we get really good at giving feedback to teachers, giving feedback to each other and then there's times when teachers can give feedback, the other day to go visit but you'll only visit the ones with sensible so.

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Board Room: next question yeah just my curiosity when on things one of that when it says principal and principal supervisor gathering analyzing evidence what evidence, are they looking at, are they looking at what's the Max assessment show, are they looking at once, for what data yeah so.

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Board Room: It all depends on what level so primary school might decide let's look at our.

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Board Room: Our reading assessment you have some local reading assessment to be era, the development of reading assessment.

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Board Room: or quantitative analysis another assessment that we purchase the analyzes reading strategies that students use and reading the papers.

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Board Room: So they might decide let's just drill down with that level they might decide to use map.

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Board Room: State and they're just an academic progress which is an interim assessment and they might want to see our third graders seems.

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Board Room: To do really well with this aspect of reading, but not maybe as accelerated with another aspect, what do we want more on that, so it all depends on what data they're pulling.

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Board Room: Just given where state assessments are it's very unlikely that will be talking on medicaid level runs state assessment as much.

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Board Room: Because it's been a pause or an option for the last 18 months but in years past, there were times when we looked at some large banks of data, like third grade across the district, or because that's what we could also use some state assessment data.

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Board Room: In high school now.

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Board Room: Where we don't give them an assessment they might look at letter grades and said, you know how the students do where do we seem to be giving you more.

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Board Room: Ease or incomplete is that an indicator of something they'll look at graduation rate the look that ninth grade on track so many of our ninth graders did pass all six classes that are on track to graduate so they'll pull some data from some other places.

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yeah.

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Board Room: So each of these kind of going from the district set to the school work plans to walk ins get you closer and closer closer to seeing others a big goal like district whole number one actually look in the first grade classroom during reading.

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Board Room: Can I see a through line.

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Board Room: and have confidence that we're actually taking that goal, and in manifesting in at work in fashion and see the evidence of that.

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Board Room: And i'm remembering this because it was two years ago when we're there for the school work when we actually do a walk into a classroom and we just.

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Board Room: I thought I remember going into a classroom when I did my work slam two years ago, but I could be wrong, so when we made that switch because.

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Board Room: He back, but even before that it used to be there was a work session like this and all 16 principles will be sitting around the table, and they would present their work plans English.

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Board Room: Or we would divide it up and say why don't you hear the nine primary principles one night and hear from the middle and high school another night, and they would present there was plans in this one.

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Board Room: And then, a few years before.

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Board Room: We made a suggestion, do you want to still do that structure, because there's something nice about hearing all 16 or do you feel like it's just overwhelming and you actually want to hear just a few and go deeper and ask more questions, and so the boards and let's try that.

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Board Room: So a few years for quality right that format.

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Board Room: And the only criteria we gave to the principal is present your work plan, but you have that our to with with the board member and just kind of see where it goes.

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Board Room: And some structured it so they just met maybe in the library or in the room, and they just talked.

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Board Room: And some said, you know I try to show them the classroom and do a little tour of the school Maybe it was maybe the board members that can I walk around see what never been in there.

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Board Room: So they had some variability to them, but the criteria that you said, make sure that at least the board member gets a full idea of the plan and gets to interact.

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Board Room: And I do remember a couple of the schools that I went to that year.

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Board Room: Because of scheduling it was after school, but I do remember that they actually had another room full of students, that they had selected.

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Board Room: And that they asked questions to you, so that may be a part of what you experience as well there'll be a very ability with that, depending on what maybe a principal can pull together or.

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Board Room: What they think might be interested in what they can share a decline it easier to get the high school kids together this primary kids but you know.

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Board Room: it's just kind of evolved in some principles, want to just give you a little fun with it, or just hope that was fun and then another sentence, while this part was fun or interesting so there's some creativity with that, but the idea, the really get to know the schools.

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Board Room: And then, how much time you have time to do a tour or to meet with a panic students, you know, we also know that you've been very gracious.

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Board Room: But your primary goal is to hear that work plan and guide.

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Board Room: into what's happening.

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Board Room: So that's what you'll continue to work on with your three.

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Board Room: Schools.

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Board Room: And then the learner so that's the work plan, and then the learning walks again, those are optional fields, so the school work manager definitely doing three schools you're committing to that.

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Board Room: The learning walks are completely optional if you'd like to join those you let us know, and then they have a code word you're saying they have a total of principles to us and you'll come in and you'll join that Protocol and it's just another Member walking around.

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Board Room: The district walk rooms that last row that's probably the most informed that's abuse again optional, you see, you know i'd love to visit to schools and I just want to learn more about the nutrition Program.

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Board Room: And so I organized a walk through other the forest who's our nutrition director we pick up the schools.

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Board Room: And I say Is there something and having lines that's meet the staff that sort of nutrition Program.

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Board Room: And we do a walk through it so it's far more informal there's no set protocol, but it's again to give you information about how the district is managed or how it functions or an area of interest to you by being on site.

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Board Room: And hearing him others besides me who are brilliant in the work and just would love to introduce you to staff and to show you around so it could be about tradition.

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Board Room: It could be about operation now in some ways you've done a little bit of that with your seminars that you've done.

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Board Room: you've promised kind of done a walkthrough about the bond a walkthrough about budget you've just done to virtual seminar, but this would be anytime you'd like to visit a school and not have that phone call where you're going in and asking students for me.

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Board Room: And maybe it's because we didn't get some of your favorite schools in your work plan and you'd always wanted to see a certain school and he said he had like to just do a walk.

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Board Room: with you and those you'd set up with me and then we will form the principal and then either I would go or one of our assistant superintendents would accompany you and the principal and you just.

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Board Room: And we can you speak to the timing and the days, because I feel like in the past.

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Board Room: The school learning walkthrough seem to always happen on the same day of the week and then or the other walk through more.

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Board Room: Are they more flexible on the days of the week that thing happened.

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Board Room: So the the walk through the wizard of the most informal have the most flexibility so depending on what you want to see what what is available for you to see, we could work through that.

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Board Room: The learning walks, we have to pick a time when the principles in that team already bought a number of years ago.

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Board Room: We agreed upon Tuesday mornings, and we call it blue time and we see everybody's doing learning walks on Tuesday mornings that's fine we all kind of syncopated and well, it was great in a lot of ways, because we deeply committed to not having any other meetings on today.

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Board Room: The disadvantage of that as we learned over the years is you could only see things that were happening on Tuesday mornings, so the principal said gosh I love my colleagues do learning walk with me.

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Board Room: To see science, but science is olivia Newton and math is only in the morning and we've only committed to mornings, I never get my colleagues to do a learning.

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Board Room: on a Wednesday afternoon to see science, or something so it limited us a little bit, particularly for those schools that have schedules and sometimes for primary schools to, especially if they get reading walk a certain time of the day.

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Board Room: So this year they're going to have a little more flexibility around it.

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Board Room: Does anybody have any questions.

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Board Room: comments or those purposes makes sense to structure your role again it's really preview to deepen to deepen your understanding and knowledge that each of those areas and then.

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Board Room: what's not on here is always the opportunity to have a fireside chat with me over the phone or in person to say I really want to learn more about something I don't need to tour the building, I just want to talk to you more about and either be really set it up with.

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Board Room: One of the other executives like you've done your seminar series you always have to feel it and I did have one question on the.

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Board Room: More informal school or district what kairos under that final column of expected outcome it starts with increased understanding this state and local mandates.

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Board Room: Just because mandate, I feel like Is it the sort of what what specific state and local mandates I just wasn't sure what exactly that on that so, for example, you might say, and this happened.

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Board Room: During over to as a board member said few board members, it would love to just walk through the building, I want to see the most helpful things look like.

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Board Room: And how they help assistance working those help that the rooms, where, if a student has symptoms and I just want to see.

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Board Room: Power the dark space in the school and some of the ways you're you're entering so as we go with the hybrid I have a better understanding of it, so that was an informal walk through to get a better understanding of a State mandate.

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Board Room: or parameter that we've put in place, and now you can see it in action so that's an example okay that's Okay, thank you.

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Board Room: bye why that example came first and foremost mind.

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Board Room: So there really should be or between those.

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Board Room: that's that's something you might want to see better.

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Board Room: So that's probably the easier part of tonight's because these structures are already in place and i'm just sharing with you and to build your understanding if there's anything later that you have questions about a wonder, you know feel free to ask.

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Board Room: me again the most structured one is that one with the Protocol, but otherwise it's really your time, you know, during your school work plans they're going to want to hear what your questions are and and, as you hear things just feel free to ask and.

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Board Room: And then, also the walk through your time structure that I can send your questions so that's all I had and now it's alternate back to you around the Community listening sessions.

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Board Room: or chair king, did you have some comments that either those.

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Chelsea King: I just have a couple of logistical question, so I know what the next steps are with scheduling.

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Chelsea King: Understanding the.

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The learning.

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Chelsea King: walkthrough is if i'm using the right term where we need to schedule a time when the administrators are already doing the thing.

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Chelsea King: Is that something that we're going to be emailed and selecting i'm just miss devil's probably will work with with the board on this, but that's one question is how do we get those scheduled and then also.

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Chelsea King: We have the schools that we've selected and there was some overlap and I know some flexibility amongst folks, and so I think i'm just wondering, this is probably a question for the board or for miss Douglas or maybe you Dr Ludwig but how do we go about just knowing when and where.

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Board Room: I think now that you can see where you selected.

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Board Room: No one option is you continue to work and negotiate together through Kelly around is Douglas around the three schools and not necessarily during this time tonight.

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Board Room: Or if we're pretty efficient tonight and you want to spend the end of the meeting talking a little bit more.

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Board Room: about your three schools, while you're all in the room, together, you can certainly plan to spend some of this evening doing that I, I would say, maybe Chapel your Community listening sessions first and then it gives time go to this because you could still do this.

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Board Room: You know the three schools by doing it, you know through email with established.

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Board Room: I would say, you know, probably you'd start visiting schools sometime in the.

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Board Room: Mid November, do you think principles well they're getting their templates updated for their work plans this week they're going to begin working on them so nobody's ready this week, so you have time, but I would say, by the second week in November, would be the earliest that.

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Board Room: You can start scheduling.

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Board Room: Through Kelly, with a principal around the time, so you have November and December to get your three schools in.

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Chelsea King: And so those dates will just be emailed to us and we'll just select like I can be at this one, or that one.

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Board Room: yeah and I would say, if you have a type of schedule that has some restrictions to it.

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Board Room: You may want to let the principal know just sit by the way, I can't do any schools on Tuesday and Friday and then the principal no okay I don't suggest Tuesday and Friday also just sometimes on Monday Wednesday and Thursday are.

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Chelsea King: These are different schools correct so we're going to do three for our learning visits and then they might be the same schools or they might be three different schools for the learning walk through Am I understanding that correctly.

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Board Room: So again, these work plans, this is your definite homework, we do want you to the three schools.

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Board Room: In grams of the.

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Board Room: box you don't have to do any of that if you'd like to after the school work plans are done.

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Board Room: And then you say you know now I think i'd like to visit a school i'd like to do a learning walk just let us know.

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Board Room: And then we can queue up with a school but we'll wait for you to reach out we're not going to reach out to you about the learning walks.

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Board Room: That would be you, as a member saying I think two weeks from now or next month i'd like to do a learning walk and i'd like to do one in high school, you know, put it, how could I make that happen.

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Chelsea King: Okay, great done that helps me just understand the logistics and i'm happy to stay on after we're done with the Community listening listening sessions or do over email, so that we can know what we're doing for three schools.

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Board Room: We have to get your calendar, the principles founders and assistant principals.

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Board Room: Absolutely.

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Board Room: So, my understanding is, we will have November and December to attend the seals and then we will be presenting what we learned our observations.

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Board Room: At the January meeting ideally that's what it would be but here's the reality.

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Board Room: This is this is your work it's the state isn't expecting this, this is just the way you've committed to hearing about score plans and the structure, you want.

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Board Room: And if there's one person says gosh I didn't get my third school done and i'm going to do it when we get back in January, then that's when it happens it's okay so really We know all of you have incredibly busy life working families, this is Volunteer Service you give.

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Board Room: So the timeline really is yours, but at some point, want to wrap it up, so you can be great and move on to other things too so.

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Board Room: yeah so Ideally I think if we could say let's try and get the three visits in before winter break you know we'll do our best to to make that happen to.

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Board Room: chair, can you have anything else to add.

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Board Room: Before we move on.

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Chelsea King: Now I just said, I love this approach, you know, I was in on the board when we would have everybody come in, and it was so formal and some of the principles would be so nervous and.

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Chelsea King: It was so D contextualize I mean not to criticize it, it also had good things you know we'd get good information and but this new approach we actually go in and see see the work in action and.

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Chelsea King: Be in the building and it's just puts the ideas and the concept and nationals it into a place and that's been really valuable and just that one on one relationship that we've been able to nurture with.

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Chelsea King: The administrators and to observe the work and action has been such a good shift and how we've done the work so i'm thankful we're carrying it forward again this year.

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Board Room: and teachers notice they noticed when you.

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Board Room: come into a school students notice.

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Board Room: And so it really makes a difference for them to and if you're able to do a walk through either fine you know that's always so valuable, I think, for the organization to see their board members coming during the school day to learn about what's happening with machine.

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Board Room: Alright, so back to you quite sure facilitate the communion listening sessions and what i'll do on a sunny.

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Board Room: Is I will do a share screen and i'll pull up them that purple document Okay, and I will become your.

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Board Room: scribe so.

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Board Room: yeah so you can still see you should hopefully be able, is there a way that it is still see vice chair chair, can you hear me okay she'll be in a little screen okay great.

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Chelsea King: Okay, very nice I.

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Board Room: have a question for you.

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Board Room: yeah.

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Board Room: As we go through this.

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Board Room: I got imagine number seven number of notes for each section of the.

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Board Room: medium isn't in sessions, do you want, what would be easiest for you as you're striving for us just to go through all of our points for purpose structure role award expected outcome individually.

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Board Room: Instead of bombarding new for different ways, with different categories and things will be easiest for you to take the notes and the recording that format.

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Board Room: So i'm going to let you decide that you're facilitating and so maybe you talk first about the structure, you want to do.

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Board Room: And then i'm just going to capture my hope is to capture what you decide on Dutch and not the recurring share out of.

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Board Room: All if you say Okay, this is what we landed on we're going to do three listening sessions this year they're going to be on these kinds of topics are open to you know and then i'll try and capture that final agreement.

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Board Room: Just like we did the others so here are my thoughts and i'm certainly open to suggestions or changes and my thought was that we would take each so they would start with a purpose and.

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Board Room: If someone wants to you know have something written down with they want to share we'll start with that person, then the next part there's someone else.

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Board Room: To that will kind of just go around the table so everyone has had the opportunity to share and give input and then.

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Board Room: Dr Ludwig is sort of kind of how we put those together and then kind of finalize that and based on everybody's input and then move on, then, to the next spot, which would be structure, so I don't.

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Board Room: And we don't have to go in any sort of order it's just if there's someone who says magic that's something that I want to start with, and then you just go to the next person is that sound.

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Board Room: Okay.

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Board Room: Alright, so let's start out with that there's pockets, the progress of our Community listening sessions is there anybody wants to share out what they have written down.

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Board Room: So.

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Board Room: My God says, I started to think about this was.

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Board Room: Just through the lens of one being a parent and the district manager the lives of.

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Board Room: a board member want to be effective, so that.

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Board Room: Actually, one of these certain days that actions that they need to be served and.

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Board Room: I just you know some of the things that I jotted down with one wanted to hear from now are underserved family by a group of families and students who are not quite you know.

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Board Room: In the ball out of the park quite yet they need to give more help from us as a district, I also wanted to hear from damage your children with special needs and see how we can serve that population better.

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Board Room: But I think oftentimes those families that are thriving we act as if we don't need to hear from the truth.

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Board Room: And i'd like to hear from families that are doing well on the district just to see how we can be better and and see how we can address just things that are still heavy on their heart every on your kids in our hearts and.

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Board Room: And then there's families that have split families are kids that fall in all of these categories.

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Board Room: And you know, then I have a child who's driving and another was not so much in so you know we're going to different ways and trying to say hey I got one that's going great I got one that you really not serving well So yes, on the outside, we look like we're all doing or not right.

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Board Room: So in fun that I was hoping that we create an actionable list of things which you've already mentioned and then put them down in the level of importance as collectible we feel like all the things that we've shared today what's what's, the most important.

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Board Room: And then I get that list and industry decipher what is reality and what are just dreams right and there's only so much that we can do with the board and so many things that we can really get after and do well.

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Board Room: And then, what are the what is our framework for responses on things that he can't do because hey we'd like to help you out in that way, but we just can't here's why we can't so, given the Community some feedback on.

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Board Room: You know what things that we can do versus what we can't why we can't do that if we can so that was just my thoughts were talking about purpose.

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Board Room: You.

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Board Room: Know i'll just echo what Lewis said, I think one thing i've observed, is the opportunity to give back you know open ended feedback.

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Board Room: You know, and so they're not to be afraid to server and not to not be correcting people when they ask a question or them They point out and observation.

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Board Room: I think that that aspect of listening is what i'd like to get part of that community listening um I think sometimes we're so quick to.

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Board Room: respond with an answer or say like here's what we can't do that or here's what we are doing and I think that action of recognizing that you know families are entrusting their kids with this district, and so, how do we receive that information and then process it and then perhaps response.

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Board Room: I also think that there's a certain amount of privilege that comes along with feeling confident enough to.

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Board Room: to weigh in or to kind of have the guts, if you will, to email the superintendent you know and just say here's what I need, and so I want to make sure that we're opening up avenues for folks who maybe haven't.

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Board Room: engaged formerly with a government or a school district before, and so I love that idea of of making ourselves more available kind of that.

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Board Room: I guess softer side of what listening looks like and then I do think that it's important to read that to really close that feedback and to make sure that.

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Board Room: The messages will be heard you and here's what we heard then provide your answers are then say you know what we're talking about is important but it's completely outside of our purview it is you know, this is something that is happening at state level or the federal level.

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Board Room: So for me, you know it's really get into that heart of listening and putting ourselves out there to receive that.

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Board Room: And then also recognizing that in this day and age that looks so different it's, not just in person it's not just here to a meeting so potentially you know expanding what we do online or.

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Board Room: In the ways that we receive that because I just I feel like our district here so deeply about our kids, and so I just want to make sure that we're opening ourselves up again the softer side of what listen to yours and receiving that.

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Board Room: The two big things that I think about the goals are transparency and communication, and I think about our whole number three and so that is immediately what comes to my mind, just just simplified purpose of.

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Board Room: We want to increase and that's always been at Oracle we wanting this communication with our.

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Board Room: Community we want them to feel like.

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Board Room: Not only are they being listened to, but we want to that.

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Board Room: And that we are making ourselves available so very much on the same lines that you talked about, and that softer listening, there are people who might be intimidated to walk into a boardroom.

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Board Room: And I didn't walk into a boardroom until I walked in as a board member, you know, and so the people who are intimidated.

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Board Room: But we may not be intimidated to do it at a place in the Community and there's just two of us there, and you know we've now given a topic so like you said, open up that transparency and communication and to allow for the two sided communication.

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Board Room: As well as I don't know ever thought about that or here's why like it's that belief that so, but the two things that stand out to me or just more transparency and more kids and I should clarify that document like it's not scary yeah no.

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Board Room: I don't think any of us are scary at all.

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Board Room: Again, just opening up and making me feel comfortable you know, given that we have these incredibly talented district staff that can provide the answer for how do we welcome everybody to the conversation so.

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Board Room: If you come across that oh yeah no it for me, I think, just even the setups walk into this room right yeah and then we're also behind the big desk and then you're walking up to the podium that's that's intimidating and So what can we, I think I see this as a way to.

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Board Room: Take some of that away.

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Board Room: So.

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Board Room: Basically I just on my notes that I wrote down today is the same thing just opening up communication, especially the House both of them.

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Board Room: differently in the last 18 months with Kobe people parents families, probably have different concerns on hospitals, going to be open, I would like to just reiterate that transparency of communication and just like animals know that we are wanting to listen and also let them know what.

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Board Room: What our roles are as board members and then, if if we are you know if it's outside of what our roles are what resources we can direct them to the appropriate person to district or.

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Board Room: State level, and then I wanted to also address me as one of our listening sessions.

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Board Room: As Lewis said some families have.

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Board Room: with disabilities or be understood and white, this idea families are working, and how can we continue that success.

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Board Room: And I like what you said, to add on.

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Board Room: educating our Community.

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Board Room: Because I think about the learning curve that I experienced when I came on the board.

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Board Room: Understanding public meeting lots that affect how we conduct our business understanding again, what is the Boards world what's the superintendent's role.

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Board Room: And what's the school districts role what's the city's role, and so I think these would be great opportunities to to allow to give us to educate.

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Board Room: So that they are not frustrated in beating down the wrong path as they're trying to get answers or solutions to things that are concerning them but I probably had one more thing to consider is that just through a guess.

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Board Room: Being someone and part of that opportunity and hearing.

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Board Room: How it is watching very closely watching the superintendent very closely watching what the state is doing very closely and seeing how the worlds intersect.

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Board Room: But I think that most people don't understand how an item that maybe they care about gets to become an agenda.

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Board Room: versus what a corn is because I think everybody in this Community, since we live in a highly affluent and educated Community they understand when you see a call.

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Board Room: Oh, my gosh I saw three board members in one place and that's kind of what a lot of people are looking for right, how can I find a way to put three people in one place to make it seem like there's a corn.

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Board Room: there's a lot of gotcha people in this Community, whether we learned what where do you want to admit it or not, and so.

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Board Room: Most people understand when there's a corn present or they don't understand is how an item becomes something that they care about any gets on the agenda, they don't understand I can't talk to everybody on this board.

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Board Room: To bring something that we might both agree as a passionate item that we want to see an agenda and it doesn't matter how much I care individually as a board member.

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Board Room: If someone on this board doesn't agree with me to put it on the agenda and I don't think that the Community understands that they think that we're all just France.

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Board Room: And you know we come up with an idea that Oh, we got together and they said that's what they wanted to do that's not how it works.

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Board Room: But I don't think the Community understands that so if there's some way that we can effectively and i'd say effectively because it's not effective, right now, communicate that so that people start to understand what it actually takes to get an item that we care about on to our agenda.

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Board Room: Right versus when you see three of us, together, we must be discussing something so it'd be nice to be able in this.

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Board Room: purpose or this listening to then give feedback as to what has been how this Community curbs their expectations.

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Board Room: or as a better understanding of how something that they want shows up and then all of a sudden becomes something that we're all listening to so.

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Board Room: You know, so I think education that and it makes me wonder if that when we get to structure or when we talk about listening sessions that may be our very first listening session becomes the role like just education on the role of the board, the role of helping them understand.

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Board Room: You know, you know that would be our first session so that people can be educated and then obviously, otherwise I wouldn't move this to hear.

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Board Room: It all by Thank you and then i'm going to ask some clarifying questions for.

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Chelsea King: Either first I be, I would like to just start by saying i'm really thankful for this conversation, and this, this is an n outcrop I think of this board and our.

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Chelsea King: Our desires for how we're going to work together and with the Community, and you know this came up and during our retreat and it's really just heartening to see it being carried forward and that.

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Chelsea King: board goal number three was added by board brand new board member and when they first came on.

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Chelsea King: Four years ago, so an outcropping of that board goal was some work, for example, that we did around the school safety and security.

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Chelsea King: advisory group you knows and I probably you've heard me talk about that, before, but that was one of the most powerful experiences I had as a board member was sitting in a circle.

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Chelsea King: You know, with with another board member with the superintendent with the public and talking about what we wanted with safety and security in our schools.

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Chelsea King: And that's really what I think i'm hearing the board say and what i'm hearing our Community say is that longing for accessibility and transparency that looks less formal.

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Chelsea King: More sitting in a circle style, whether that be on zoom or in person, you know I guess we'll decide when we talk about structure, but when I think about purpose.

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Chelsea King: I think about board goal number three I think about being accessible and transparent building that relationship with our Community.

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Chelsea King: Listening to them i'm hearing a couple of different things like i'm hearing some people say like educating them but i'm also hearing like listening to them and, and you know what's important to them.

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Chelsea King: And so, you know that those might maybe we can do the same meet both those purposes in one meeting one listening session or maybe they're two separate listening sessions, but.

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Chelsea King: When I think of purpose i'm thinking a little bit probably less than the educating side, even though that's important and more on just truly hearing the public what's important to them.

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Chelsea King: And I guess i'll stop myself from going I have things to say about some of the other stuff I think we segue into what the outcome would be when we talk about purpose but yeah basically meeting for goal number three.

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Board Room: So, Dr Ludwig would you say.

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Board Room: Your job and then.

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Board Room: incorporate well I took notes and then i'll start typing in there, and you can see if it's get to where we are, but just to just to clarify are.

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Board Room: These are bored Community listening sessions so, which is a distinction so anybody listening from home it's not staff listening session or.

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Board Room: So that's something that just clarify for the group, then these are for the five of you now, when we get to structure you'll decide.

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Board Room: How do you want to structure those so that you don't create a forum by accident or you know more leads down to.

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Board Room: We could actually make a decision here what's nice if you're not a forum, you can say there's only two of us here but we're listening and we'll take this back to the group so you want to think about that, and I think that might answer some of what came up.

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Board Room: And then, what i've heard a lot is just these aren't to solve one specific families concern, but how you might present the topic would be.

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Board Room: You know the purpose of the for you to hear generally what what the Community is experiencing, because it could become delicate if a family comes.

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Board Room: And now we've all heard one specific story named of a student, you know so you'll want to create again that would come in the structures, because we talk about purpose.

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Board Room: it's different than a one on one you might have a patron is it's more helpful you feel you've defined a topic.

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Board Room: And then everyone who's interested in sharing how they experienced that with you, but maybe even hearing from you a little bit of what you know already about that topic works in the district could move the conversation to it still could all be around listening.

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Board Room: So i'm hearing a part is listening, if you could you said, the purpose of it's 90% listening and maybe 10% in some sort of it affirmation of response we heard you this is what we heard from you.

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Board Room: And we're committed to that will keep this in mind, you know so some type of response with this and feel like they just sat and listened and we don't know what they heard people want to hear back what was her.

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Board Room: So i'm hearing definitely, this is just to learn more from the Community, and to make sure that the purpose does get at hearing from both underserved families.

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Board Room: Maybe a topic, but also from his family's in general, building access to board members beyond the formal structure of the board meeting public comment.

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Board Room: and say, would be an accessible to you know somehow making accessible to every all of our families, regardless of their situation.

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Board Room: Okay i'm starting to type can you see what's up to fulfill the intent of Oracle number three these listening sessions.

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Board Room: Good.

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Board Room: bar.

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Chelsea King: I think it's good, the only it's the only part that i'm be curious for our board to explore if we have an answer to this, as we finish this discussion is if we have something even more specific, just because, like how they're experiencing school and aspects of school is so big.

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Chelsea King: And I did actually talk with a board member, who is from a different district and listen to her talk about how they structured their listening sessions.

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Chelsea King: And I do believe they had a pretty specific topic so just an idea I mean we could keep it super open ended like that, or we could think of.

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Chelsea King: One aspect that we want to hear more about.

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Board Room: jerking.

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Board Room: That type of structure.

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Board Room: When you if we're selecting the topic.

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Board Room: It might not be the one that someone wants to hear about I mean I guess my only argument, would be to have a couple of sessions that are open ended.

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Board Room: You can see if there's common themes playing across our Community, because I wasn't able to be much different, although a similar it's different than the Western from you, and so I will single thing might be different than a Western thing, and if we.

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Board Room: pick one that you know, obviously we have mobile is something that was you know, a topic I float across both areas but.

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Board Room: I guess i'd want to be careful to not plant seeds and pigeonhole both communities in the world for one minutes and we're missing to eat because really, what I want to talk about is not something that they care about so.

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Board Room: i'm just throwing that out there, but I do feel like what you're saying is something that we would have to hone it down to just can't have an open discussion every time to show up.

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Board Room: But there will be some overarching things then pop up that are really important that imagine over a couple of different.

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Board Room: You know, listening session so I just i'm just throwing that out there i'm not criticizing or Sam what you're saying is not valid or doesn't make sense i'm just wondering how we capture really what people want to talk about a lot versus what we want to hear about.

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Board Room: Why you like you can.

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Board Room: Have specifics, maybe in later or, but I feel like our purpose, right now, I mean I don't know if you all want to read that and just you know that it really is to listen to be transparent, to hear from our Community.

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Board Room: I think my only like like slight at it and I know we don't want to work Smith here, this is a young, but maybe instead of experiencing school and aspects of school and we have some people in our district.

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Board Room: who no longer have kids in school or have never had kids in school, but.

359
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Board Room: The school district, you know, introduce them to this Community, it makes our communities local all me so can we change that potentially to about how the lesson was in middle school district.

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Board Room: affects their lives or their families or but something to just make sure that it's like 100% inclusive of the fact that we have people who are.

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Board Room: paying attention to what the district does because it greatly affects the livability of where they live, how does that work are they experiencing school, because that will drop students will understand that aspects of school or impact of the school district love okay.

362
01:01:22.230 --> 01:01:28.110
Board Room: And again, the purpose is probably the less different in terms of your running now get to some specifics.

363
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Board Room: But if we would say it's really designed to here to improve two way communication i've heard you describe that a between the board in the Community to increase transparency and I think we need to stay there, the purpose that it's not an action board action this event.

364
01:01:48.660 --> 01:01:55.290
Board Room: Or do you have a specific topic like justin said we're kind of have a beginning open MIC session.

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Board Room: Where we can capture some other broad based things that might be going on, and when you say okay that's great here now we're going to get to this specific topic for the day yeah and I think that'll go into your structure, like this one yeah yeah.

366
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Board Room: And I think that's where we're all kind of leaning into now because we're imagining these things happening.

367
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Board Room: And that's where you're going to want to be there, do you want a few that are topic based to some families might say i'm not coming listen to the topic.

368
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Board Room: Because, as the first few people who speak that ends up being what everybody talks about and but I really want to talk about special education, I really want to talk about you know budget or yeah we already have, but Community listening sessions for budget but.

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Board Room: And then you could have one that is.

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Board Room: You know, over my mind yeah, so why don't we go ahead and move on top director and cherokee did you have anything else you wanted to add the purpose and.

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Chelsea King: I think it's yeah, I just wanted to say, like that I heard, I heard you loud and clear director Taylor, and I agree that keeping it more general allows that wider funnel.

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Chelsea King: And maybe i'll just speak a little bit to purpose and segue into an idea for structure.

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Chelsea King: That, I guess, I would add that if we how we frame the question and can can facilitate an open ended dialogue with our public, while also creating a container so that the dialogue is really productive to you know, then the nature of.

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Chelsea King: The listening session so, for example, asking a question like you know what do you want this board member to know about how you experience school.

375
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Chelsea King: You know, like maybe we have one open ended what question about each of those things you know what what is one way that the school district impacts your life.

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01:03:46.710 --> 01:03:58.110
Chelsea King: You know something like that could facilitate very open ended, but also in you know not so open ended that we just were hearing about things that we have no say or control over.

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01:03:58.800 --> 01:04:07.710
Chelsea King: And then i'll say just something about structure and the board member i've spoke to from a different districts said that what they did was they did this on zoom.

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Chelsea King: And they had all the board members present but they had one board member in each zoom room.

379
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Chelsea King: And so the whole public came and then they did like breakout sessions so anybody who came from the public had a chance to be in a small group one on one with each individual board member and each board member had an administrator assigned to them, just to help capture notes.

380
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Chelsea King: And so there was small group three or four people in each zoom breakout session had a chance for 10 minutes or so.

381
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Chelsea King: And they were encouraged basically take two or three minutes, with your board member that you're with because that's about how much time you have.

382
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Chelsea King: And then they got moved around so i'm not saying we need to do it this way, I just thought it was a really interesting idea for them to have these listening sessions this way.

383
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Chelsea King: And it basically led to the administrators capturing those notes and then some synthesis about what the public was saying, which was then reporting back out to the public.

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Chelsea King: Just like this is what we heard these are what board members heard during their listening session so I like the idea of in person, but also zoom and that's one of the perks of zoom I think is the small breakout rooms and moving people efficiently between them.

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01:05:31.050 --> 01:05:32.070
Board Room: So, as we move into.

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01:05:32.070 --> 01:05:34.800
Board Room: structure i'm just going to throw out a couple things that I think.

387
01:05:35.100 --> 01:05:47.460
Board Room: That we can think about so you know, one would be are we on doing these a monsoon do you do 7% so that's something to talk about is location, if you will, and.

388
01:05:49.140 --> 01:05:57.450
Board Room: Number board members, we want, I mean obviously we're not going to have more than two engaged, but how we work that out.

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01:05:58.650 --> 01:06:12.150
Board Room: And then, also about topics, you know, do we give topics, do we have a couple open ended topics and then you know more specific, as we go on and we hear from our Community.

390
01:06:12.720 --> 01:06:19.710
Board Room: And then the last thing that and, again, these are just a few things I just to kind of get you thinking about what to talk about.

391
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Board Room: Or how we might structure this.

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01:06:23.970 --> 01:06:25.410
Board Room: Some thought.

393
01:06:28.320 --> 01:06:29.190
Board Room: it'll come to me.

394
01:06:30.240 --> 01:06:34.710
Board Room: Go ahead and start talking and hope it is important to you, it was the last.

395
01:06:38.040 --> 01:06:43.200
Board Room: Why don't we just start there and then i'll throw out if it comes to me what my other.

396
01:06:44.340 --> 01:06:45.270
Board Room: thought was.

397
01:06:46.290 --> 01:07:02.400
Board Room: Oh, I know frequency how often do we want to do these you know, once a quarter we've got four quarters in our year were already pretty much into the next one Is this something we start in our second quarter, you know we do want to be have three.

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Board Room: Do we do it once a month, do we do it and, again, these are just seven was it looks like you want to jump in well no just was I wrote down some things and.

399
01:07:18.030 --> 01:07:22.440
Board Room: What came to mind is what makes people feel more comfortable that's what I thought about and.

400
01:07:23.280 --> 01:07:31.170
Board Room: And I think I just think about the different platforms that exist today that zoom your pictures and you have social media.

401
01:07:31.950 --> 01:07:38.640
Board Room: Right and so each platform, some people feel more comfortable meeting in person like i'm an in person type of that.

402
01:07:39.510 --> 01:07:51.030
Board Room: Because if you don't talk crazy to me, one of the mind right and so that's just the way I liked it, you know, so I can get a real good understanding the 75% of communication is body language not worked.

403
01:07:51.600 --> 01:07:56.010
Board Room: And so I felt like I missed a lot when it's just through a screen, because I can feel the energy.

404
01:07:56.460 --> 01:08:06.840
Board Room: From the person across from me and they really can't feel my energy wrong wider and different right and, and so I like a category of the person just for that.

405
01:08:07.560 --> 01:08:18.930
Board Room: me that I think the connection is better, and if there is a misunderstanding and allows you to to work that out in a meaningful way that you can't do three spheres or email and so.

406
01:08:19.650 --> 01:08:26.400
Board Room: And I also feel like small groups are a better because you can be more intentional and everybody can have a chance to.

407
01:08:28.710 --> 01:08:45.720
Board Room: Sometimes large crowds and you know intimidate people are not wanting to stand up it's impactful but I don't remember dire Donald trump was pretty loud and pretty articulate you know speech that I don't you know so, then you start self reflecting insecurities come on the group sometimes.

408
01:08:47.340 --> 01:08:50.970
Board Room: And as far as scheduled sessions, I think you're right.

409
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Board Room: I don't know the timing love it and how many boardrooms have to be present, or if it's like one of us as a i'm hoping to helping you know hosting the session, but I think that, whatever we do, we have to be able to track it.

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Board Room: And if we can't can't have a way to track it and measure what we're hearing how we're actually making an impact on what we're getting back from the unity, I think it will be hard to monitor how successful work, so I don't know I will do that you know there's like.

411
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Board Room: A recap, at the end of the lesson today, so how many beings are nearing is this this this sentence Okay, and then you start kind of tally on the spreadsheet to say.

412
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Board Room: Of the things that we've heard you know similar to us a public speaker or J information we get back from public comment was that we got 11 things that were based on this, we got 12 things are based on this, and so.

413
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Board Room: there's where we can track that we're going like.

414
01:09:54.360 --> 01:09:59.010
Board Room: I tend to be a very visual person, and so they keep saying, like a funnel.

415
01:10:00.150 --> 01:10:14.850
Board Room: There we start this process pretty big picture, and we have we have opportunities to kind of where they are to listen to what they're talking about, but as this progressive leader to your.

416
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Board Room: narrow down and find the ways that we're honing in on some of those teams system or let's say track of what's coming up consistently and then looking into you know spring.

417
01:10:33.000 --> 01:10:43.020
Board Room: You know, are there themes that emerged, and so, is it doesn't make sense to do something worse than that so to do something that's around the topic.

418
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Board Room: You know, to really drive home, you know how this fits into our goals, and what is doable as a district.

419
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Board Room: For our voices that have not urge to know are out there that i'm not sophisticated, and so I think in terms of structure, I like the idea of a starting big picture and giving things like coffees and dragons.

420
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Board Room: And you know, having this on a schedule, but keeping it big so we can listen and meet people where they are and then revisit this to say this firm demeaning to have a youth summit doing to have.

421
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Board Room: You know, as a specific discussion on equity or whatever these these things are does that help them with that focus ease, but then also want anybody to that conversation where we're a big part of.

422
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Board Room: I think it may be that.

423
01:11:51.990 --> 01:11:56.220
Board Room: expected outcome could also get you thinking about the structure.

424
01:11:57.450 --> 01:12:10.080
Board Room: Because nothing stopping you right now, from having coffee and listening so that's already one of your roles Is this something that's a little bit more structured.

425
01:12:10.500 --> 01:12:19.890
Board Room: Because you do want to either have a certain topic keeper it up, or you want to make an indication of the people who often don't congregate.

426
01:12:20.550 --> 01:12:25.710
Board Room: Together or D is your group that you want to hear from anyone make sure there's a translator there.

427
01:12:26.430 --> 01:12:34.740
Board Room: You know, so that that's something to think about is going back to the purpose, you can still have that two way with pocket talks and not even say it's part of that.

428
01:12:35.310 --> 01:12:44.760
Board Room: horrible my understanding was this was something that you wanted to collectively say we want to be able to point to and say we've held for listening sessions.

429
01:12:45.360 --> 01:12:58.590
Board Room: As a board committed to hearing a certain topic or something and then three and responding you briefing about it very different than what you always kind of here as being part of the Community.

430
01:12:59.040 --> 01:13:05.940
Board Room: That continues to feed your understanding because everybody talks you makes an impact on you, they should.

431
01:13:07.200 --> 01:13:14.370
Board Room: be something that you're going to work with a set out to do deals point to and say, in addition to everything else we did we committed to three.

432
01:13:15.210 --> 01:13:26.040
Board Room: You know quarterly listening session that had protocols some norms at the beginning, so people knew breakout room, you know question that was closed.

433
01:13:26.520 --> 01:13:35.940
Board Room: Two way conversation, you know, and then we learn something from that that informed, something that may be impacted or change something or did.

434
01:13:36.990 --> 01:13:38.760
Board Room: develop some kind of action around.

435
01:13:39.960 --> 01:13:50.700
Board Room: Like you were saying director Taylor, how do things get on an agenda you know how do you move our thinking or compel us to want to take action on something as a board.

436
01:13:51.420 --> 01:13:59.040
Board Room: Is it these opportunities that give you more information that will be the think more inquiry looking at a policy and then.

437
01:14:00.060 --> 01:14:02.220
Board Room: Deciding something well and I think.

438
01:14:03.270 --> 01:14:04.620
Board Room: What we might find.

439
01:14:05.880 --> 01:14:11.670
Board Room: Is that as the board takes on, you know as as topics come up.

440
01:14:13.050 --> 01:14:23.040
Board Room: As a result of some of our board work or that may be and mean a topic that you know we're going to discuss that may end up being one of our topics.

441
01:14:23.430 --> 01:14:39.390
Board Room: In the spring because it's something that we're going to be discussing voting on as a bore like I know we've talked about that correct that we're going to be assessing like to have gone and lonely hearts, in the spring, maybe.

442
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Board Room: For the year.

443
01:14:49.560 --> 01:14:50.910
Board Room: sexual education.

444
01:14:52.380 --> 01:15:02.310
Board Room: Okay, and i'm not saying that be one of our topics, but my point is, is that we can also be open to things that might end up on our agenda that.

445
01:15:03.150 --> 01:15:15.840
Board Room: You know, we have can be listening sessions right and again i'm not suggesting that we do just saying that might be an example and one thought that process, I do want to try to move us forward through this director Taylor needs to leave us at 630.

446
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Board Room: So um I do want to be mindful of everyone's time but.

447
01:15:21.630 --> 01:15:34.200
Board Room: One thought that just came to me, and I believe it says understructure and you know, maybe we start with this is our first year doing it trying to do, starting in the second quarter one listening session each quarter.

448
01:15:34.980 --> 01:15:47.670
Board Room: And maybe, though, do one listening session online on zoom and also one missing session in person in that effort to try to be open and available.

449
01:15:48.060 --> 01:16:06.390
Board Room: Regardless of what people special might be or their ability to get there, I don't know what people but that's just came to my you know that's something that comes to me, and we do so, the basically to have order but one would happen on zoom one would happen in person.

450
01:16:07.590 --> 01:16:08.760
Board Room: Just as a starting point.

451
01:16:10.050 --> 01:16:21.030
Board Room: i'm going to give you a little bit more than just one other wonder okay you got some examples of structure, you can do a zoom we're all five so chair King mentioned that idea.

452
01:16:22.890 --> 01:16:34.590
Board Room: I think, someone else mentioned an interest in where there's two board members, you also have a structure available to you already to our videos for pto days.

453
01:16:35.370 --> 01:16:51.090
Board Room: Where you could say, do we want to do you know get invited to that and be hosted for a listening session I don't know, maybe that was not what you're thinking of at all as a structure.

454
01:16:52.770 --> 01:16:57.630
Board Room: But it is something out there were, these are groups that meet monthly at least K eight.

455
01:16:58.770 --> 01:17:06.540
Board Room: High School you wouldn't be able to but parents could come to something like you could say that, I mean I don't know I didn't know what kind of structure.

456
01:17:07.170 --> 01:17:12.840
Board Room: But that is one where sometimes board members go to pto meetings and they say i'm here.

457
01:17:13.470 --> 01:17:23.250
Board Room: What would you like me to know about this company at cedar over what's important to us as a community of cedar Okay, now that wouldn't get at the Community people who don't have kids in school.

458
01:17:24.030 --> 01:17:29.400
Board Room: And again, that you've got number of years to live into this too, so we don't do it all.

459
01:17:29.910 --> 01:17:41.430
Board Room: In the first out the game, but that could be something to think of down the road as another structure to maybe commit to one year, this is the year we're going to go to all or pto meetings or something.

460
01:17:41.670 --> 01:17:50.310
Board Room: As another way of doing listening sessions, maybe this year, you want to do them through zoom because of global because you might get more people.

461
01:17:50.850 --> 01:18:05.370
Board Room: Also, think about childcare, who, who comes to these things when they're also busier children at home, and you know how do you want to navigate those and you want, and if you have a translator not that becomes a barrier to feels invited and for.

462
01:18:06.450 --> 01:18:15.990
Board Room: In their language, so I like that and I like it, I like Dr thompson's idea, maybe this first session is more or less wild.

463
01:18:17.340 --> 01:18:29.940
Board Room: bring your questions and more and more feedback and then maybe as part of that pointing out these it then prompts on the corner after that.

464
01:18:30.990 --> 01:18:32.580
Board Room: And it's like.

465
01:18:34.440 --> 01:18:38.790
Board Room: I think I think the idea what to do, and I know.

466
01:18:40.170 --> 01:18:47.490
Board Room: Dr Jason talking about the idea so Councils and making these letters pto meetings substantive and less about like.

467
01:18:48.150 --> 01:19:02.910
Board Room: activities and fundraising all that great stuff in or cheers cheers do like that would be a really interesting approach that I would be interested in us thinking through for that initial kind of big picture, you know how do we gather this information.

468
01:19:04.140 --> 01:19:16.620
Board Room: So I love that idea, maybe if we don't figure out all the details tonight, but we have this approach, but we know that we're going to welcome this in and.

469
01:19:21.660 --> 01:19:27.420
Board Room: checking their get input on structure and he gave some input to that.

470
01:19:29.400 --> 01:19:33.840
Chelsea King: i'm flexible as far as like I am and I also love in person.

471
01:19:35.880 --> 01:19:42.240
Chelsea King: So i'm okay with in person or zoom I think the only thing that's coming up for me is just I would love for us to keep.

472
01:19:42.240 --> 01:19:43.830
Chelsea King: It really manageable.

473
01:19:44.190 --> 01:19:53.130
Chelsea King: And even like could we get really clear about what we're going to do for just one, and then we let's see how it goes, because I think we're going to learn to rather than try to like plan.

474
01:19:53.430 --> 01:20:01.800
Chelsea King: All three quarters now maybe we just plan like what's the first one didn't look like, knowing that we're going to have a follow up but will will learn from it.

475
01:20:04.800 --> 01:20:14.040
Board Room: Budget for facility so if you look at get to facilitator it's like working with people sometimes in terms of keeping their conversation for most.

476
01:20:15.030 --> 01:20:32.280
Board Room: People now, you know how to really make the best use of your time or maybe there's somebody on staff that that is gifted in that way, and I wonder if that could be a way to what he was talking about um you know for don't like the bigger group whether.

477
01:20:33.780 --> 01:20:42.240
Board Room: You have a budget, and we can certainly tap into that I would say, for this kind of purpose, it would be best not to have a staff and repeated facilitator.

478
01:20:42.660 --> 01:20:58.050
Board Room: But to have someone who really is invested in kind of like here's what I hear did you hear and also who, in a very objective way can keep the group disorder false and warms when it feels like it's going one way or the other, and it doesn't feel like you're.

479
01:20:59.190 --> 01:21:09.690
Board Room: Managing that you can stay fully present in listening and if there's a Stat Center there, like a superintendent I can stay fully present listening we're not asking someone to do both roles.

480
01:21:09.990 --> 01:21:10.860
Board Room: And they're like wait.

481
01:21:11.910 --> 01:21:23.520
Chelsea King: Sorry, if you have a large group we absolutely have to have a facilitator if we decide to structure it as small group so each we're doing like two or three people with one board member.

482
01:21:23.760 --> 01:21:38.580
Chelsea King: than having a facilitator for each of those may may not be necessary, so yes to a facilitator and I think it goes back to what do we want from our first listening session, we want a large group with one or two board members there, or do we want.

483
01:21:39.780 --> 01:21:43.770
Chelsea King: You know, small groups with one board member each.

484
01:21:44.820 --> 01:21:47.610
Chelsea King: And that might, let us know, do we need a facilitator or not.

485
01:21:50.670 --> 01:21:53.340
Board Room: Do you want to share any any thoughts.

486
01:21:57.000 --> 01:22:05.580
Board Room: The notes I just had a basically is what we've already talked about was I just said, one quarter know your audience, whether it be in person.

487
01:22:08.670 --> 01:22:18.720
Board Room: So I just put out my comfort zone will be to have two board members together, maybe if you're in a zoom room, with just two or three people that I think.

488
01:22:19.230 --> 01:22:38.340
Board Room: My comfort zone, when I thought about these is that we would have two board members together one because we each you know kind of represent and understand and knowledge in different areas different experiences with our own kids in it, and I think it just broadens.

489
01:22:40.500 --> 01:22:44.340
Board Room: Our ability to answer questions and.

490
01:22:45.600 --> 01:22:48.900
Board Room: make people feel listened to that that's just my thoughts.

491
01:22:51.330 --> 01:22:52.830
Board Room: i'm open to.

492
01:22:54.630 --> 01:22:58.920
Board Room: And it could be too, I mean I can even throw this out there, that you know, the first time.

493
01:23:00.180 --> 01:23:05.220
Board Room: It can be chair king and myself, facilitating the first one if we're doing a broad one.

494
01:23:08.190 --> 01:23:11.970
Board Room: Because we have the longest standing it doesn't have to be the two of us let.

495
01:23:14.790 --> 01:23:15.870
Chelsea King: me jump in here.

496
01:23:17.700 --> 01:23:18.330
Board Room: i'm.

497
01:23:20.070 --> 01:23:22.620
Chelsea King: Sorry, I can't tell if i'm talking over the top of someone or not.

498
01:23:25.350 --> 01:23:39.540
Chelsea King: Okay, one option just in the spirit of like moving us forward to have like a plan, and when we close here is if if I run with that idea let's pretend like it's myself and you christy and we do like a large group.

499
01:23:42.210 --> 01:23:49.710
Chelsea King: To kind of kick off the first one and use it as a learning so that the second one that we designed, maybe there's two more board members.

500
01:23:50.190 --> 01:24:02.250
Chelsea King: I actually am a professional facilitator, and so I could i'd be happy to have someone else hired to do the facilitation or I could take on facilitator hat role.

501
01:24:02.640 --> 01:24:16.650
Chelsea King: And you know listening and we can kind of gauge like do we need facilitator or not so i'm okay with in person to board members facilitator, or no facilitator, as the launching point to see how does this unfold.

502
01:24:20.040 --> 01:24:22.560
Board Room: I think you just have to start somewhere.

503
01:24:22.620 --> 01:24:23.550
Board Room: yeah I agree.

504
01:24:23.670 --> 01:24:34.470
Board Room: And I think the only thing I would drop that I would love to see is a standalone or that person who's just so we don't have students feeling.

505
01:24:35.010 --> 01:24:50.520
Board Room: intimidated, or in a setting where you know it's their neighbor that's also in there and they don't want to talk in front of them and so i'm not trying to add sessions, but I really like a standalone student session, in addition to potentially online and in person.

506
01:24:51.900 --> 01:25:04.290
Board Room: But I mean I I kind of wonder if trying to work through all of the many chef is like perfect for right now, and I feel like you talked a lot of ideas through and and maybe we did.

507
01:25:05.430 --> 01:25:06.750
Board Room: Put that out there and then.

508
01:25:09.270 --> 01:25:15.090
Board Room: we'll figure it out and then come back with our next meeting, and I wonder to just to add on.

509
01:25:16.380 --> 01:25:27.360
Board Room: If we because I feel like we talked a lot about structure we talked I mean we know in our role of board members it's kind of been included in that structure that we want to be celebrators or.

510
01:25:27.990 --> 01:25:33.960
Board Room: But I do think one thing I do you want us to talk about would be expected outcome.

511
01:25:34.530 --> 01:25:46.110
Board Room: Like if we could take a few is that OK, with you, Dr Ludwig and Chair King if we thought that was a great idea let's focus on what we want to get out of it, because then I think if we do end up doing the rest of this over.

512
01:25:46.980 --> 01:25:54.780
Board Room: email or, however, that that is a an important thing that we can decide on what what outcomes, we want to support.

513
01:25:56.310 --> 01:25:56.700
Board Room: I think.

514
01:25:58.920 --> 01:26:17.580
Board Room: And also getting some comments from folks watching and reminding me to take notes on certain things, but what what did come up is a reminder that, how will teachers experience these Community listening sessions, and we want to be really sensitive to the book, this is not.

515
01:26:18.780 --> 01:26:23.730
Board Room: Already when they're feeling incredibly vulnerable around how they're navigating.

516
01:26:24.780 --> 01:26:31.170
Board Room: All school looks we know we're not pleasing everybody everybody's working really hard still under these conditions.

517
01:26:32.490 --> 01:26:38.640
Board Room: How do they understand the purpose of this when it is, it may be that they feel their work is being.

518
01:26:39.960 --> 01:26:52.560
Board Room: brought forward publicly and experience that you know they were called and it seems cross over publicly, so we want to be really careful again how you set up and structure these.

519
01:26:53.010 --> 01:27:02.670
Board Room: That we're mindful of our employees and how they understand what's happening in these listening sessions and how they're going.

520
01:27:03.480 --> 01:27:18.420
Board Room: So that they come away appreciating that they want appreciate that that that you're doing and not be like gotcha and when these Community sessions at the battering ram you know you were doing this good enough and natural more demoralize them.

521
01:27:20.640 --> 01:27:36.420
Board Room: understood, those are the norms, we set up for just like we have our rulers for right our public comment to make sure that if we made something that feels not aggressive not people don't people are called out individually.

522
01:27:39.270 --> 01:27:44.520
Board Room: But we will make sure you know before listening sessions, we could have some we would make some sort of similar statement.

523
01:27:51.720 --> 01:27:53.940
Board Room: So I expected outcomes, do you want to.

524
01:27:55.020 --> 01:27:56.580
Board Room: read about comes to me would be.

525
01:27:57.840 --> 01:28:10.770
Board Room: One thing I think is important is to the US to rebuild the bridge of trust between parents and teachers, I think that's been decimated over the last two years to now.

526
01:28:12.000 --> 01:28:20.130
Board Room: How recycles been a waste your time between the teachers that are teaching people, children will avoid parents feel about that, and there needs to be in the end.

527
01:28:20.820 --> 01:28:33.870
Board Room: of some sort So how do we as a board support both sides and build the grid back so that I can we mentioned before, where it's not attacking levels of a staff person it's not attacking little tent.

528
01:28:34.680 --> 01:28:41.370
Board Room: And it's not this kind of all in situations where teacher just want to for the have to know what I gotta do this right.

529
01:28:41.880 --> 01:28:54.420
Board Room: And so I think there needs to be some bridge building between staff and parents are the needs to be built bridge building for me and outcome would be that a Community understands that.

530
01:28:55.110 --> 01:29:02.820
Board Room: we're all bringing some type of baggage into the situation and it's time for us to to you know i'm having.

531
01:29:03.450 --> 01:29:10.920
Board Room: And the open again what people have to say that means you got it perfect good boy with your hands on and some of that tonight vendors and find the engineer.

532
01:29:11.460 --> 01:29:21.060
Board Room: But if we turn towards one another we're trying to end solution mind is not focused on we can't do I think we can build a bridge of trust back to the Community.

533
01:29:21.690 --> 01:29:30.060
Board Room: And just district as a as a as a board and as an administration, and so my goal is just to prepare some of the feelings that have been.

534
01:29:30.900 --> 01:29:41.070
Board Room: You know damaged and hopefully let people know that this will packs, this is not farming and we all have to live with each other and ultimately.

535
01:29:41.550 --> 01:30:00.990
Board Room: in higher education on focuses on the student and student on he didn't really have to deal with parents, because all we cared about was how we made sure we had a successful outcome for the child, and so, if parents understand that as a board for really time effectively support staff.

536
01:30:02.640 --> 01:30:06.990
Board Room: And most importantly, these children that are being shattered advisor staff.

537
01:30:08.070 --> 01:30:23.550
Board Room: When they know that we're going to have really good intentions when I can make everybody happy, but the more, meaning that we can do, and the more accessible, we can start to rebuild that trust, and I think that we can get rid of some of the you know the people that walk in the room, just.

538
01:30:24.750 --> 01:30:31.050
Board Room: by the hand grenade walk out the volume up and then, in order to be found right so.

539
01:30:32.070 --> 01:30:44.040
Board Room: My goal or expected outcome would be that you start to see that bridge gradually the back and being connected and not being part so that's the outcome of the one.

540
01:30:45.540 --> 01:30:46.170
Board Room: I like that.

541
01:30:47.730 --> 01:30:50.040
Board Room: And I think it's worth noting.

542
01:30:51.270 --> 01:30:53.310
Board Room: That, I think we should all be really proud of.

543
01:30:54.420 --> 01:30:58.080
Board Room: Is that the district is working with ESP.

544
01:30:59.190 --> 01:31:09.510
Board Room: On a communications are, and I think you want to work with Dr Ludwig sinister custom to lead that effort to assess how.

545
01:31:11.130 --> 01:31:20.520
Board Room: I think the way this is the qualitative data that goes along with the quantitative data that will be collecting on how to oversee them.

546
01:31:21.870 --> 01:31:30.750
Board Room: And so I think the outcome would be for GMO if you hear frequently that people don't understand decision process.

547
01:31:31.620 --> 01:31:44.130
Board Room: You know, perhaps, that means that we bump up on the website in the Tuesday email Friday emails that are sent out more explanation, and I think that this can lead to.

548
01:31:44.640 --> 01:31:54.990
Board Room: An even greater understanding of how what our community needs to hear, because I think the approach that they're taking this incredibly thoughtful and this just seems to be like.

549
01:31:56.100 --> 01:32:06.480
Board Room: Like added benefit to that as well, so I can my expected outcome is to fill the gaps, where we are missing the chance to educate and share.

550
01:32:10.890 --> 01:32:21.390
Board Room: directors with them so for me the expected outcome would be that really have some follow up so in our listening session is listening to the.

551
01:32:22.080 --> 01:32:35.790
Board Room: Families or a Community Members on that we follow up with some solutions that they're asking or information can be sent out now for published on.

552
01:32:39.510 --> 01:32:40.980
Board Room: That there is all of them.

553
01:32:42.810 --> 01:32:43.950
Board Room: are doing more than just.

554
01:32:45.060 --> 01:32:46.980
Board Room: actually asking.

555
01:32:48.630 --> 01:33:02.010
Board Room: My life isn't it yeah so that it's not just purposeless and what I would add on to that for me, is making sure that all of our families feel like it's these listening sessions are accessible.

556
01:33:02.610 --> 01:33:11.490
Board Room: To them, so that needs to be an important outcome, where everyone feels like they had the opportunity to be heard, or they have the opportunity to share.

557
01:33:12.960 --> 01:33:13.890
Board Room: Share king.

558
01:33:16.710 --> 01:33:17.460
Chelsea King: um.

559
01:33:18.450 --> 01:33:20.760
Chelsea King: I think can get pretty.

560
01:33:21.810 --> 01:33:38.400
Chelsea King: I like to work with really small concepts, because then it's it's measurable I love the idea of everybody feeling heard and like mending trust, but I don't know that I can do that, no matter how good of a listener, I am.

561
01:33:39.630 --> 01:33:47.850
Chelsea King: Or how how widely spread I advertise this listening session so for me when I think about an outcome, I think of something like.

562
01:33:49.260 --> 01:34:02.730
Chelsea King: You know, we end up with the top three themes that are important to our Community, you know we have qualitative data that says, like the you know these are the top priorities.

563
01:34:04.020 --> 01:34:14.280
Chelsea King: And I love the idea of you know, putting that back out on a website or reporting back out on it, you know, in a meeting I do think that reporting back out on the qualitative data is important.

564
01:34:15.180 --> 01:34:15.660
Board Room: But if I.

565
01:34:16.320 --> 01:34:17.400
Chelsea King: walk away with just.

566
01:34:18.570 --> 01:34:36.210
Chelsea King: A better finger on the pulse of what's feels really relevant to the people who attend these and and I can assume that that is an indicator of what's important to my Community then that's a that's a really beneficial outcome.

567
01:34:46.590 --> 01:34:47.250
Board Room: So.

568
01:34:47.310 --> 01:34:47.940
Board Room: I went from.

569
01:34:48.150 --> 01:34:54.750
Chelsea King: Being steams and patterns, you know yeah sorry, there was a long silence I started talking at same time someone else did.

570
01:34:55.620 --> 01:35:01.320
Board Room: I did try and capture understructure what I bought over to say without a full commitment to.

571
01:35:02.250 --> 01:35:15.390
Board Room: The Board will select a variety of structures, depending on the purpose and topic these could be a full board at a zoom with each board member in a breakout room or two board members in person with a group so.

572
01:35:17.130 --> 01:35:22.860
Board Room: Topics could be announced a head with an invitation or the session could be open to those who attend.

573
01:35:25.140 --> 01:35:33.600
Board Room: right that little better sessions will keep in mind equitable access for attendees such as time location language comfort level like with that.

574
01:35:34.500 --> 01:35:46.080
Board Room: sessions will have a form of note taking in order to capture what was shared to report back and synthesize for the Community, a third party facilitator will be utilized for large group sessions.

575
01:35:47.460 --> 01:35:52.950
Board Room: norms and protocols for safe and respectful dialogue North America will be used.

576
01:35:54.660 --> 01:36:00.000
Board Room: For safe respectful dialogue to take place that's what i've got the structure so far.

577
01:36:01.410 --> 01:36:06.480
Board Room: that's I like that too okay see not and then.

578
01:36:07.740 --> 01:36:15.180
Board Room: expected outcome, so let me start working on that wizard did everyone get a chance to say what I believe everybody did.

579
01:36:16.800 --> 01:36:17.460
So.

580
01:36:22.260 --> 01:36:26.190
Board Room: And with with something about the opportunity to be heard and that.

581
01:36:27.300 --> 01:36:36.000
Board Room: Out of these themes common things will emerge in that the board may then look at the top fees something to that effect.

582
01:36:38.730 --> 01:36:39.360
Board Room: into.

583
01:36:41.730 --> 01:36:42.060
Okay.

584
01:36:44.010 --> 01:36:52.260
Chelsea King: yeah like that, like that will report it back out to kind of close the feedback loop is how I speak about that, and then you know I.

585
01:36:52.830 --> 01:37:06.480
Chelsea King: Some of it is I don't know that we can know what we'll do necessarily with the data, but at this point the expected outcome is that we will have qualitative data about the priorities that our Community.

586
01:37:08.460 --> 01:37:15.330
Chelsea King: experiences and then I think at that point we can decide like are we can have a work session around one of them or.

587
01:37:16.440 --> 01:37:18.660
Chelsea King: You know what what is the next step from that.

588
01:37:28.800 --> 01:37:40.950
Chelsea King: Or you know, maybe this is where education comes in, as one of the purposes, we loop back around to like Okay, you know, really, what the Community is confused about is the purpose of the board.

589
01:37:41.610 --> 01:37:47.820
Chelsea King: And the role of the board and that becomes one of the priorities for example that bubbles up, then we can say all right we're going to have a.

590
01:37:50.100 --> 01:37:54.600
Chelsea King: A session with our Community just about board boardman ship.

591
01:37:55.710 --> 01:37:57.330
Chelsea King: or yeah.

592
01:38:05.130 --> 01:38:21.030
Chelsea King: I would like to think that people would then feel heard and that trust will be restored, and some of those other more difficult to measure outcomes, so I don't mean to sound like I don't think that they could happen or that they're important because I do believe that there are a natural.

593
01:38:21.810 --> 01:38:22.560
Chelsea King: outcome.

594
01:38:22.950 --> 01:38:30.330
Chelsea King: I just don't necessarily want to list them here because I don't know how to guarantee that or measure that and to say that I, I attained that.

595
01:38:34.320 --> 01:38:38.190
Chelsea King: sort of like administering a survey self report survey to everybody.

596
01:38:51.600 --> 01:38:55.620
Board Room: i'm just like i'm Dr lovely right so she's not trying to listen to us.

597
01:38:56.640 --> 01:39:00.150
Board Room: Take notes and compose time so.

598
01:39:04.050 --> 01:39:06.060
Board Room: it's an impressive yeah just.

599
01:39:07.260 --> 01:39:08.490
Board Room: Do it on the spot.

600
01:39:09.510 --> 01:39:14.550
Board Room: And not have tables that's the town of group where they should give us as much.

601
01:39:37.230 --> 01:39:41.730
Board Room: Okay board members will expect that these sessions fulfill the purpose.

602
01:39:43.650 --> 01:39:48.750
Board Room: of listening to the Community, and that there was an opportunity to be heard right that's what.

603
01:39:50.490 --> 01:39:59.340
Board Room: The Board we use the notes from each session to identify the themes that emerged and determine how these themes intersect with board work at the potential action.

604
01:40:01.050 --> 01:40:08.040
Board Room: The notes from each session will also be captured in the form of communication website listserv that reflects what was heard.

605
01:40:10.800 --> 01:40:11.580
Board Room: and

606
01:40:19.590 --> 01:40:19.920
Board Room: Okay.

607
01:40:28.320 --> 01:40:29.820
Board Room: Does anybody have any.

608
01:40:32.250 --> 01:40:33.360
Board Room: comments are we.

609
01:40:34.920 --> 01:40:47.010
Board Room: Do you want to just put a few things down for role board member what's your role and yeah and the only thing I just want to make sure that you know director Lewis before he left talk about building a bridge and I don't know.

610
01:40:48.270 --> 01:40:51.900
Board Room: between Community and staff.

611
01:40:52.950 --> 01:41:04.050
Board Room: If that if that's just if this captures that I just want to make sure that what he expressed before he left that needs to be something that we there's a way we can incorporate.

612
01:41:06.360 --> 01:41:13.500
Board Room: I kind of wonder if that falls under purpose yeah that's Okay, and so maybe it's, not because I think is Dr King noted.

613
01:41:14.760 --> 01:41:15.060
Louis Taylor: here.

614
01:41:19.260 --> 01:41:19.980
Board Room: director to.

615
01:41:21.150 --> 01:41:28.230
Board Room: me you look through the expected outcome, and I just wanted to make sure that you felt like your comments were also captured.

616
01:41:30.870 --> 01:41:33.720
Louis Taylor: I can't see a real good from my phone but definitely.

617
01:41:35.970 --> 01:41:37.470
Louis Taylor: Some part of that driving.

618
01:41:40.050 --> 01:41:49.380
Board Room: I will read it to you board members will expect that these sessions fulfill the purpose of listening to the Community.

619
01:41:50.520 --> 01:41:52.890
Board Room: being more accessible as a board.

620
01:41:53.910 --> 01:41:56.160
Board Room: And that there was an opportunity to be heard.

621
01:41:57.300 --> 01:42:00.360
Louis Taylor: Yes, but does it does capture.

622
01:42:02.310 --> 01:42:02.580
Board Room: Okay.

623
01:42:03.690 --> 01:42:04.890
Louis Taylor: All right, i'm gonna put you back on mute.

624
01:42:05.820 --> 01:42:09.600
Board Room: Okay alright so let's quickly move on to roll a board member.

625
01:42:11.760 --> 01:42:19.410
Board Room: And I think this could be a little bit more, while the other kind of big director arms around this could feel the more perfunctory like.

626
01:42:20.490 --> 01:42:25.560
Board Room: what's what's your role during this time, I think you kind of said, like in the purpose you're not going to.

627
01:42:26.820 --> 01:42:40.380
Board Room: move to agenda items and action, so when you come what's your role and again you're not the superintendent you're not the staff, so I have to make really clear, we are here and our goal tonight as board members is.

628
01:42:40.890 --> 01:42:45.660
Board Room: fill in the blank director, so do you want to start do you have anything for.

629
01:42:47.100 --> 01:42:52.230
Board Room: That yeah I think that was pretty much um.

630
01:42:53.700 --> 01:43:03.750
Board Room: I was just saying just opening up the introduction of why we're here for the listening session at this facilitator.

631
01:43:05.430 --> 01:43:08.970
Board Room: roshan engagement can basically just listen.

632
01:43:10.680 --> 01:43:12.960
Board Room: And opening for transparency and.

633
01:43:15.960 --> 01:43:16.650
Board Room: I wasn't there.

634
01:43:19.530 --> 01:43:24.870
Board Room: yeah this one doesn't have it's more simple, it will make it harder than it needs to be.

635
01:43:26.160 --> 01:43:34.860
Board Room: I mean, I think the only thing that that I had was that we all commit to this which I don't think is an issue I think we're all five of us are important.

636
01:43:35.310 --> 01:43:45.210
Board Room: And then also just recognizing the role of listening, rather than talking to you first to understand versus trying to like move in with the answers and solve problems.

637
01:43:45.660 --> 01:43:54.810
Board Room: And I don't know if it is appropriate to again reiterate here that important reminder to participants that our goal isn't.

638
01:43:56.040 --> 01:44:00.180
Board Room: To solve individual problems it definitely is not to share grievances.

639
01:44:01.350 --> 01:44:04.800
Board Room: know about staff or students use the word as like the tree.

640
01:44:11.580 --> 01:44:14.280
Board Room: charity, would you like to add anything.

641
01:44:16.380 --> 01:44:22.740
Chelsea King: I just would echo what I just heard that we're there really to listen and to understand.

642
01:44:23.850 --> 01:44:27.210
Chelsea King: Not to give solutions or problem solve.

643
01:44:29.970 --> 01:44:30.480
Chelsea King: yeah.

644
01:44:33.750 --> 01:44:37.380
Board Room: Do we need to have something in there that speaks to.

645
01:44:39.720 --> 01:44:41.550
Board Room: How we as board members.

646
01:44:44.640 --> 01:44:50.100
Board Room: finished that loop and come what the role of us, you know the taking notes or the.

647
01:44:51.150 --> 01:45:06.630
Board Room: Coming back to the community after we've had that the session and just finishing that look, do we need to have something in there that how he is board members will do that, or do we just want to focus on the listening part of it.

648
01:45:07.650 --> 01:45:19.140
Chelsea King: It seems like we would say something like this, you know this is basically qualitative data and we're we will take it, and you know find the themes and report it back in a general way.

649
01:45:19.800 --> 01:45:31.710
Chelsea King: they're not going to get one on one follow up from each board member is what i'm imagining and we could also even we have some policies floral or at least singular about.

650
01:45:32.340 --> 01:45:40.440
Chelsea King: how we handle some of these things during public meeting and so maybe we adhere to that out my light just went out so and i'm in the dark.

651
01:45:42.090 --> 01:45:50.850
Chelsea King: As far as grievances so like we're not going to hear people speak about a particular staff member or a particular student.

652
01:45:51.240 --> 01:46:03.660
Chelsea King: So we could point to that the policy we have in place for how we hear about that so that's not so much i'm not going to hear a grievance per se but we're not going to hear grievances about particular staff members and students.

653
01:46:04.080 --> 01:46:08.700
Chelsea King: Specific where I can hear specific issues, but they might say, like.

654
01:46:09.720 --> 01:46:20.400
Chelsea King: School just starts way too early, I can get up that early you know, and you know, maybe that will be a grievance we'll hear about but we're not going to hear about yeah I don't need to keep repeating myself.

655
01:46:25.620 --> 01:46:36.960
Chelsea King: But yes, I think, to your point Christie the framing I think we have to frame that we have to save this is this is our role, this is the outcome, like all this work and we're putting forward will let them know.

656
01:46:40.230 --> 01:46:45.570
Board Room: What I was all I was going to mention is we may all reach different students as well.

657
01:46:46.620 --> 01:47:01.860
Board Room: And so I wouldn't want to over promise that we're going to speak with a unified voice, but I do think that again that concept of you know, part of listening is being able to reflect on one bird and so maybe.

658
01:47:03.180 --> 01:47:19.590
Board Room: You know, maybe, maybe this comes back to what's under outcomes which is able to reflect what was heard and and so then maybe that takes it into a different direction, based on you know the management that we're all there so maybe not over over promise.

659
01:47:22.080 --> 01:47:25.800
Board Room: But just again that reminder that listing versus.

660
01:47:27.630 --> 01:47:28.350
Board Room: versus not.

661
01:47:31.260 --> 01:47:36.030
Board Room: And do welcome back to one of my notes, Mr Smith said.

662
01:47:37.200 --> 01:47:45.240
Board Room: Maybe you were adding on to director Taylor when he said, what is it that we can do, and I think you said direct people to resources.

663
01:47:45.960 --> 01:47:54.570
Board Room: Is that something you want to have happen during listening session, as part of a response, or do you want to wait and when you see the themes emerge.

664
01:47:55.020 --> 01:48:15.630
Board Room: As you capture that back is that when you might direct people to where that information lives what the district is doing with that theme what they could attend the future or where resources are where do you give you haven't thought about that so that I, it was mainly.

665
01:48:17.040 --> 01:48:25.860
Board Room: What the roles were so they were asking us to do something that was not within our control, we can direct them to.

666
01:48:27.000 --> 01:48:27.780
Board Room: The proper.

667
01:48:28.860 --> 01:48:29.760
Board Room: resource.

668
01:48:30.870 --> 01:48:36.660
Board Room: And, as it comes up during the list be like Okay, if it comes up got it and I almost again and maybe this is.

669
01:48:37.020 --> 01:48:43.980
Board Room: Like almost that education so that, as they do ask that this would be our role of the board, would be to educate them about.

670
01:48:44.370 --> 01:48:54.240
Board Room: places that they might go to you know even letting them know that hey we've got policies that are actually all listed on the website that you can go take a look at.

671
01:48:55.980 --> 01:48:56.490
Board Room: I didn't know that.

672
01:48:58.500 --> 01:49:08.700
Board Room: Until I became a board member, so you know I think we can in those part of that our role during those listening sessions, not only is to listen, but give them.

673
01:49:09.060 --> 01:49:15.510
Board Room: Education, there too, so that they can walk away feeling empowered that hey Now I know where to go find that information I just.

674
01:49:15.750 --> 01:49:22.470
Board Room: have to you know board member or email a staff member asked, I can actually look on the website and here's where I can find that.

675
01:49:23.010 --> 01:49:34.410
Board Room: there's an amazing link to all of our bond projects that shows what we're doing on those projects and where they're at and we've also got this poobah dashboard that shows, each one of our schools and.

676
01:49:35.580 --> 01:49:43.980
Board Room: You know how many covered cases we've had, so I do think that would be part of our role as board members during that session.

677
01:49:45.240 --> 01:49:55.530
Board Room: And in the notes, I think, following up, I mean nothing more powerful to say you know we hear multiple questions about on projects here's the link, you know I mean that that's closing the loop and then.

678
01:49:55.920 --> 01:50:04.500
Board Room: And then, education, these all in one Jason is part of the outcome, but I think that's part of your listing and understand what we're asking them.

679
01:50:05.760 --> 01:50:07.440
Board Room: To just capture really nicely.

680
01:50:11.010 --> 01:50:13.620
Board Room: So sometimes what happens in these is.

681
01:50:15.630 --> 01:50:17.250
Board Room: Just in the business of life.

682
01:50:18.270 --> 01:50:26.610
Board Room: Balance personal everything's kind of go on just fine i'm probably not going to go to and I live in a different school district I go to listening session.

683
01:50:27.690 --> 01:50:44.400
Board Room: i've got enough going on, things are working well in my corner it's it's fine if I have a situation i'll go to my child's teacher principal i've kind of got my ways to navigate something I don't feel like I need to go to a board so sometimes that happens is you might tend to get.

684
01:50:46.200 --> 01:50:57.330
Board Room: A sharing that leads more around i'm just not happening, so I think there's a part where I would just want is there an opportunity to also what is going well.

685
01:50:58.170 --> 01:51:11.550
Board Room: Or if we discover that these listening sessions are hearing mostly from what hasn't gone well how do you as a board here the con either a little bit more about that topic so that.

686
01:51:12.990 --> 01:51:19.710
Board Room: It does not feel like doom and gloom for josh we're just really under serving our from you know, we need to hear it.

687
01:51:20.250 --> 01:51:26.190
Board Room: But also understand that sometimes what happens in these is people are really a point of.

688
01:51:27.150 --> 01:51:42.120
Board Room: i've been emailing you at this and that i'm going to go with that listening session, which is fine, what you would have access to you so just want to share how you as a board also, as these themes emerged discern Is this really a broad.

689
01:51:43.560 --> 01:51:46.620
Board Room: issue that really we've got a Chapel or.

690
01:51:47.730 --> 01:52:05.010
Board Room: Have we heard and we've now discerned that there is some area for us to to ask staff about approaching, but what where is it in perspective or context so and that may be, at the end that we just see what emerges and to have a discussion about that as well field.

691
01:52:06.180 --> 01:52:13.620
Board Room: yeah I feel like we just need to start somewhere and then I feel like to me, I feel like this is the kind of thing where we're.

692
01:52:14.160 --> 01:52:19.110
Board Room: Starting that road we're starting to take the road and and throughout the year, we can.

693
01:52:19.650 --> 01:52:34.500
Board Room: You know, add on and change, and this is not set in stone and then next year revisit and then you know new boards and just fine tune it and yeah it's just one of those caveats that often survey, people will tell you like who's taking surveys.

694
01:52:34.950 --> 01:52:42.690
Board Room: You know, and where, will you generally get more information and just to fold that as understand these about what typically typically happens.

695
01:52:43.500 --> 01:52:46.680
Board Room: In a town hall listening session a survey.

696
01:52:47.130 --> 01:52:59.400
Board Room: who's giving input and what drives and chips, and thank you for bringing that up that's I think that's a great point and I would be interested, as we think through the actual facilitator like you know what is going to happen for this.

697
01:53:00.000 --> 01:53:08.580
Board Room: minute by minute could that be replicated on a website with some fill in boxes, or you know for those people.

698
01:53:08.580 --> 01:53:17.760
Board Room: Who zoom meetings not going to work in in person meetings not going to work, you know they have sports they have church, they have busy lives and so.

699
01:53:18.570 --> 01:53:30.090
Board Room: Is there something pretty like low tech, we could get off the ground to capture the folks, as you mentioned, maybe don't have that burning need to come to a meeting but want to maybe just.

700
01:53:30.630 --> 01:53:45.630
Board Room: Say like everything's great and and I don't you know, and I think to it also just recognizes that we do have a large part of our community that engages actively online and so but I don't think you need to like figure out how we asked that now and i'm sure that.

701
01:53:47.160 --> 01:53:50.280
Board Room: facilitator, be able to kind of walk us through how we could do that and.

702
01:53:51.270 --> 01:54:03.720
Board Room: That that could come when we communicate back is what it was before the themes that emerged, if you are not able to attend ones, and you have some things I like that about one of these three.

703
01:54:04.110 --> 01:54:16.770
Board Room: Things please fill out this open ended, you know, and then you might get a little bit more, and then you feel like Okay, we offer this session, we also offer an opportunity to comment.

704
01:54:18.300 --> 01:54:22.470
Board Room: On those themes that emerged, to the broader culture survey.

705
01:54:24.030 --> 01:54:25.230
Board Room: see if you get any more.

706
01:54:27.210 --> 01:54:36.000
Board Room: Thank you, I think that's a great that's another avenue for people and more accessible, making it more accessible to people who cannot attend.

707
01:54:40.950 --> 01:54:41.940
Board Room: We capture that.

708
01:54:43.920 --> 01:54:51.330
Chelsea King: One thing too I just as I love qualitative data I can kind of geek out on it a little bit, but the.

709
01:54:51.870 --> 01:55:01.590
Chelsea King: Around the structure and the type of data we get and yeah whether or not it becomes just a place for people to tell us everything we're doing wrong or if it becomes a place for.

710
01:55:02.550 --> 01:55:15.570
Chelsea King: You know, something that has a little more has more complexity to it and will be the design of the questions that we ask and how we frame the purpose of the conversation so.

711
01:55:16.770 --> 01:55:22.290
Chelsea King: Just to kind of put in a plug for whether we hire facilitator, we do that work herself I think that's important.

712
01:55:36.540 --> 01:55:45.390
Board Room: So if we just kind of looking at do we all sort of district consensus feel good about at least this is a starting place.

713
01:55:47.970 --> 01:55:48.330
Louis Taylor: I do.

714
01:55:51.900 --> 01:55:52.740
Board Room: Checking.

715
01:55:53.670 --> 01:56:08.160
Chelsea King: yeah I do I just, I guess, I still just don't know what the next step is to because I see two options, one being that everybody all board members are present we're doing small groups with zoom another option being to people, maybe it's the chair in the vice chair.

716
01:56:08.760 --> 01:56:16.410
Chelsea King: And so either we're deciding on one of those we know what the next step is or we're deciding on when we're going to decide on what the next step is.

717
01:56:17.220 --> 01:56:27.210
Board Room: So my next question once we all agree that you know we feel good about this as a starting place and understanding that it's going to change over time.

718
01:56:30.450 --> 01:56:39.690
Board Room: That we dive right in and decide tonight for is something that maybe we assess at our next meeting as an agenda item I don't.

719
01:56:41.850 --> 01:56:44.520
Louis Taylor: i'm good with actually both structures.

720
01:56:46.440 --> 01:56:59.640
Louis Taylor: So whatever you guys decide you're more comfortable with just i'll buy into either or or both, or whatever, because, like I said I like in person I don't mind sitting with all five of you.

721
01:57:01.320 --> 01:57:11.040
Louis Taylor: And I don't mind sitting with just one of you so i'm so i'm not partial to either format, and you know.

722
01:57:12.510 --> 01:57:18.090
Louis Taylor: we're I think we're all we're all basically self employed for for the most reason we are basically flexibility so.

723
01:57:21.030 --> 01:57:29.220
Louis Taylor: I think we can all kind of make a lot of stuff work so i'm okay with whichever structure you guys are most comfortable with is what i'm saying.

724
01:57:31.200 --> 01:57:43.140
Board Room: Would you be open to this is a way that it your board chair and vice chair, then took this and thought of a proposed first listening session.

725
01:57:43.770 --> 01:57:51.240
Board Room: Based on what you've come up with and stayed within these guidelines and came back to you as a group, for example on November 1 and says.

726
01:57:52.080 --> 01:58:01.410
Board Room: So here's an idea what if our first one is this and we do it this way, and we get it, so you know and kind of come up with a proposal.

727
01:58:02.190 --> 01:58:09.120
Board Room: And then that becomes something you comment on, for your first one, knowing that says up time for more.

728
01:58:09.660 --> 01:58:24.030
Board Room: But an idea for the first one, if the chair and tries to recruit supposed to you as a group, and then you it's got some maybe yeah you don't have it in December, you know if he assumed you they kind of give you an idea, based on our to.

729
01:58:26.310 --> 01:58:35.760
Board Room: Get that yeah it's that way you're kind of tasking a small group even smaller than the five of you to take what you heard tonight in front of the an idea to bring back.

730
01:58:37.410 --> 01:58:40.980
Board Room: chirping and director Taylor is that agreeable to both of.

731
01:58:40.980 --> 01:58:41.370
You.

732
01:58:44.790 --> 01:58:47.910
Chelsea King: yeah I I heard director Taylor say.

733
01:58:48.930 --> 01:58:50.790
Louis Taylor: Like putting it on the leadership.

734
01:58:51.870 --> 01:58:52.890
Louis Taylor: yeah like giving you guys.

735
01:58:56.550 --> 01:58:57.060
Chelsea King: yeah I think I.

736
01:58:59.610 --> 01:59:01.680
Chelsea King: saw my, so I think what i'm hearing is it Chris.

737
01:59:03.390 --> 01:59:03.750
Chelsea King: yeah.

738
01:59:04.590 --> 01:59:06.330
Chelsea King: So yeah.

739
01:59:08.670 --> 01:59:30.510
Board Room: And we will have it some sort of agenda item then proposal on that on our next meeting, so I can kind of control, I feel like this we're ready to conclude this part of our work session and just looking ahead at our calendar our next regular meeting is on November 1 at 6pm.

740
01:59:31.770 --> 01:59:35.130
Board Room: The next thing on our calendar was to have a work session.

741
01:59:35.190 --> 01:59:37.470
Board Room: On November 15 at 5pm.

742
01:59:38.010 --> 01:59:42.000
Board Room: But I just wanted to get consensus for my fellow board members that.

743
01:59:42.690 --> 01:59:52.980
Board Room: in lieu of that work session because of what we've talked about here that we will be engaging with each of us three different schools and going into those schools and meeting.

744
01:59:53.520 --> 02:00:01.500
Board Room: Those and administrators and hearing about their specific work plans which can take which can be about one to two hours plus.

745
02:00:01.650 --> 02:00:04.500
Board Room: What I find is that it's such an enjoyable time that.

746
02:00:05.490 --> 02:00:19.980
Board Room: It can go farther more so in light of that, I believe there's consensus that that is sort of where we spend our time versus coming back for work session so just by kind of a nod and I can look around and see him.

747
02:00:23.160 --> 02:00:29.100
Board Room: And director Taylor and i'm not sure yeah chair.

748
02:00:29.550 --> 02:00:32.040
Louis Taylor: yeah i'm nodding if you're asking.

749
02:00:32.070 --> 02:00:33.180
Louis Taylor: Do we can't do that.

750
02:00:33.720 --> 02:00:39.180
Louis Taylor: i'm not a yes to canceling and I would also issue a motion to.

751
02:00:40.440 --> 02:00:42.090
Louis Taylor: To get started with for both.

752
02:00:46.320 --> 02:00:48.180
Board Room: that's going to happen actually.

753
02:00:52.620 --> 02:00:56.730
Board Room: Okay, so, and thank you need to take a vote I don't think we could have a census on it.

754
02:00:57.750 --> 02:00:58.140
Board Room: Okay.

755
02:00:59.190 --> 02:01:07.920
Board Room: So we've got consensus on that so that concludes our work session i'll defer to you I shouldn't I shouldn't have said that it's up to you and.

756
02:01:08.760 --> 02:01:14.070
Board Room: If you please review just believe consensuses I felt like consensus wasn't.

757
02:01:15.450 --> 02:01:28.230
Board Room: So i'm not cherokee yes okay great so thank you so much for your time and your thoughtfulness and the preparation that you all did it just a reminder that it's not just what happens in this boardroom but.

758
02:01:29.130 --> 02:01:40.830
Board Room: Just the preparation that goes in not only from our staff our board members and thoughtfulness before we come here to talk about it together, so thank you so much, and with that I will adjourn this session.