[0:04] The bill is on the right.

[0:17] So, the bill has to be on the right. So, the bill is on the right. So, there's a lot of crazy判, I wouldn't have asked.

[0:44] Good afternoon and welcome the Morgan County Board of Education work meeting is called

[0:52] to order and write off the bat. I would really like to express our thanks and our welcome to all of

[0:59] our community council members. We see some new faces and we're so grateful that you're

[1:07] agreeing to do what you're doing in your children's schools and thanks for being here.

[1:14] and we're gonna have just if you'll indulge us just five minutes of review of

[1:23] some of our board training and then I'd like to have our community council

[1:28] members introduce themselves in which school you're affiliated with and then

[1:34] we have a wonderful trainer here to be with us today. Okay so before I take the

[1:42] A couple of minutes, we have a couple of announcements.

[1:48] Member Trees has a very special event tonight, so she has to leave board meeting, our regular

[1:54] meeting a few minutes early.

[1:57] She has an event with her son and family tonight, so we'll excuse her.

[2:03] And then Member Brooks has an announcement for us from U.S.B.A., can we do that now?

[2:11] Okay, I just want to share with the board, Julie Jackson, who's the current USDA Vice President,

[2:17] that would be in position to take over President in January.

[2:20] She won her seat for the State House, and so she's actually running.

[2:24] She won the primary, so she's running out of post in November, so she has the position.

[2:29] So she put in her resignation as the USDA Vice President.

[2:33] And so how that works, we have our meeting on Friday, Board of Directors Meeting.

[2:37] And so they were taking applications from the Board of Directors from a single region.

[2:43] Board of Directors, that's what it's a single region term.

[2:45] So anyone interested in that?

[2:48] So we will be filling that position at our meeting on Friday, and then I think we'll

[2:56] go for vote in January at the conference or whatever, but I just wanted to make you guys

[2:59] aware of that change happening in the leadership.

[3:04] which region is up?

[3:09] She's from...

[3:11] Yeah, she was just as grown up as a child.

[3:14] She was vice versa.

[3:15] So we had...

[3:16] So she went to the House Representative

[3:17] and then Linda Hanks, who's a former leadership

[3:23] she's going to be on the state board of education.

[3:26] So there's two school board members

[3:27] that are moving on to state positions

[3:29] with this new branch.

[3:30] and it's like, nice,

[3:34] thank you.

[3:35] Okay, just our quick little, I wanted to review

[3:39] just a couple of things.

[3:41] It's been June since we met,

[3:44] and our training in June was governing boards

[3:49] need to know about special education,

[3:52] and this is our follow-up to see if we remember what we were

[3:56] and no pressure there.

[4:01] But there were two main roles that we as school board members have for special education

[4:09] and the grand prize winner.

[4:12] If anyone remembers those two things or even one of those two things,

[4:16] then I'll give you a clue.

[4:17] One begins with A and one begins with R.

[4:23] Okay.

[4:31] Anyway, advocacy, we are advocates. That's one of our major responsibilities for our special

[4:38] education population, and the other one is response. There are many avenues for that.

[4:46] But just remember those two things and then as we are interacting with our constituents,

[4:54] there was a little acronym that helps us to remember our responsibility there and

[5:03] that one was RAP.

[5:05] So we have advocacy and response for our team and responsibilities and then we want to

[5:11] remember rap?

[5:14] Anybody remember this? Yeah, that's why we're reviewing. I had to go back

[5:20] and pee-kid and remember either. So reflect when someone gives this information

[5:27] or just listening and reflecting on that assure them that we can direct them to a

[5:34] place where they can have the help they need and then the P is proposed which, yeah.

[5:46] We again make that clear with them that we'll be with them in that process of leading

[5:53] on to the right people and some suggestions.

[5:58] Okay, so that was from June, and then the second other little thing comes from our dignity

[6:07] industry training, and I just, I get monthly updates on my email, not many of you guys

[6:14] see as well.

[6:16] But I had one this month that mentioned a couple of weeks ago, the National Governors Association,

[6:24] And now a major new initiative that they are going to be proceeding with for this coming

[6:32] year and that initiative is the Center for Dignity and Politics.

[6:39] And their mission is basically to invite all political leaders to reflect on the question.

[6:46] How do I treat others when I disagree?

[6:48] So I'm just throwing that out and asking each of us because we've had that little training

[6:57] too and just asking each of us to reflect on that question and to continue to be leaders

[7:04] in the area of modeling that ability to treat others and to treat everyone with dignity and especially those with human

[7:12] disagree. So that's just our little board training review and we'll move on now to our trust

[7:22] land training, but before I turn the time for to work as Jim from the state board, if you are a

[7:32] community council rep, would you please stand and just introduce yourself and everybody can

[7:41] You can stand at once and then you can sit down just as soon as you've told us who you are in what school you represent and we'll start in the front right here.

[7:49] Steve Corey Morgan Middle School in this month or here.

[7:53] Thank you, Steve.

[7:54] I feel called well, Morgan Middle School in my second year.

[7:57] Thank you.

[7:58] I'm just now stocking on not green middle school.

[8:06] Perfect, thanks.

[8:07] I'm a social lawyer, and I've been on marine elementary school

[8:13] this year, and I'm in one time.

[8:17] I'll say, I think the answer to the Marine Elementary School is, say, I'm a Southern American,

[8:21] but I don't think so.

[8:22] Thank you.

[8:25] Seth Smith, Mormon Middle School, is my first year starting to be in a couple of minutes late.

[8:30] Thank you.

[8:31] And you know what?

[8:33] I'd love to hear that.

[8:34] I love that we have some veterans that have been there, that have a little bit of experience,

[8:39] how the things run and I love that we have brand new people saying yes to this.

[8:47] So our training now, I'll turn the time over to Marcus Chen and Marcus take it away and

[8:56] we'll listen and learn.

[9:00] Great to be here, I guess just that annual time, so I usually start with, you know, your

[9:06] three things in familiar faces in the principles here have started with me so

[9:11] it's been good to see you guys. It's a little bit about me is my straight my

[9:15] third year with the land transfer I went to stay for previously before that I was

[9:21] a Roseville science teacher about ten years in Kansas straight down the Salt Lake

[9:26] Valley and then the federal estate work for about three years. So it's good to see you

[9:31] guys today. I'm going to be talking mostly to council chairs, but kind of the same

[9:38] time what I'm going to be doing is kind of talk about school board members

[9:40] responsibilities as well. So you'll kind of see them side-by-side and kind of see

[9:44] how the two support each other and also kind of sprinkle in their principles and

[9:49] how you guys kind of are involved in the program as well. If you would like to

[9:53] follow along, here's your chance to scan a QR code there. I know these become kind

[9:58] I'm a guide book during the year, so I hope we can take a moment there to scan it.

[10:04] I'm also going to be highlighting some new resources that our office has kind of put together,

[10:08] so hope that that will be helpful for you guys.

[10:11] And these resources are really for counseling shares, they're really for school board members,

[10:16] and especially for our district principals as well.

[10:18] So, and here's a kind of scanning QR code.

[10:23] A little bit of fun for me today.

[10:33] Okay, perfect. Let's jump in here. So, hot off the press. Today, you might have some

[10:41] email from me releasing our district principal training course. So, what we're moving towards

[10:47] is having a few resources available on Canvas. We know that most districts are kind of moving

[10:52] towards the structure that haven't been available to them to the schools, so what we've

[10:57] done is this is one option in which principals can complete their annual training, and we

[11:02] are planning on producing courses for school board members as well as council members,

[11:08] district liaisons, the whole all stakeholders in our program, so you'll have a reference

[11:13] to kind of go back to your room in the year, and it just goes through the whole entire program

[11:17] and their full requirements.

[11:20] So for district principles, there are five modules

[11:23] that kind of go through the whole entire program

[11:25] and different requirements.

[11:27] It is a click through based training.

[11:29] So I'm principles as you're going through it.

[11:32] Here's in a top and head or anything.

[11:33] It just becomes kind of a guidebook

[11:35] that you can use throughout the year.

[11:37] So that's available to you guys.

[11:39] That should go into your inbox, but it hasn't.

[11:41] Let me know.

[11:42] I'm happy to send that link to you guys directly.

[11:45] Another resource that might be helpful during the year is our informational website, and

[11:51] so when you log on to a school land trust, our public website, there is a button here that's

[11:58] such training materials, and I can give you guys a little bit of a demo here, but when you

[12:03] go to our website, there are a few buttons here, hopefully you guys can see that, okay?

[12:09] A couple things to consider, one is if you'd like to schedule training, we do have this

[12:14] The portal now that is tied to the State Board of Education,

[12:17] so the principal wants me to kind of talk to you

[12:19] in your account specifically.

[12:21] You can look me through this portal that's run by the State Board,

[12:25] or you can email me, and I'm happy to kind of go

[12:28] through that portal and look on your behalf.

[12:31] Another thing that kind of becomes an important resource

[12:35] and a trained resources page, where we kind of organize

[12:38] all the different guides for the different things

[12:40] we're going to talk about today.

[12:42] So things like a timeline for your different stakeholders or information about rules of

[12:49] board procedure, all of that is organized on our training materials page, so this can

[12:54] be kind of resource for councils if you need more information on these requirements.

[12:58] That's available on our website as well.

[13:01] So those are some of the resources to kind of keep in mind as you're going through the year.

[13:07] It also becomes kind of a space where, you know, I remember Mark has said this one thing

[13:12] in a training.

[13:13] You can go back to be a training material since there are three of them.

[13:16] And also, I got my heart so if you prefer an email or just call me, I have to do that as

[13:21] well.

[13:21] So lots of options there and hopefully that's been helpful for principles in the last year

[13:26] of the year.

[13:26] So let's jump into the actual work of the council.

[13:30] So I spent the summer at three different conferences and it's funny how you go to the

[13:36] different conferences and the same questions when I come up and try to be

[13:39] said, what is a school luncheon program all about? So this is kind of the

[13:43] same when I go back to, if you have stakeholders at your schools that are

[13:46] interested in the council of work, they don't really know what it is. This might be

[13:50] something that you could realize. And so I usually say that you type of schools

[13:54] internet, the school luncheon program, to enhance classroom instruction and

[13:59] improve student achievement in areas of the greatest academic need. So as we

[14:03] We go through the different requirements today.

[14:05] I'm hoping that we can all keep this in mind because the different requirements do kind

[14:09] of tie back to the stage.

[14:11] The council work is really ultimately about enhancing classroom instruction and targeting

[14:17] those really critical academic needs at your service.

[14:21] So those of you who are veterans in the program, hopefully seeing that change over time, that

[14:26] the council work does really target those areas, those that are new, you'll start to see that

[14:32] you know, as you meet with your council, the discussions are really based around that data.

[14:37] So, it's important to some of the numbers here.

[14:41] So, this year we're slated to, it should be about $133.5 million, about $834, or I think

[14:49] it's $135,000 going to more industry this year.

[14:53] So, we're seeing a continual increase in the fund and we'll continue hopefully continue

[14:58] to see that.

[15:01] And so, today, what we really want to talk about is council work and your responsibilities as council

[15:09] sheriffs have been elected yet, or as just members, you're seeing just members. Okay, perfect.

[15:16] So, we'll be going over those responsibilities for those councils, interwoven into the presentation.

[15:23] We will be talking directly to board members and how you guys can support that process and

[15:28] and how maybe some best practices,

[15:30] but I've kind of gathered from different districts

[15:32] throughout the state, and then I've been

[15:33] helping to continue that year for more.

[15:36] So what are school community councils?

[15:38] First thing to consider is that school community councils

[15:41] are really designed to involve parents

[15:43] and decision making at the school.

[15:44] I would also extend this to say that's not just parents,

[15:47] but it's also a different stakeholder

[15:49] like their school employees,

[15:51] your school board members as you attend those meetings, right?

[15:54] And your principals as well.

[15:55] So it's kind of this intersection of a lot

[15:57] of different stakeholders at the schools.

[16:01] The second purpose is to improve the education students

[16:04] so that that has enhanced the type of instruction piece.

[16:08] And you're also collaborating in a way

[16:10] that's going to prepare a plan that's

[16:12] going to be centered around the use

[16:14] of school land trust funds for the next academic year.

[16:18] So your council is implementing the plan

[16:20] from last year currently.

[16:22] And you guys will be going into your next year's plan

[16:26] and sometimes in the winter and in the spring.

[16:29] Another thing that kind of gets lost over some time,

[16:32] but something that we do want to kind of touch

[16:34] is that the councils are responsible

[16:37] for public awareness of the funds.

[16:40] So oftentimes, we see that parent involvement

[16:43] is using time to very active councils.

[16:46] And so when I go to a conference

[16:48] and a teacher or a parent has a parent

[16:50] of the school that has trust fund

[16:51] and are really familiar with it,

[16:53] It's usually because the council itself has been super active in community.

[16:58] So one of the things that you do want to consider, just making sure that you have those conversations

[17:03] on whether it's at parent event walking with other parents from school or to school, those

[17:09] small things go a long way in increasing those parent involvement.

[17:15] So some of the kind of concerns you guys go forward trying to get more parent involvement

[17:19] in your councils.

[17:21] As a council member, you have some responsibilities that are protected by a state mandate.

[17:28] You have the ability to advise and make recommendations on different things such as district initiatives,

[17:35] the positive behavior plan, the teachers' success plan, child access routing, and school breakfast.

[17:42] This is all in state statute, and so you as a council do have an extended,

[17:47] to reach this value can kind of make recommendations

[17:50] on these different things that are there.

[17:53] But the big chunk of your work is really going to be

[17:56] not only on these, I guess, different initiatives,

[18:01] but it's really going to be about the School of Manchuria's

[18:04] Plan and being part of this first part

[18:06] which is the data review.

[18:08] If you've been part of School of Indian Council meetings,

[18:11] you've probably seen a lot of data at meetings,

[18:14] discussing what the data shows,

[18:16] but also is your plan working, right?

[18:19] Your data is going to really drive that discussion there.

[18:22] So a huge part of your council work

[18:25] and responsibility is going to be part of being part of this discussion.

[18:28] Being part of reviewing the academic success

[18:31] and also identifying what those things

[18:33] that our students really need support in

[18:35] and how can we help using those funds.

[18:37] And essentially kind of one of the big things there

[18:40] in terms of council work.

[18:43] You're also going to be in charge of really determining

[18:44] how are you going to be using that funding in collaboration with your

[18:48] principals as well as your school board members and so it's really a really big

[18:53] conversation. One thing I really love about this program is as a teacher you're

[18:58] usually on like a leadership team kind of isolated from different stakeholders

[19:01] whereas community councils you kind of have this interaction of principal and

[19:06] teacher and parent all the same place so to have those three stakeholders who are

[19:12] all of the students' lives, having discussions about their success has a really powerful

[19:17] point.

[19:17] So, we do want to highlight that as one of your main responsibilities as a council member.

[19:23] To kind of help guide that, there's a resource here that is a timeline not just for principals

[19:29] but also for council members, and what I've recommended to council chairs is to really use this

[19:36] timeline as a way of guiding your agenda for a huge council meeting.

[19:40] One of the top points I get at conferences from council chairs is, how do I run a meeting?

[19:45] How do I run an agenda?

[19:47] And if you're an education, it just kind of becomes a second nature, right?

[19:50] You just type it out, it's there, right?

[19:53] But oftentimes, we'll be doing some guidelines and so this calendar or this timeline can be a helpful resource there for you.

[20:02] And looking at timelines, there are really four major points that you and your counseling and keep in line.

[20:07] And one is coming up, you guys start school next week,

[20:11] is that right?

[20:11] Perfect, so we're right now in that first kind of bullet point

[20:15] there for your current plan implementation.

[20:18] So your council's worked to create that plan.

[20:21] For this year's implementation, you'll

[20:23] start to see that implementation in August.

[20:26] And then October 20 of this one, you'll

[20:28] see it's in your first reporting deadline.

[20:31] By then, it looks like Morgan's have a head-to-game.

[20:33] You guys have your councils in place.

[20:35] And so a lot of that is centered around your counts together, so 10,000 points to work in this group.

[20:44] A couple of other things that I can remind this group of principals and board members,

[20:49] it's making sure that you do have the final reports ready for submission on March 1st,

[20:55] first, and then may, this should be May 15, I apologize,

[20:59] May 15 is your upcoming plan and district insurance there.

[21:06] Today, what I'm going to kind of concentrate on is mostly

[21:09] that front half of the year.

[21:12] And then what I usually recommend to districts

[21:13] is book another training with me towards the spring

[21:17] or towards when you start plan writing.

[21:20] And I'm happy to kind of provide for training that way as well.

[21:24] Any questions about your responsibilities as council members or board members have questions here?

[21:31] Perfect.

[21:32] Okay.

[21:33] Let's jump into some of the requirements for councils.

[21:38] So these are both standard council structures.

[21:42] If you're a high school council, you'll have 10 members.

[21:45] If you're in middle or elementary school, you'll have six members here.

[21:49] Three things to keep in mind as you enter your first month as a council is really to make sure

[21:54] that your rules of order procedure, that document that kind of guides your operation as a council has the exact membership of the council stated in there.

[22:03] And the reason why we have that is because one, it's transparency is communicating what the council looks like.

[22:11] But also number two, it does protect you as a councilor show, maybe there's some discrepancy about how the council was formed.

[22:19] Your rules of work consider really to be a kind of protecting document and showing, and this is how we form the council.

[22:26] This is how the council does this.

[22:28] So maybe your first meeting back, if you haven't already, is looking at your rules of work procedure and saying, hey,

[22:34] let's revise those and make sure that's up to code and move on from there.

[22:40] Yes.

[22:41] Are those 10, 6 guideline recommendations and the council can be mediated from that in rules?

[22:47] That's correct. So in, so I guess we can jump to three here, is if the school decides, hey, you know what, we don't really need time for, we can use more.

[22:57] Then you can adjust that, use the mixture of the council votes on that, just before.

[23:03] So, the question there, the other thing I can keep in mind is regardless of your council structure, it doesn't need to have that two-part majority.

[23:11] So just make sure that you have that same question.

[23:18] Yes?

[23:19] This structure here is not in the principal, right?

[23:22] The two employees are in the principal.

[23:24] So the two employees does include the principal there.

[23:28] So you're just doing one additional school employee.

[23:30] So it is also good for principals you are a voting member.

[23:35] So just make sure you hug yourself that.

[23:37] in your whatever roster you report and your questions.

[23:47] A couple, so going to how school board members can support this implementation here.

[23:54] One is just making sure that you're looking at your school's rules of room procedure.

[23:58] So as you kind of work with or you attend those meetings,

[24:02] take a look at them and make sure, hey, does this kind of match up with what's expected from the code?

[24:08] And also we do have rubrics and resources on our website to kind of check that as well.

[24:13] So whether you're a board member, or a principal, or a council member, there are resources

[24:18] for you to kind of deliver those things right there.

[24:22] Another thing to kind of keep in mind is just communication.

[24:26] One thing that we see is that when school board members are communicating regularly with their

[24:31] councils, that's when they know when deadlines are, that's when they know when to report things.

[24:36] But there are also a communication about your priorities as a board, right?

[24:40] So that communication comes really important because when it comes to plan writing time,

[24:45] they're able to align those plans to your district board initiatives.

[24:50] So it might keep in mind as you guys attend meetings, yes.

[24:54] Just a comment there because I want to make sure that we have a clarification there.

[25:00] That communication can be through the building principle, from us to the building principle

[25:05] right it's not that we have to directly tell them but that communication we

[25:10] can communicate with the principals that that can then say oh these are board

[25:14] goals for the 26 27 year yeah sure that could be one way we've also seen some

[25:20] districts kind of have board members attend meetings and kind of cycle through

[25:23] them we do that we attend meetings yeah so that's perfect I think you know when

[25:31] have those two things kind of working together, you know, you're working at a

[25:36] good place. I have a question on that, not for you Marcus.

[25:42] I'll stand right here. Do we rotate which school with the calendar year or

[25:48] with the school year? Are we rotating now, or with the calendar, calendar year?

[25:54] Yeah, because we'll keep our same school until December and then we change again.

[26:01] by you guys time to have that conversation.

[26:02] Just gave you time for a drink, right?

[26:04] No, that's what I asked.

[26:06] It's all part of the story.

[26:08] Great.

[26:09] A couple other things to consider too

[26:11] is making sure that you're district liaison.

[26:13] So I believe that's Andy and Scott.

[26:16] Make sure that you're also communicating with them

[26:17] on those timeline things as well as due dates.

[26:21] You as a board decide that due date for your plans

[26:24] and so you're just making sure you're communicating with them.

[26:27] Helps a huge amount.

[26:28] And then also making sure that we are talking about this communication with our councils

[26:33] before I can feed back those things become pretty important throughout the year.

[26:38] As a council chair, so we don't have council chairs yet, but some of the kind of considered

[26:43] as you move towards that in your first meeting, is really your council chair in collaboration

[26:49] with the council is the one who's saying the agenda.

[26:52] The reason why I kind of hover around this, this bullet point for a little longer is because it has become a huge part of the council operation.

[27:02] Often times they may have been in the program long enough to see that discussion kind of like goes off the rails and kind of goes into this whole thing about you don't even know what it was before.

[27:14] And so, one thing to kind of do is, you know, as a council chair, work with your principals

[27:19] to create that agenda, and use as your guide line, and as your kind of, you know, your

[27:23] railroad tracks for how you're going to set the conversation plan.

[27:27] And what we've seen is that when that does happen, that does give the council sure the ability

[27:32] to say in the middle of the meeting, hey, I understand it's concerned, but let's disable this for

[27:37] it next time, and let's make that part of discussion for our future meeting.

[27:41] That's one way you can kind of resolve that issue and the other way you can kind of consider is also using your council to form subcommittees, where that person who's really passionate about that one academic thing,

[27:54] use that subcommittee to research or to investigate that thing and report back to the council.

[28:00] So it saves and preserves that council meeting time, but also gives that person kind of responsibility and the ownership of that thing.

[28:08] So, simply kind of consider as you guys navigate those things, that surprisingly happens a lot, from what I've been

[28:16] conversation with the parents and with principals. So, simply kind of keep in mind. I'm seeing some head nods too, so I'm imagining that happens.

[28:24] A couple other things kind of consider as your council chair. One is to make sure that you're also informing council members about their resources that are available.

[28:33] So, that first slide about my website or about the public website.

[28:37] always directly towards that. That's how we avoid confusion about requirements and we want to

[28:43] make sure that you guys are going to be right in the communication spot, so try to get there for you.

[28:49] Other things that I consider as a council chair is, like I said before, is community

[28:53] first occasion, right? You as a council chair and you as a council member can really get these other

[28:59] people involved, your school board members, your teachers, even students, you can have students

[29:03] speak at the community council meetings and report on what's working in their

[29:08] class. You probably have student leadership positions that are available

[29:11] there. That's one thing that we've seen council's do that's your belief. I think

[29:15] awesome part of the discussion. You can have teachers discuss implementation of

[29:21] successful programs. You give teachers discuss where the things they're seeing

[29:25] in the data that might be the attention. You can't even have your board members

[29:28] come and say, hey, can you come speak on this initiative and what you expect for

[29:33] us as a council. Those types of conversations can be really helpful for councils, but also

[29:39] makes that month and being pretty, or pretty highly concerned. So I'm seeing if I consider

[29:46] it as a move forward. A couple other things. You guys in council shared do prepare the agenda,

[29:52] but you also prepare kind of an annual timeline for those agendas. That calendar that we covered

[29:58] beginning to be a helpful tool.

[30:00] Thank you for that. You're also making assignments for your other council members, so you can delegate to other council members and say, hey, can you look into this or can you do this assignment? And also, as a council chair, you're making sure that the rules of our procedure is available for your council of your committee. I just give you a guide book on how to navigate that discussion.

[30:23] Questions about council chair or council work?

[30:29] So I'm not quite sure how important it is, so I'm going to think it out loud as I say it, but I'm trying, I'm wondering if you can maybe give an example of how this can look better because I love like as a council chair, I would love to be able to take some of the word not the principal of preparing the agenda.

[30:47] So obviously you're website, but also what do you mean by how we can help delegates?

[30:54] So all responsibility is a follow on the crystal on the chair and each meeting.

[30:58] Sure.

[30:59] So some of those things, it could be as simply as, you know, if you have like a secretary

[31:03] for the council, like the no-taker, that's one thing, oftentimes I've seen council chairs

[31:08] like do all of that.

[31:10] It doesn't necessarily have to be just you.

[31:13] Other things, it could be like this form of subcommittees.

[31:16] There are shares that have to be on the subcommittees, so you can kind of delegate work through

[31:20] those pathways.

[31:24] You wouldn't be able to delegate things like the recording requirements, that's really

[31:27] the principal's responsibility.

[31:30] But I would leave that up to the council on how you want to navigate that.

[31:34] There isn't like a specific rule for how that happens there.

[31:39] So, and I'm always happy to kind of, you know, kind of mull over some ideas too.

[31:43] So if you did, do you get one happy that question?

[31:48] Other questions?

[31:49] Does that kind of help you get the starting point?

[31:51] Yeah, I'm also still kind of wondering,

[31:53] like, how should it look between the chair and the principal,

[31:56] and like, not that it hasn't?

[31:58] I feel like a lot of the burden falls on the chair

[32:01] and the point of the chair and the principal.

[32:03] And wondering is that how it should look?

[32:05] Should it, at the chair, should I, but do you more?

[32:08] I'm trying to navigate this.

[32:13] I think there is a water response way

[32:14] for principals. I think principals in the room know that they're recording, even looking

[32:19] into your counsel, the membership structure, right, communicating with me, seeing my feedback

[32:24] and plans that there's a lot of responsibility and those things don't change. But I think

[32:29] if there's things, as you're meeting with your principal and you say, hey, you know, as

[32:33] you prepare for this next meeting, if you can delegate and kind of fill out the work that

[32:38] That way, that's something to consider, but in terms of reporting and those things, that really falls on me.

[32:46] So, you know, principals, you can yell at me if you can go up to me here.

[32:50] You know, feeling the new toward board numbers too.

[32:54] Sometimes, like, I've had it really awesome to come to church, where we've actually met beforehand, or even after the meeting.

[33:05] I found that when we did those type of things,

[33:09] there was so many, it just went a lot smoother.

[33:12] But I've also had really good luck

[33:14] having amazing council chairs.

[33:17] And so, we put the data and talked about stuff,

[33:20] and then going to that meeting and presenting,

[33:23] they've really taken an active role in that,

[33:26] and their responsibilities.

[33:28] And so, but I think you can do some work

[33:31] to talk to you about A&N communicating or saying so and it's really helpful.

[33:38] Take my job.

[33:39] Awesome.

[33:41] I'll be very quick to...

[33:43] Oh my goodness.

[33:46] Let's move into some other specifics.

[33:48] So as a council, you're hearing about your rules at the board procedure.

[33:52] Actually, the document is going to guide how you conduct that council business from month to month.

[33:57] It does outline some things like at the beginning here.

[34:00] talks about civil discourse. They also cover open public meetings and what we're gonna do later on

[34:06] today's presentation is talk about open public meetings where some of those requirements are reporting

[34:12] and what you need to do as councils make sure that they are up to code. But your rules are more

[34:18] procedure specifically kind of outlying these eight things and these eight things are really just

[34:24] communicating how the council does its business and how the council was born. And so if you want if you

[34:29] If you wanted to join a council, your rules are going to proceed, you're going to become

[34:33] a communication point to you and say, hey, if you want to be part of our council, this is

[34:36] how we do it, right?

[34:38] If a council member or someone who's in the public says, and I'm not really sure about council

[34:43] work and what it does, your job can actually have kind of an interesting impact on how they

[34:49] can communicate how the council does this.

[34:51] So we do have a template on our website, so if you are looking to update that, I know you

[34:56] you guys have that on each school website.

[34:58] So maybe as a board member,

[35:00] that might be a good thing to look at,

[35:01] and say, put in each school website and say,

[35:04] does the schools that were on the CDR have these?

[35:09] Reason why I bring this up to is this way here

[35:13] where we talk about member removal of replacing members.

[35:17] In the last two weeks, I've fielded three questions

[35:20] based on those two points there.

[35:22] So as a council, it is really important to have that in place

[35:25] So if you have a member that doesn't show up, right, and they have been absent for six months, right, but you don't have that outline your rules of the procedure, doesn't mean you have to move that person, which has an effect on council.

[35:39] So just be aware of that.

[35:41] It also should outline how to replace members.

[35:45] So whether by appointment process we do have some districts that decided to do like a runoff election if you want to do that, do that as well.

[35:53] But this is really your document to show how you form a council.

[35:58] There are also some other things that we suggest based on conversations that we have with principals and with parents across the state.

[36:06] Things like how do you address public comment?

[36:08] right? How do you address agenda items? So that point about the principal and

[36:14] council chair collaboration that can be outlined in your rules of order procedure.

[36:20] One thing to keep in mind too is this could also outline how you handle electronic

[36:24] meetings. It's a good reminder to say that email voting is not allowed in

[36:30] program rule, but if you want to meet in a hybrid format so online plus

[36:36] person, that could be a help line.

[36:41] And then also leaving space for you guys, there's other

[36:44] challenges that might be addressed. So if it's like that subcommittee formation, that's

[36:49] something you can integrate into your rules. Another thing about this optional is Roberts

[36:56] rules of order. So motioning and seconding, that type of thing for council items. You can

[37:04] And also, I'll put it back in here,

[37:06] those are pretty beautiful.

[37:08] To help about this good plug for a website,

[37:10] we do have a guide that shows kind of different parts.

[37:14] But we also provided, Kira, or compliance specialists

[37:17] has also provided a template for you guys.

[37:20] So it doesn't have to be something that you just create out

[37:22] of nothing, right?

[37:23] You guys can go to the template and read for a minute

[37:26] in a way that works for you guys.

[37:29] This also is a good plug for school board members.

[37:32] you can use the guys that we provide as a checklist.

[37:35] So if you're doing that annual review,

[37:37] or you're doing that review,

[37:39] you know, use that guy as a checklist,

[37:40] say, okay, does this school have this part?

[37:42] Does it have this part?

[37:43] So, oh, all right, a couple things about open public meetings.

[37:49] School community council meetings are open and public.

[37:53] And a couple things kind of keep in mind,

[37:55] I can report with them,

[37:56] want us to make sure that it's obviously open to public.

[37:59] and you're not able to close any part of the meeting.

[38:02] So this is standard rule for community council meetings.

[38:07] A couple things about the notices is making sure

[38:09] that the notices show up on the school website

[38:11] at least one week prior to the meeting, right?

[38:15] So making sure that if you have a community member

[38:17] that's really concerned about reading scores,

[38:20] you should be able to know what, where's the meeting going to be held,

[38:23] what time is it going to be held,

[38:25] and also the location of that meeting.

[38:27] This is also to say, if your school decides to do an electronic meeting, so in my resume

[38:33] or a some type of electronic format, the link should be posted on the school website.

[38:39] Just make sure that's there.

[38:40] There was one instance where I was trying to get onto accounts and made an app of the link.

[38:46] So I had to do the old five minutes, ramble, and email my contact there.

[38:52] So I'm going to think about it as you guys are moving forward there.

[38:55] A couple of other things, also making sure that you boost your agenda, that's part of

[39:01] the requirements area, so that you just be a simple bulleted list of what's going to

[39:04] be discussed.

[39:06] And you should also have the minutes for the previous draft minutes of the previous meeting

[39:11] there as well.

[39:12] For your agendas, like I said, this is at least one week before the actual meeting.

[39:18] It should have enough information to show what's going to be discussed, as well as what's

[39:23] going to be voted on.

[39:24] So, I'm going to show you an example here, and we'll go back to the minutes.

[39:27] Here in the school, an iron county.

[39:30] A couple things that they have that's great to have the date and time.

[39:33] But it also means the location.

[39:35] This school actually uses an online link.

[39:38] And so, this means they kind of keep in mind as you're moving forward,

[39:41] making sure that all information's there for people so they can attend.

[39:46] You should also have a roster of voting members, so those are present.

[39:51] And also, looking that's helpful for me on my hand,

[39:55] making sure that you also put visitors to get guest speakers

[39:59] or people who are part of the council or who are non-voting members.

[40:03] You should clearly identify those people on the agenda.

[40:06] The reason why that's important is sometimes I do have to go in and check

[40:09] the council vote results of your plan.

[40:12] This becomes one last step when you're trying to communicate with you guys

[40:14] and you look at your minutes to, oh, this is the council vote.

[40:19] So I'm not going to keep in mind there.

[40:21] They also do a good job of putting on

[40:23] what items are voted on, so what are action items

[40:26] on the agenda, as well as what are discussion points.

[40:29] So things that aren't voted on, but were discussed

[40:32] by the council.

[40:34] And one thing to kind of also that I kind of like about this

[40:37] agenda here is that it also has some helpful directions for

[40:40] council members.

[40:41] So if there's like a motion that needs to be part of the

[40:44] the council meeting or requires a vote.

[40:48] That's highlighted in this agenda,

[40:50] so it becomes a really good guideline

[40:52] for those who are interested in that.

[40:56] Question about the agenda?

[40:57] This year, it becomes a big topic right here.

[41:03] A couple other things with meeting minutes.

[41:06] Those must be kept at the school on record,

[41:09] since the school is completed,

[41:10] keep those meeting minutes for three years.

[41:13] Most often what we see is that schools use their agenda and just fill in the details

[41:18] and use that in the minutes.

[41:20] So don't make two separate things.

[41:23] Use one thing and kind of, you know, use it up as you can do it.

[41:27] So being in minutes, we need to have all that essential information of who is attendance,

[41:32] who is absent, and also any employee reference.

[41:37] questions about meeting materials and we're going to go on there.

[41:45] Okay, how about things too that kind of get lost over sometimes and we talk about meetings?

[41:51] What is to make sure that a majority must be present at the meeting to conduct businesses

[41:56] to part of that open and public meeting rule as part of our program?

[42:00] So making sure that's appearing.

[42:02] And it's also making sure that a majority is required for a council to take action on meeting

[42:08] items.

[42:09] So this is a good clarification.

[42:12] Some people say, you know, does there have to be a two-parent majority of every meeting?

[42:16] That's not the case, right?

[42:18] Two-parent majority is just for that council member structure.

[42:22] The majority has the impressive part of the council.

[42:25] So if it's like a six-member council, here's the four people there to address her.

[42:30] If you're doing a blended meeting where you're doing both online and in person, is there a

[42:36] certain amount that that has to be there in person and how it works?

[42:41] So, do you suppose that it's a hybrid format and if the person online is present, right?

[42:47] If the person in person is present, that would count towards you.

[42:52] So, this might keep that in mind as you're moving forward.

[42:55] This also becomes an important thing.

[42:56] I've had several districts talk to me about how one member has not shown up for several

[43:01] months, and that actually has prevented them from having a forum, and they can't

[43:07] vote on it anyway.

[43:09] So going back to the room for a procedure and having that removal process, that has become

[43:14] really important.

[43:15] So something I consider as a removal forum, as you're looking for that majority, if there

[43:20] are members who are not present for a long time, make sure you have a process to remove

[43:25] Okay.

[43:28] Other meeting considerations is really for board members. Here is making sure that

[43:32] your councils have up-to-date budget communications. That's going to become a really important

[43:37] part, especially during plan writing season. It is making sure that they have those up-to-date

[43:42] numbers. Also, throughout the year, making sure that they have, you know, those numbers

[43:46] that show how much they're spending, because if they're an understanding, you'll want

[43:51] that information so you can put it in your amendments, so you avoid that accessory over

[43:57] it. So we're going to make sure that communication is there. Another thing to keep in mind

[44:03] to you is the final report, when they are submitted on March 1st, you as a board are going

[44:09] to receive a summary or a copy of those reports, but also parents at the school must receive

[44:14] that report as well. That can just be done through a link on your website. It doesn't have

[44:20] That'd be a whole additional thing.

[44:22] It could just be a link to our public report's page.

[44:24] Show the fun to the board, so.

[44:26] And so if you have questions about that department,

[44:29] talk to me and have a kind of talk through that.

[44:32] Another way that we see districts navigate that

[44:34] is also an email or a newsletter that shows

[44:37] what the council's doing.

[44:40] That's not the way you guys would trust that.

[44:42] Yeah, all parents and the schoolers

[44:44] and the parent members.

[44:46] It's all parents and schoolers.

[44:51] I hope that if I consider it as you are leading together frequently throughout the year,

[44:58] is the thing about talking about planning.

[45:00] Presentation, right, having those guest speakers like teachers who are receiving funds have been talked about this method of manipulative manipulatives that you're using in those classrooms, right? Or have their reading teachers talk about that reading group? Or have a paraprofessional talk about what their experience as, you know, a person in the classroom, those conversations become a really important part of their meetings. You can also help your council make decisions as you move forward on how to use those funds later on.

[45:29] As a school board, communication, that's going to be the common thing, right?

[45:34] Making sure you have that budget communication, communicating about initiatives.

[45:38] Maybe there's changes or things that you're seeing from the district level.

[45:42] You should also communicate those things to your principals, make sure you're in the same

[45:46] page.

[45:47] Cool.

[45:48] All right.

[45:50] A couple things, as a school board member, you do have the ability to kind of help your

[45:56] Councils make sure that they have everything in place and so one thing that you

[46:00] could potentially consider using as a compliance monitoring system, we're

[46:05] doing sample selection instead of looking at each school individually. So this

[46:11] system does not replace, you know, your procedures for your plans, but this could

[46:15] be a way in which you look at school websites, it could be a way in which you

[46:19] look at rules of order procedure, it also be a way that you look at Council

[46:23] So having a sample selection might be an effective way.

[46:26] And so one way that it could be done is making sure that, you know,

[46:30] maybe not all your school are being checked for rules of work procedure.

[46:33] And maybe a few of them are.

[46:35] And you can use that sample size to identify and look at it.

[46:38] If there's problems in these schools, then we should probably look at the other ones

[46:42] and make an assessment on, you know, are there rules of work procedure

[46:45] or are there other requirements that are beneficial?

[46:48] These are minimum sample size.

[46:51] So the general rule is really, you know, that's really up to you as a board, right, what you're most comfortable with, being a smaller five schools, right?

[47:02] Yeah, five schools, five members, we were okay with, yeah.

[47:06] So that might be, you know, that kind of answer, you know?

[47:12] Yeah, yeah.

[47:13] I was just trying to talk to you.

[47:14] Yeah, yeah.

[47:14] I would say we'll just check it with a little bit.

[47:17] I was going to leave it at this.

[47:20] A couple things is one important thing

[47:22] is once you have identified that risk,

[47:25] make sure you act on it.

[47:26] So if you do see that maybe there's rules of our procedure

[47:30] that are not in compliance,

[47:32] making sure you communicate that to the principles,

[47:34] but also making sure you're providing those resources

[47:36] so that becomes a communication with me

[47:38] So if I get an email from Andy saying, hey, we need support in this

[47:43] Then the process is doing its work, right? Compliance moderation be really about like

[47:49] Ha ha gotcha, but that's not what we're trying to intend here

[47:51] It's just are we operating the way that we should be?

[47:58] Questions about

[48:05] What last couple of minutes, Chair, do you want to cover up the big cornerstone of the program?

[48:09] You as a council will be discussing all those different initiatives at your council meetings.

[48:14] But really a big chunk of your work is going to be that data review.

[48:18] And also that conversation about how are we going to use school and trust funds to support classroom instruction here.

[48:26] So, a couple of things I kind of consider as you go through the development process, one is

[48:31] making sure that it's always there on data and making sure that you're asking your teachers,

[48:36] you're asking your department leads for that data that's available to them.

[48:41] You're also using that data to identify the greatest academic needs.

[48:46] And you're also using district initiatives from your school members to make that

[48:51] And once you identify those act of the case, you're going to create goals that really

[48:56] have your question, where do you want your students to be, and what act of the year?

[49:00] And then ultimately making decisions on what supports are going to be.

[49:03] And so the reason why I put this kind of fourth part process up here is because one,

[49:08] if you've got on the council for one or not, you know that sometimes the conversation starts with,

[49:13] oh, I heard about this cool new thing in education, we should put it in our schools, right?

[49:18] And so, really suffering in your conversation on the data becomes a really important part because

[49:23] never wanted that cool new thing.

[49:25] This might not actually be the most effective thing that's going to trust you.

[49:30] So, that's really up to you as a counsel.

[49:33] That's why you vote as a counsel, but that's why you also have this discussion.

[49:36] So, some of you can consider, as you're putting, or as you're meeting throughout the year,

[49:41] what data should counsels use?

[49:42] One, it should be a really tight and specific academic area,

[49:48] which should also show measurable success,

[49:50] so there should be really data oriented and show progress.

[49:54] This could be a summative reporting assessment.

[49:56] It can also be data trends over time.

[49:58] So if you don't have that current data available,

[50:02] so like last year's drive school anyway,

[50:04] our program has no problem with you guys using trends from last year

[50:08] or the year before to make those decisions there.

[50:10] So, you as a principal, you as a council share, you can get creative, and how you look at data, and use that kind of for a great discussion.

[50:19] Is it often that you see in these community councils that they focus on more than one academic area at this time?

[50:25] Or does it usually the like focus solely on one academic area?

[50:30] What do you guys are going to see at your school?

[50:33] Do you guys are using focus on one goal?

[50:44] So I think it really is up to the council itself to see some schools kind of target just one thing, but also there's no cap of how many goals you can have.

[50:55] This is kind of a tangent to that. The other thing I've observed is the dollar amounts they're going to this program was dramatically higher than they were ten years ago.

[51:03] And this was 10 years ago, it was like, oh, we could buy a few supplies with this, right?

[51:08] And that was like, we could hire multiple teachers.

[51:11] Right, so the scale of what trust lens can do is very different than it was.

[51:16] And so that allows the councils to do different things with it.

[51:21] And it just has to be careful with staffing, because you know, when you hire someone,

[51:26] you can commit to that person for a long period.

[51:30] Have we ever seen the trust funds go down?

[51:34] Not that I don't think they have.

[51:37] Not that they could.

[51:39] You know, if there was a stock market practice,

[51:42] it's not all real estate now that you know.

[51:45] And that's something they're talking about.

[51:46] There was a consideration for your council.

[51:51] And also just on the note of salaries,

[51:54] making sure that the person who's employed

[51:56] through trust funds also communicated

[51:58] to get up there to solve your country problems.

[52:01] That's one of the things that you can do as you move.

[52:05] A couple of things, and this is really

[52:07] just for when you start writing your plans,

[52:10] but each part of the plan is really

[52:12] an important part of communicating what you want

[52:14] your students to achieve in one academic year,

[52:16] but also what things are in a good place.

[52:19] So use a counselor when I identify

[52:21] those different academic areas.

[52:23] We do have priority areas like math,

[52:26] at ULA science, graduation rates, and college preparedness,

[52:29] those last two being available to your secondary schools.

[52:33] But you also have other secondary areas

[52:35] that can be addressed through your trust management.

[52:39] And those things like CTE, things like health,

[52:42] or things like reading and social studies,

[52:44] looking for those can also be addressed

[52:46] through your funding of that secondary campus.

[52:50] If you need extra supports on that topic of academic area

[52:55] We do have a guide there that kind of outlines, you know, the different academic areas and

[53:00] also some tips on how you can formulate those goals to fit program partners.

[53:08] As a counsel, you are going to be creating goals after you identify those academic areas.

[53:14] If you're really what you're doing, it's going to be a question of what are the things that

[53:17] we want our students to achieve in one half.

[53:19] I'm here, principals were getting more communication about this, but I just want to make a note about it.

[53:25] When we do a goal statement, it's making sure you have these four major parts.

[53:29] What is your academic area? So what are you addressing? Also, what specific student population?

[53:34] So there's one of the all students, is it eighth grade students, that's seven grade students, identifying the achievement bench work,

[53:41] right, so 75% students are going to shape this pool. You should have an expected outcome.

[53:46] You should also have an assessment tool.

[53:49] So what's going to be used to measure that pool there?

[53:52] We do have a resource on our page that

[53:55] has one this formula, but also example goals.

[53:59] I've also updated a website to have example plans.

[54:02] So you use an elementary school teacher,

[54:04] or a high school teacher, or a school

[54:06] kind of principal, have that example plan for all of the pool.

[54:12] Those five minutes ran by a very cool.

[54:16] In terms of measurements, what can I keep in mind is making sure that the measurement is tied to that academic area, so if you're measuring reading literacy, make sure that measurement is actually tied to it.

[54:30] One of the common reasons why I might say the planned back from other districts is one, there's a mismatch between the academic area measurement.

[54:38] This is something that I keep in mind as you're writing.

[54:44] One thing I do want to highlight is this.

[54:47] This is one of the number one questions I get in trainings.

[54:50] There's a bunch of allowable.

[54:52] And I usually put my beginning statement up here

[54:54] so I think it helps God that conversation.

[54:57] It says a principle.

[54:58] You can use this.

[54:59] Kind of got the conversation on what we're going to use the funds for.

[55:02] By asking does it enhance classroom instruction?

[55:05] and does it actually have a direct impact on high number two?

[55:09] I'm going to answer yes to both of those.

[55:12] That's probably not a lot of works but it's great.

[55:14] So these things, like you can use trust funds

[55:18] towards addressing attendance issues as long as it's tied to an academic area,

[55:22] folks in technology supplies, we're talking about salaries and benefits.

[55:26] All of those things are easy connections back to an academic area

[55:29] of professional instruction, whereas things like these

[55:35] building construction, or office accreditation, or facility costs, those things are harder

[55:41] to tie it to a fashion instruction.

[55:44] One thing that I like to, or these two areas, these are actually both updates and programs

[55:49] rule.

[55:50] So, I'm thinking as a board member to kind of keep in mind, is that there are policy updates

[55:54] and definitions for food as well as furniture, and so we just want to make sure that that's

[55:58] on your radar as well as you are addressing the improvement of those plants.

[56:08] a couple of things to one update that happened last year and you want to highlight for this

[56:14] year too is your student incentives limit has gone up $2 per student per plan to $4 per

[56:19] student per plan. So making sure that you guys are aware of that change. Okay. I'm going

[56:27] to say back to plans. I'm going to make this a plug for my Canvas course. You have pushed

[56:34] questions about plan writing?

[56:36] There's a whole section on plan writing,

[56:39] just devoted to that.

[56:40] Principles I'd recommend you guys look at that slide

[56:42] and make sure that you're seeing those resources

[56:46] as well as those requirements there.

[56:49] Great, I do want to leave it up to questions,

[56:53] so with the remaining two minutes that have here,

[56:57] are there questions in the group that I can address along here?

[57:01] I just seem to run out every time

[57:03] with you guys that I apologize to you.

[57:04] So this is my first training every year, so it's always

[57:07] in the whole field.

[57:10] I think last year I had you guys run around scanning

[57:12] your code.

[57:15] So I'm going to leave my contact information up here

[57:18] in just a second.

[57:20] Here we go.

[57:21] That's me.

[57:22] We don't have our group signals, so if you prefer to talk

[57:24] to use someone else, it's not me.

[57:26] You are a day tired of my voice.

[57:28] Feel free to email them.

[57:29] But I'm also available for consultations, just

[57:32] quite a few questions.

[57:33] Thank

[57:36] you, thanks so much Marcus for that training and thanks everyone for being here and we'll have a two minute recess break and then we'll begin our regular board meeting and you're welcome to stay but you're not required.

Board Work Meeting Audio

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