[0:01] A double check here.

[0:04] Welcome, everyone, to the Odyssey Charter School governing board meeting. The date is August 13th, 2026. In attendance for board members, we have myself Trebleyne, Aaron Goodrich, Sid Horox, Benjamin Morris, and then, I believe that's Ryan White on Zoom. So, are I going to help?

[0:32] Do we need a motion to approve?

[0:35] Yes.

[0:36] All right.

[0:37] Can we get a motion to approve the agenda for today's meeting?

[0:42] Second.

[0:43] All in favor?

[0:45] Aye.

[0:46] All right.

[0:47] Can we get a motion to approve the minutes for the previous meeting on July 16th, 2026?

[0:52] So moved.

[0:53] Second.

[0:53] All in favor?

[0:55] Aye.

[0:55] I do not see any

[0:59] But here for public comments so we can move forward with our training

[1:05] Looking

[1:10] forward in years past for the school and trust the training

[1:15] We have always

[1:17] So it's been a video they read it some things and they don't have a one-stop

[1:23] He said they are putting together some

[1:31] new materials, home padded down with them in the monolith.

[1:34] So you hold off, that'd be great, but we can hold off,

[1:37] because that's still pulling out enough over.

[1:39] You're going to put it through.

[1:40] And he gave me a slide deck of slides it.

[1:43] He said, this will cover your requirement,

[1:47] training requirement,

[1:51] these slides.

[1:52] It's total, I think there's about 100 of them,

[1:54] but a lot of them are towards only.

[1:56] So if you affair with me, we will go through them one at a time.

[2:02] In a nutshell, it's awesome if you want to tell them what school it is, because it's happy

[2:05] to have two of you for a new rent to school entrusted to you.

[2:12] Yeah, so it's just money that we get from the school entrusted by the school entrusted,

[2:19] if I understand correctly, has land that they have purchased through Utah, and we just get

[2:24] a kick back from money that they so then they divide it up and determine parameters within

[2:31] in which we can spend it and then we have to create a goal every year, a lot of application for the fund and create goals to go along with our school needs and evaluate those.

[2:47] Maybe for a Mr. Roy on the call, I don't know, just let us know if you can see or not.

[2:52] I can see here.

[2:53] Oh, he's on the same call.

[2:54] So far I haven't joined so.

[2:56] Oh, I see no.

[2:57] but I thought I see an R.I.

[2:59] comments.

[3:00] Sorry.

[3:02] Okay.

[3:02] So Mr. Rollin's not in attendance.

[3:04] I don't see him on there.

[3:05] Sorry.

[3:06] Oh.

[3:07] Let's go through this.

[3:08] I heard it quickly.

[3:09] I know you can read.

[3:11] So we'll just put it a little faster.

[3:14] So, Charter Council.

[3:15] So, let me also said that the council is what decides

[3:18] how the money gets spent.

[3:20] You've heard of school community councils

[3:23] for traditional district schools.

[3:24] Those are voted counsels you run for for each individual school, principals usually

[3:31] on that committee as well.

[3:33] Charter schools are allowed to have their governing, they can do that, they can have a special

[3:36] election and have other people be on their school community council, or the church can opt

[3:42] to have their governing board be the school council, or that's what we're chosen to do.

[3:48] You do have to have at least a two-parent majority on the council so you can have whoever

[3:54] you want as long as there's two more parents than anybody else, which all of you are parents

[3:59] currently. No, not all of you are parents anymore than you are anymore. More of the five of

[4:05] you are parents, so we do meet with that, that requirement.

[4:11] So these are the responsibilities.

[4:14] A lot of it is data review and support students. So take the data, what are our students missing?

[4:19] What do we need to give them that we don't already do? How do we support them? And the plan that

[4:25] There's Austin's come up for the last couple of years.

[4:27] A lot of these revolts around reading intervention

[4:30] or a little benchmark students as well

[4:32] as math interventions as well.

[4:37] All of these other things that a couple of things,

[4:40] you can use funds for certain things.

[4:43] Safety is one of them.

[4:45] This capital project you can't build or wait on.

[4:49] But anything that will make the school,

[4:52] community school better,

[4:55] they have what they recommend.

[5:01] Again, you can have board council or electric council.

[5:03] So you are the board council because of the election,

[5:06] you've got the election requirement,

[5:07] the most community school company

[5:13] board.

[5:13] The charter school chooses to serve as a council

[5:15] and they may only serve as a council if the board's

[5:20] members start to make hands-in-the-chair members

[5:21] or so you can't, it's only we knew,

[5:23] so we'll move on with that.

[5:26] Once you have,

[5:29] yeah, you can't,

[5:30] you can

[5:40] in our case, Ms. Austin is not an official member

[5:42] of the board, though she is on the committee.

[5:56] These are some of the best practices for you.

[6:00] There is a

[6:03] Changes a couple of times used to be just something you sign now. I think it's a little more involved

[6:07] But basically saying I know what school council are and

[6:16] then you send that into the state

[6:17] If it doesn't need the requirements

[6:20] We're

[6:25] gonna skip this because you

[6:32] heard majority

[6:33] The idea being

[6:38] community members not that they're in wrong with it, but they're not gonna have really the child's best interests

[6:52] and gradients

[6:54] This is just the definition of what each of those

[6:58] members do

[6:58] Well, we've never had any issue with, I

[7:17] mean, hey, I'll give you a bunch of money about

[7:18] it when I'm done.

[7:19] In

[7:48] years past, it hasn't been as collaborative or bad-a-driven as Miss Austin has made

[7:53] the effort to.

[7:54] So she's really done a good job, I think, of bringing the data into it and really focusing

[7:59] on what our school

[8:16] has a plan.

[8:17] You put together a plan.

[8:28] There, again, they call it a strategic roadmap.

[8:33] I just found these two days.

[8:34] I'm sorry.

[8:36] of improving student academic achievement that it is worth that date they have made first

[8:43] that change is almost every year it seems like but it is usually the plan for the following

[8:49] year is usually doing the spring and then you do that's also the time where you finalize

[8:55] last year's plan see if there's any amendments that give an update and then you start planning

[9:00] There

[9:05] are some legal requirements, a lot of legislation around school and trust money

[9:09] because it is public money essentially, a lot of the mining leases and things that you

[9:15] talk gets goes into this fund and they have very, they've managed very, very well.

[9:23] So three things typically happen in the spring.

[9:26] You have an upcoming plan, you work together, trade plan for the following year, and again

[9:32] this awesome bring in, brings in a lot of, a lot of the data, a lot of data into your

[9:36] testing and the weekly monthly monitoring that is

[9:45] the greatest academic need and from there

[9:47] you create goals and action steps to just to support those goals and then kind of reach

[9:53] that and then you tie it into measurements as well.

[9:57] The data I would leave, not that any

[10:00] of you can do it, but I would leave that to Ms. Austin. She will bring in exactly what is

[10:05] needed and I think she does. The great job of looking at all the data that is out there.

[10:11] So once you develop it, there's a reporting website that seems like they change that all the time, too.

[10:19] So you have an academic area. You have to fit in one of these categories.

[10:23] Then you set a goal. How are we going to reach that goal? How do we know we've reached that goal?

[10:27] And then the action steps, this is how we're going to reach it. This is how much it's going to cost.

[10:31] And then you have to go to the end.

[10:39] So the academic area, it's all the normal subjects, again you can't use it for capital items,

[10:46] can't use it for security issues, I don't even think you can use it like playgrounds

[10:51] and then

[11:02] there's always other things that you can have one academic area like English language arts,

[11:10] that maybe it's the category of that secondary act that would be technologies, technologies

[11:16] so you have to know how you can bring that in to read

[11:24] them for an

[11:29] exception list.

[11:31] So if it doesn't fit in the other priority areas, then we can, we could receive approval,

[11:38] request approval to use it in one of these other categories.

[11:43] Right, sorry.

[11:44] So if we do agree, you're top of 5% of English math.

[11:50] I'll go, I guess, it says the board has been proven, so it's kind of funny, we can have

[11:55] for fun.

[11:57] We have the approval of the alleyway.

[12:04] And resources, but then you need to make a goal statement and they've really cracked down

[12:08] the last couple of years on being very explicit in what your goal is and measurements.

[12:14] It's not just saying we'll do better, we'll increase this many percentages over time, so they've

[12:21] really tried to put some effort into making the plans really speak to what the needs of the

[12:26] school, again down the bottom of the formula and expected outcome in an academic area

[12:32] and then assessment tool to see if you're doing it. There's no limit to the number of goals.

[12:37] I think we've decided two or three is probably good.

[12:43] I think it allows us to focus in on the, focus in on something that's going to count

[12:47] of the goals, and we do a little bit here over there. It allows us to put a big chunk of money in a certain area.

[12:53] We

[13:01] have a great level of reading, it's measured by the area system, that they want it to be that specific measurement.

[13:12] Everything has examples and requirements, where are you, where do you want to be, and how we do.

[13:24] Middle of the year, cadence data shows 6% of students at grade 1 to 3, make typical or above-tipple growth, and we'll continue work on this.

[13:32] on this go by increasing our world to 70% if you reach 60% of the year you can

[13:37] make an amendment and increase the role. Action stents are how you're going to

[13:43] get there and how much is it going to cost. They are very specific about this

[13:49] that's something they monitor quite well at the end of the year. When we do the

[13:52] audit this is how much you say you were going to spend in this area this is how

[13:56] much you spend why don't they match up if they don't match up. They are very

[14:00] They take you there about the types of things you can code to school interests and

[14:07] they have to like you can't say oh we're going to increase our

[14:12] ELA bench mark by providing

[14:16] Christian chairs

[14:27] we use a lot of our money for

[14:32] salaries and benefits the laws that we have

[14:36] We've always had a reading interventionist we pay for out of this fund. I think last year we added a map interventions and

[14:42] and it's so typically personalized.

[14:52] So again, some are level, some are unallowable,

[14:55] does it enhance classroom instruction,

[14:58] and is there clear at directing?

[15:02] So, you can use it to support, obviously, attendance, technology, people, personnel,

[15:11] repair maintenance

[15:11] items, bought, with SLD funds. So, if we wanted to buy, we want to increase mass, so we buy

[15:18] a new curriculum, we can do repair, and it's not a good example.

[15:22] Well, a year we bought Chromebooks for the school. So, you can't go out and fix the air conditioning unit,

[15:30] you can buy one Chromebooks or have them repaired or fixed or whatever.

[15:36] There's an option as well, transportation and flip-flops.

[15:39] Supplies that are used directly for instruction.

[15:41] For typically the students, not necessarily what the teachers use, but what the students use.

[15:48] So there is, and then here's where the Sugar Rich came in.

[15:51] Other, if it's not unallowable and it's proof of work, almost anything covers that.

[15:58] These are things you can't spend it on.

[16:08] None of these necessarily will add to academic achievement.

[16:13] Well, there's a long list of

[16:20] good food to succeed in academics.

[16:23] You don't need a food every time you meet, isn't it?

[16:25] That's right. I don't know where you go.

[16:30] Any questions on an allowable expenses? I think they're fairly self-explanatory.

[16:37] And then there's always a good idea to have a backup plan.

[16:40] So if you can't do this, or you reach your goal,

[16:43] what else are you going to do?

[16:47] Again,

[16:51] the website, the website has all kinds of stuff, then there's an account, the council

[16:55] approval section, plan approval section, missositively, that's this end mark issue, and then

[17:05] it goes through the bureaucracy look.

[17:13] This is just the little section that is the six members, that's the part of their website.

[17:18] I was like, just, hey, here's all the people on the committee

[17:22] in here, whether they're parents, school and boy.

[17:28] So you can make a plan amendment,

[17:30] and I think I'd have to do that a couple of times.

[17:33] We either...

[17:36] We start one industry, and we sit wasn't as academic

[17:40] as they would have liked to be.

[17:42] So it was approved, and we submitted it,

[17:44] and they said, whoa, try again.

[17:46] So we had to make a plan amendment.

[17:48] It's happened a couple of times, but they're all,

[17:51] and you do have to update it as a requirement

[17:57] or if there's ever excessive carryover on them, we've ever had, like, we've carried over $7.41

[18:02] one year. We spend every nine, every year. Or if you choose to change your goal one year,

[18:12] which I recognize. What there's significantly, it's been changed. So if you go from, you bid out

[18:18] from books at $200 a piece and by the time you get around buying them in November, they're $250.

[18:28] Once we, once we, once the board approves it, then we send it in to people

[18:35] that

[18:43] send it back.

[18:45] The nice thing with this plan is that all is crumb loaded. You get every cent. If you have a plan approved by your board,

[18:51] they will give you all of the money in July. And then you spend it throughout the year. You don't have a plan. You don't get any money.

[18:57] And it seems like every year our lawmen, they said, this is what you should plan on. And every year it's always more than that.

[19:02] Absolutely, and they do a great job of it.

[19:09] So once Miss Austin submits it, then it comes to me and I am supposed to go through and tell

[19:14] her all the things that are wrong with it, which there is

[19:30] a governing, charter governing

[19:31] board and school and trust committee here is some of the big important things.

[19:40] We do get to set the deadlines as far as certain things, but May 1st is when it has to be reviewed.

[19:46] The review has to be completed and submits.

[19:49] That's why you usually, there's a flurry of activity around it towards September, October

[19:54] as we do the last year's plan to finalize it, and then March 8th, we put

[20:03] it on our

[20:04] perpetual calendar. So the

[20:31] final report comes, we do our financial audit. It's usually

[20:38] due by November. The school and trust committee will take all that information and put it into

[20:42] their system, and then it comes to miss office and line is, hey, this is what you actually

[20:47] we spent according to your financial report, doesn't match out to you, or are there any changes

[20:54] that you need to make? And then it allows us to chance to make edits or, hey, I thought

[20:59] we spent this much and we spent this much and we can't make a lot of changes, but any

[21:05] you probably have to respond as to why, you know,

[21:11] and then again, we set it on deadlines

[21:12] for the fund.

[21:16] As long as it is done by March

[21:21] 1st, I think it's available

[21:25] in January and

[21:29] and the board.

[21:32] And these are just the responsibilities that the government board has for the final report,

[21:36] just to make sure it's done and make sure it's

[21:47] necessarily a direct input, but it's

[21:50] like making sure things.

[21:56] It's also might take care of a lot of the internal dates.

[21:59] So, and then the spending verification, this is, in

[22:07] a sense, we do it.

[22:08] We're going to skip that part.

[22:10] You have to, I don't know what it stands for anymore, but it's the financial reporting tool

[22:15] that we use.

[22:16] When our reports are all done, we see that into this table.

[22:19] I

[22:25] mean, these have a

[22:29] lot of carry-over, but, again, they're a matter of problem.

[22:32] And they're just outlines responsibility.

[22:33] This is an administrator for the final report.

[22:36] So we work together to make sure they get to that report.

[22:41] Again, the board is responsible to know what was done,

[22:44] and to review the final information

[22:50] that kept that.

[22:51] I don't know if we have any questions on any of that.

[23:03] Charters.

[23:04] Charters.

[23:05] We'll do that one.

[23:05] I think that would be a good one.

[23:12] It is a form of an assassin that she just shares this and this and this happened.

[23:19] Your name is on some of these forms.

[23:22] They are very strict with their deadlines.

[23:25] This is one of the few departments in the USP that if you are, they will work immediately

[23:30] for all you ask why.

[23:31] A lot of the other things are like, oh, it's late, but herringer doesn't scream, but hey, you

[23:35] missed the deadline.

[23:36] We need to out.

[23:39] So, this Austin will assure that everybody's been trained, which is what this is, the

[23:46] council membership forum, as part of the flow report is complete and who voted.

[23:53] Did they go forward against the plan?

[23:55] If there were people absent, I was here to put that in as well.

[24:00] And then the final copy of the final report are summaries provided to the board.

[24:05] and they've been, all the plans have been reviewed,

[24:08] and they've got a

[24:16] lot of stuff on them.

[24:19] I don't have insurance forms, but basically it's just,

[24:22] if you have a governing board,

[24:24] if you have a governing board, your council,

[24:26] you have this miniaturality, you have a principal,

[24:29] and then you can help and train on school interest.

[24:38] Just make sure it's all accurate,

[24:40] and that the plan is in place,

[24:42] and you are in compliance with the requirements.

[24:45] So, how can you support, provides, or you're establishing internal control processes to provide

[24:52] backing to a sure all of the other harm should be, I think by putting it on your federal

[24:57] calendar, it's self-dependent.

[24:59] Remind you of a, this is coming up, we've got to make sure we get this information.

[25:05] Something that we have not necessarily been doing that we should probably start, it sounds

[25:10] like you're supposed to be a voting member of the council. So as a member of the council

[25:18] from my understanding you should also be voting on the completion of that. And it's,

[25:25] does it, is it saying there should be one more member of the school staff on the council?

[25:31] No, that's what I have to work.

[25:37] Two slides back I think it had, it did have something on

[25:40] the assurances where it's like, I wonder if it has that if it goes on, I can't

[26:09] see on any of us.

[26:15] Might have been on that for the first one, yeah.

[26:36] Right, the board counsels.

[26:45] Director Principal is not an official member of the board,

[26:48] which she's not. Oh, that's interesting.

[26:53] She's on the committee.

[26:54] Okay, yeah, so if it was

[26:58] And if it was

[27:01] Okay, sorry for the

[27:03] Thanks for

[27:07] On the other

[27:10] Questions on school interest if a school employee was on the board

[27:14] They could not do this council. Well, school employee can't be on the

[27:19] So

[27:19] That's a yes or no. So it wouldn't happen.

[27:22] If we, yeah, the only way this would change is if we decided that the board did not want

[27:29] to service the community council, then we would have a separate election for the school

[27:35] of parents for that.

[27:39] Was that how we did it in the past?

[27:42] No, we did it that way one year and none of the parents that ran forward and got on it

[27:49] really enjoyed it and the board members are like we want this we want to take

[27:55] part we want to be involved with this so they chose to just have the board can

[27:59] change in any time it's the board there's some pretty strict requirements for

[28:03] elections and if you ever go to the public meeting website our options are

[28:10] obviously your board of trustees and I guess we'll enter there so we had to

[28:15] to create a whole other group.

[28:17] Um, I'll put the notes below.

[28:20] Okay.

[28:21] Okay.

[28:21] You have a key on that.

[28:22] It's awesome.

[28:23] Okay.

[28:24] What's that?

[28:25] That's what we have for school.

[28:26] I trust that.

[28:26] How's that, Dr. Carpenter?

[28:27] Feed up.

[28:28] Anyone else in here?

[28:29] It's number eight.

[28:30] Let's do it.

[28:31] I think,

[28:37] uh, we're good to go.

[28:38] Okay.

[28:39] Dr. Carpenter.

[28:44] You know, we're going to miss it.

[28:46] Carpenter.

[28:46] Created an extra school colleague.

[28:48] Dr. Brian Lee Carpenter.

[28:49] You're here bringing you board advisor.

[28:51] The unique monthly board development program.

[28:53] I created specifically to help charter school boards govern more effectively.

[28:58] This podcast is number 8 of 12 in a series titled, Navigating the Intersection of Governments

[29:03] and Management.

[29:05] The title of this podcast is, Some Revolving Doors lead to dead ends.

[29:10] There's a problem in the charter school sector that few people are talking about, but that

[29:15] actually appears to be quite widespread from my perspective, excessive school leader turnover.

[29:21] And though there isn't much in the way of formal research to rely on, charter school leader

[29:27] average tenure appears to be about 24 to 36 months, give or take a few months.

[29:33] If this problem persists, I predict that research results on national charter school performance

[29:39] will continue to be as mediocre as they were in the 2009 credo study, which found that 46 percent

[29:46] of the nation's charter schools perform no better on gains than the nearby districts

[29:51] which their students would have otherwise attended and get this, 37% actually performed

[29:57] worse.

[29:58] What's the solution to...

[30:03] Number one, government boards need to recognize that choosing a school leader is one of the most far reaching and influential decisions that it makes. An effective board goes to great lengths to ensure that its selection process is sound and that the leader in selects is the best fit for the school. Number two, once the school leader is in place, the government board needs to continually make sure that its principals

[30:29] that is PLES principles, policies and practices are in line with sound governance theory.

[30:37] Failing, for example, to speak with one voice as a board, covered by one of the podcasts

[30:42] in this series, or permitting individual board members to interfere with operational matters,

[30:48] are perfect recipes for prematurely severing the relationship with a school leader.

[30:53] Number three, governing boards should demonstrate that commitment to the leader they select by

[30:58] to a written employment agreement, which stipulates the ground rules by which each party agrees

[31:03] to play.

[31:04] If the board is really serious about holding to its end of the bargain, it can include

[31:08] an early termination by-out clause.

[31:10] Number four, governing boards should formally and objectively evaluate their school leader's

[31:15] performance annually.

[31:17] At the same time, however, a board should evaluate its own performance just as rigorously because

[31:22] a successful board school leadership relationship is really independent in nature. I found that a board that

[31:29] expects it's school leader to accept criticism but cannot accept appropriately voiced criticism of

[31:33] its own performance is usually incapable of sustaining a professional relationship with the

[31:38] school leader for very long. Number five, if it becomes necessary to terminate the school leader's

[31:43] employment, the governing board should ensure that it's done lawfully, professionally, and humanely.

[31:48] If for no other reason, the next set of candidates will be evaluated in the credibility of

[31:52] the board. Break any of those three precepts, and in time your school will be unable to

[31:57] attract the caliber of leader it needs to perform well. Turn through too many leaders

[32:02] as in this one's case in point, and you may lose your charter.

[32:06] Now, hearing this one's board, self-appraisal questions, and recommendations. Number one,

[32:11] how many school leaders has your board had in the past six years, or since the school became

[32:15] operational, whichever is shorter? Number two, as an agenda item in the past year, is your

[32:21] board formally and rigorously evaluated its own performance?

[32:25] Number three has the board taking steps to ensure that its school leader selection process

[32:29] is well informed.

[32:31] And now here's this one's case in point, some revolving doors lead to dead ends.

[32:36] After nine years of operation, create charter school in Jersey City, New Jersey went out

[32:41] of business on June 30, 2010.

[32:44] It wasn't because the school didn't have enough students or because it lacked a facility

[32:47] In the simplest of terms, the New Jersey Department of Education declined to renew its charter

[32:52] because the school's performance was chronically lousy.

[32:56] Of course, the DOE's March 2010 non-renewal notice didn't use those words.

[33:01] It phrased the DOE's decision as coming on the heels of an investigation of, quote, a number

[33:06] of ongoing issues which include failure to correctly complete state mandated reports.

[33:11] High staff turnover, poor student performance, failure to provide a structured learning environment

[33:17] a lack of student engagement failure to provide honors or advanced placement courses

[33:22] and lack of control slash discipline of students."

[33:26] A few paragraphs later, the same notice elaborated on staff turnover,

[33:32] giving us an important clue as to the cause of the school's uninspiring performance.

[33:37] Quote, create charter school has throughout the life of the charter

[33:41] had numerous issues regarding staffing and certification.

[33:45] education. The school has had a high turnover of administrators and has repeatedly hired uncertified

[33:52] individuals to serve as teachers." I'd like to be able to report the exact number

[33:56] of administrators, but as of this writing, I've been unable to locate reliable data. I

[34:01] will, however, offer an educated guess and speculate that the school probably had at least six

[34:05] to nine administrators during its nine years of operation. The school, of course, denied

[34:10] that things were as bad as the DOE claimed and they held a rally in attempt to get its charter

[34:15] renewed. No matter the school closed a few months later. If you agree that a

[34:20] governing board is ultimately accountable for the school it governs, then the

[34:23] Create Charter School board must bear the responsibility for failing to

[34:27] recruit and retain the caliber of administrative leadership that would have

[34:32] built a better performing school. If however, it was like most boards I had

[34:36] countered, the Create Board sought little or no meaningful training on how to

[34:40] performance duties, never evaluated its own performance, never reviewed its charter or

[34:45] by-laws until it was too late, and never realized that it's failure to retain a capable

[34:50] school leader would result in charter non-renewal.

[34:54] If any of the create board's deficiencies are occurring in your school, now might be a good

[34:59] time to address them.

[35:00] Among the key responsibilities your board must master, if it is already doing so, is learning

[35:05] how to recruit and retain a highly capable school leader, and by the way, they're not

[35:11] a dime a dozen.

[35:13] In the print version of this podcast, I have a link to the DOE's letter.

[35:17] This concludes this podcast.

[35:19] If you've been listening to it in your board meeting, be sure to document it in your

[35:22] minutes, and any action that the board might have taken as a result of the discussion questions.

[35:28] My name is Dr. Brian Lee Carpenter and thanks for listening.

[35:30] a

[35:38] student stemming from,

[36:01] I think, you know, we just went through a sort of an evaluation process or a

[36:06] saucer, but maybe there's some action that we can take to better evaluate ourselves as a board, I don't know

[36:13] that's something that's regularly done.

[36:18] So we do, I mean in theory, we do it every month with the VMD review to say these are responsibilities.

[36:27] So, let's be disagree with those expectations.

[36:32] We could do a more formal type of assessment if you wanted, like, where we all kind of

[36:37] rate how we feel that is anonymously and then discuss it, but otherwise we need to have

[36:44] discussion on what

[36:49] we live with.

[36:55] Thank you, Mr. Schellhouse, for shepherding us through training.

[37:00] I think, sorry, one of the things I would say is that over the years like the board is way more formal now in terms of what we have for monitoring and we have been in a constant improvement process.

[37:14] So the Google Drive and monitoring the training, there are a lot of ways that the board has improved its performance over the years, at least since I've been on the board.

[37:24] So, I think that comes as part of that, those evaluations and the questions that we have as we learn.

[37:32] I would appreciate the shots, thoughts on that.

[37:35] You've seen all of the parts that you've seen.

[37:37] We're always constantly improving, and we try to, but I think over the last five or six years,

[37:45] the board has really put some effort into training and to organizing the logical progression of

[38:03] I

[38:14] think we can move forward with the director's report.

[38:18] All right.

[38:19] I just want to start by saying thank you to Mr. Larry for bringing the

[38:31] picture.

[38:32] I didn't.

[38:33] I didn't have my black shirt out.

[38:35] How for you?

[38:35] Yeah, the picture.

[38:37] We really would like a picture of the board that we can post.

[38:42] I was hoping everybody would be here tonight, so maybe we'll wait till next time.

[38:46] see if we can get everybody here and just do it

[38:54] a face to it. Russell brought to my attention.

[38:59] We had a couple of employees in the news. We're good things. And I knew that they had gotten the

[39:07] grant. I knew they had applied and received this grant, but it was fun to see them in the paper

[39:12] and receiving that award. So it's a classroom grant for $1,000.

[39:21] So we've had training. We started

[39:23] yesterday with our brand new staff, anybody who was new. I met with them yesterday to do some

[39:28] and require training and then stay in tomorrow for all staff where going over a lot of policies

[39:34] and procedures was a lot of information today and tomorrow but today's been a good day.

[39:40] So I'm looking forward to tomorrow.

[39:42] We had two instructors quit within the last week and a half long time instructors.

[39:50] Both of them I have spoken with and nothing to do with Odyssey.

[39:53] They loved it here but they just both have like one of them moved to Eagle Mountain.

[39:58] She says, I just can't do the commute anymore.

[40:01] And so she's got a job out there in the school.

[40:03] And then another one got a job teaching Spanish

[40:06] to a small group of people, and that's her dream job.

[40:09] She's been an interpreter for us,

[40:11] and she was love speaking Spanish, wants to teach.

[40:15] I didn't have a Spanish speaking position for her,

[40:17] so she chose to take that one in the last minute.

[40:21] So both will be missed, but luckily I had people who had

[40:25] already reached out expressing an interest.

[40:27] And so, in fact, one, I was in the middle of responding, saying we are currently filled

[40:34] and before I hit sent, one of them came to my door.

[40:37] Anyway, we got a discussion.

[40:39] And in fact, it's a leak, leak, leak.

[40:40] Come in for an interview tomorrow.

[40:43] And so, they've been really good.

[40:45] They've been very proactive in asking good questions.

[40:48] And so, I'm excited for them to be a part of our group.

[40:53] You can tell that we've got some last-minute projects that we're finishing up.

[40:56] We've got these rooms up here, these two small rooms that are about done.

[41:00] We've got new bulletin boards that will be finished by the end of next week.

[41:04] All the new PE, the new base for it, all of it, just looks really good.

[41:07] And then attendance.

[41:10] So I had mentioned that I found some documents that I'm supposed to be updating you regularly

[41:16] on attendance data from our school.

[41:19] So, I looked at Panorama, which is the program that we use that pulls in all of the data,

[41:26] pulls in attendance, it pulls in assessments, it pulls in class grade work, MEDA, it's attendance

[41:34] all in one place.

[41:35] And so, I looked there to see what kind of reports we could pull.

[41:39] One of them was a monthly, chronically absentee rate, one, and the other one is just daily

[41:45] average membership.

[41:46] So I pulled the one that is for the chronically absent.

[41:51] And last year it ranged at each month ranged from between 13%

[41:56] to the highest at 19% per month.

[42:00] So the lowest one was fourth grade.

[42:02] And they were well below that.

[42:04] They were only seven to 13% in the chronically absent grade.

[42:08] Everyone else had as much as 25% of those students in the chronically absent.

[42:13] And I thought, wow, that's so much.

[42:15] And then I looked at the year before,

[42:17] and it was worse the year before.

[42:19] So it was actually quite an improvement this last year.

[42:21] So we are getting better at getting our students here.

[42:26] I can view it by gender, by special ed, by race,

[42:29] by all sorts of different groups.

[42:32] So if you want that kind of report, I can do that.

[42:35] I'm just wondering what would you like to see?

[42:39] What would be most beneficial for you

[42:41] getting a regular update. Yeah, it's a good question. I'm curious is there a

[42:47] definition for chronically? 1810% or more of school.

[42:53] And that's just across the

[42:54] school year. It's not like. And it's looking at a month by month. So let's say

[42:59] there's 20 days in a month, I think, is two or more. They're considered chronically

[43:04] absolutely. I see. Okay.

[43:07] Yeah, looking at what you mentioned in the email, there's

[43:12] monthly quarterly and annually options and sort of first inclination for my perspective was

[43:19] probably quarterly would suffice that kind of thought right um yeah I'm gonna pause there if

[43:24] there's want to hear more you know freak over boards that

[43:31] seems agreeable to me yeah I don't see

[43:33] the reason to add them a frequent of that okay okay yeah and then in terms of the details of the

[43:39] report I think probably overall is okay I don't know if we necessarily need to

[43:44] break down. If there's anything any particular group you know that we want to

[43:50] try to help more and there's feedback you can provide or support us and

[43:54] like that I think happy to help there and maybe leave that to your

[43:59] judgment to call out those things but yeah generally speaking I think just

[44:03] I just have a whole overview of that.

[44:07] And if I happen to notice any trends.

[44:09] Yeah, exactly.

[44:10] You're in particular now or not here.

[44:12] Yeah.

[44:12] Yeah, anything like correlation with grades,

[44:16] correlation with behavior.

[44:19] If there's any other external circumstance

[44:22] that could cause the absenteeism to be higher for,

[44:27] however it's sliced up, you know.

[44:29] Okay.

[44:29] Sounds like there's a lot of stuff available, so.

[44:32] Okay.

[44:33] When we're forward with that, so our first quarter ends in October, so I'll just do that

[44:39] with that.

[44:40] And then one last thing, we've always had our maturation program for fifth grade and January

[44:48] or February.

[44:49] This year, our three new fifth grade teachers said, can we get on it right away if we want to

[44:54] done as soon as possible because children are developing earlier and are there.

[45:00] I reached out to our presenters. They can do it in September. So we set the girls for September 11th or maybe it's the boys and the other one is on the 28th. And the reason why we're doing it on different days is because we have three large classes and we can't fit all the girls and their parents in one class and vice versa with the boys. So we're going to hold it in the gym and do boys one time and then the girls another time. And so the teachers will kind of split up and monitor both places and have an activity for the group.

[45:29] that's not participating, they'll have an activity up here for them.

[45:33] The reason why I bring this up is because I was sitting in our meetings today and it dawned

[45:40] on me, we're supposed to have this go through a committee and get approved by the committee

[45:46] and be approved by the board, and there's no way I can do that by September 11th, and so

[45:52] I went back through the requirements from the state and it just says it has to be done annually.

[45:58] The last one that we approved was in February, it was approved by a committee, it was approved

[46:04] by you.

[46:05] I'm going to go ahead and use that date as the one that we're going to use for this year's

[46:11] training since it's within the calendar year and nothing has changed or presenters are still

[46:16] the same, they're still presenting the same information so just wanted to make you aware

[46:22] of that.

[46:22] And then next year I'll schedule that curriculum review in advance.

[46:34] Thank you.

[46:37] Let's move forward to the business managers.

[46:39] No, sorry.

[46:40] So I just have one question.

[46:42] It is still an ask me about parent night.

[46:46] It's the board wants to have a table there.

[46:48] Is that something you would like to do?

[46:50] I don't think that hurts at all, especially,

[46:57] So it's August 26th, right?

[47:00] On the 3rd of Thursday, see.

[47:04] When are we going to start?

[47:06] It's 27th.

[47:07] 27th?

[47:08] Yeah.

[47:08] Elections will be in parent-teacher conference.

[47:11] It's in September.

[47:14] We moved to parent-teacher conference this year.

[47:17] Oh, okay.

[47:18] We still have.

[47:19] The election will be September because the board see it's in the bylaws right now.

[47:26] October 1st is the start. Who's open? Who's open? Who's open? It's I.

[47:33] I'm allowed to run

[47:38] again. No term limit. Well, fire power.

[47:49] For

[48:01] the board's information, we finished our

[48:04] The annual financial audit and the beer audit last week, there are still two remaining

[48:12] items that they are waiting for and are waiting on.

[48:17] One is the fraud risk assessment.

[48:19] That is actually something that is often incomplete.

[48:22] In years past, the board has always wanted to review it, but we've always submitted.

[48:26] That is what I'm trying to show you, but everything is hooked up exactly like it was 20 minutes

[48:32] ago.

[48:32] So now it's not working.

[48:34] It's a store sheet based on 395 points.

[48:39] And you get points for so many things.

[48:41] I'm just going to use it.

[48:42] I can turn my computer around, which I'm going to be able

[48:44] to read it anyway.

[48:46] So you get 200 points out of possible 200 points

[48:49] for adequate base separation of duties

[48:51] or mitigating controls.

[48:54] And there's a questionnaire that goes along with that

[48:56] that we fill out.

[48:56] We do feel that we have adequate separation duties.

[48:59] any, if not, like one of them is about credit cards.

[49:02] You have limits on credit cards, but I have credit cards.

[49:05] So, that's our mitigating control.

[49:07] So, what are points for that?

[49:08] And then 500 points for the following.

[49:11] Do we have a conflict of interest policy, a procurement policy,

[49:13] a behavior policy, or how to report fraud and abuse?

[49:17] Do we have a policy on travel, credit card purchasing cards,

[49:21] personal use of entity assets, IT, and computer security,

[49:24] and cash receiving and deposits?

[49:26] is five points of all of those, so we meet all of those requirements.

[49:30] The next two, we do not meet in their possible 20 points each.

[49:33] Does the entity have a license?

[49:35] Sure, if I see a CDFM or CMA has a part of this management board team,

[49:41] we do not, unless one of you have secretly gotten your license to move, see it in.

[49:47] And then does any member of the management team, or would have at least a bachelor's degree in a county,

[49:53] I don't know what we've ever had.

[49:54] We did want Mr. Omen was kind of bachelor's in the council.

[49:58] Mr. Omen's in the council.

[49:59] So our, excuse me, two 20 points.

[50:01] Ten points there so that's a, we're down 30.

[50:04] We've something, five answers.

[50:06] Our employees and elected officials

[50:08] required any committed right to by, by the behavior he asked.

[50:11] They are, have all government board members completed

[50:15] committee specific training.

[50:17] And those are the ones that when you get on the board at heart

[50:19] on you to get done.

[50:21] So we always meet those which is very easy to do.

[50:23] And then there's at least one member of the management team received at least 40 hours

[50:28] of formal training related to that county and the facility.

[50:31] I go to training and I do participate a lot, but I don't think I come.

[50:34] I don't think I hit the 40 hours in a month in a year, so we didn't get those 20 points.

[50:40] And then if we had to go to Fraud Highline, we do on our website, it just says to report

[50:44] fraud, you send them to the state website for fraud.

[50:49] You have an internal, formal internal audit function, what you do.

[50:52] and then I put on a lot of committee, which is in the past and made up of myself in the board treasure.

[50:58] So that gives us out of 3.95, we have 3.45, which puts us in the, they have very high, high, moderate, low, and very low, and we're in the low category, which is 3.63.

[51:11] So, that is something that is awesome, I will complete and send the others, that's one thing I want to add to the one he has.

[51:17] They send a confirmation via them from me to our bond holder to make sure, hey, this is what the school says they have and what they'll do.

[51:29] They're just waiting to hear back the person, but that is not due.

[51:32] The whole audit is not due until the end of October, that's what they're waiting for.

[51:36] that is where we see it with our financial audit.

[51:39] It went very well, they were here, I mean, they planned two days and they were here for two days,

[51:45] but a lot of it was just chit-chatting and stuff, so we've been through it a lot.

[51:52] They have a lot more,

[51:55] and it wasn't even financial questions.

[51:58] It was a lot more compliance with policies, and it was the one they had you do with it.

[52:04] I had to, I had to report how many bullying experiences we had and how parents were

[52:11] contacted.

[52:14] So they got a list of all of them and they think what five instead of do this.

[52:17] So I think the, the, the audit, the state auditor or the USB financial section wants a lot

[52:25] of this stuff monitoring but they don't know what to do so they just add it to their list

[52:30] of complaint.

[52:34] So I went very well and once we get that, I will submit it to the board for your review and

[52:39] And they also work on the Form 990, which is essentially our tax return.

[52:43] We also have an extension for that because they usually do it right before the deadline.

[53:00] We saw some of some of the projects that are finishing up.

[53:05] Probably the big, we painted the hallway walls and everything looks great.

[53:09] We have

[53:12] everything we need to install our marquee, which is three years.

[53:21] How are we out there?

[54:14] Thank you, Mr. Shaws.

[54:15] Sorry, so we're going back to the parent site.

[54:17] We said that was on the 27th.

[54:21] time and location.

[54:28] But

[54:34] just for setting up a table.

[54:40] Kind of a nod.

[54:43] Is that

[54:47] something we can coordinate over?

[54:52] It's a meeting through me.

[54:55] Three of us are going to be there.

[54:57] We'll still need to publish.

[54:59] as an open meeting.

[55:04] I should be able to be there.

[55:08] I think we just have a table and answer

[55:11] people's questions. And then we have any kind of like marketing collateral or something

[55:17] for the port plan.

[55:22] What are the logistically required for publishing like open meetings?

[55:28] We just do this agenda, and then ask to be close to the state site in 24 hours, and then minutes have to be reported.

[55:35] So

[55:37] do you plan on having most of you there?

[55:43] Yeah, I'm tentatively planning on being there.

[55:46] I need to double check the schedule, but I'd like to show up and support it.

[55:52] I'm planning on it.

[55:53] Okay, because if you're coming in like apparent capacity versus obviously we need to have a positive multiple are gonna be there

[56:00] But for coming is very capacity that you might go around versus like I'm willing to come and sit at the table

[56:07] Yeah, and answer questions. So yeah, just make sure more than two of you aren't sitting at the table

[56:17] Yeah, I think you know with an election coming up it would probably be a good opportunity to speak about the board a little bit.

[56:34] Well, it sounds like three of us will likely be there, I don't know.

[56:41] Are there any materials that you want to or need a two?

[56:51] That's what I was kind of thinking, like, if we have something, we should have something.

[56:55] Even if it's just, you know, one page, infographic or something, that's what the board does.

[57:04] Yeah.

[57:04] How far are we from elections at that point then?

[57:08] Well, September, yeah, this will be, no, this will be right before election.

[57:13] Got you. Do we want to hand out like the the sheet that gets mailed out or your emailed out about each candidate?

[57:21] Like is that something we want? We could have the board and application.

[57:26] Yeah. There are three going to apply. Yeah. You have dates for when you want to start and they're voting and all that.

[57:34] Yeah, we should do that. Okay. So the application, that would be a good way to kind of garner some of those.

[57:43] We don't have any type of collateral in the marketing thing for the board right now.

[57:48] Okay.

[57:50] If we put something together, is that a great thing here?

[57:56] Okay.

[57:58] I'm happy to take a stab at a first draft on one page or with a link to apply.

[58:07] And you can send.

[58:08] And so if you send that through EML to us,

[58:11] you can send it to everyone.

[58:13] We just can't reply also then.

[58:14] We can individually reply with feedback to you.

[58:18] And then you can test and send it again.

[58:21] It's a little bit slower, but just in terms of what that

[58:24] should look like.

[58:26] OK.

[58:27] And then an email, a final copy, is awesome to you to print.

[58:31] OK.

[58:33] Sounds good.

[58:35] Sorry for the tangerine.

[58:36] How many people do you typically have that event?

[58:41] Most people.

[58:51] Let's move forward to the governance portion.

[58:55] Several plans and policies that are up for review.

[58:58] I think any action is required on our part for these.

[59:04] Any questions or comments on the emergency response plan?

[59:12] Questions or comments on emergency safety interventions policy?

[59:16] policy questions or comments on head and tree policy questions or comments on

[59:26] the shine policy questions or comments on the wellness policy anything to call

[59:36] out for any of these missus center Michelle house just what I wanted out

[59:40] email the shine policy something that we review every year and we're supposed to

[59:47] the high-need area.

[59:51] We get money for the shine program and then if you go to

[59:54] specific personnel, so what is the highest need? Last year was Kindergarten in

[59:59] Thanks.

[1:00:00] This year it's instructors. I don't think it actually says in the policy what it's for, just said they'll identify that.

[1:00:10] Okay, but the policy itself, they have all the work to say. Yeah, I think of the past we had talked about in regard to the emergency response plan. There was I think some connection with like, yeah, local first responders, police department, department, I don't know if I'm misremembering. So we're in contact with them. Okay.

[1:00:30] I mean they've got sets of keys, they've access to the lock box, it's fine the fire department won't give the police department their keys.

[1:00:40] Whatever.

[1:00:42] Yes, and then they review our plan.

[1:00:45] They tried for a while to really come to you in my school a couple of times a year.

[1:00:50] They would ask for the meeting by the two fire drills and things like that.

[1:00:54] Okay, yeah, let's get to here.

[1:00:57] Yeah, I have to keep those keys and trust it to custody.

[1:01:03] All right.

[1:01:04] Let's go ahead and review compliance

[1:01:28] report for EL2A.

[1:01:30] Out there, right?

[1:01:33] Treatment of families and prospective families.

[1:01:40] I want to straight do this quickly.

[1:01:41] Treatment of family.

[1:01:42] With respect to interactions with parents and students, including perspective,

[1:01:45] exiting informer families to CEO shall not cause or allow conditions procedures or decisions that are unsafe, untimely, undignified, or unnecessarily intrusive.

[1:01:57] I make a motion.

[1:01:59] Thank you.

[1:02:00] Oh, sorry.

[1:02:01] I didn't do that.

[1:02:03] Director's interpretation.

[1:02:03] My interpretation of the board's policy, ELTAs, that all families at the school, no matter their standing, will be treated equally and fairly.

[1:02:09] Any condition procedure or decision will be instituted with fairness and safety, allowing sufficient time for families to respond without causing excessive intrusion

[1:02:15] or time investment, can I get a motion to approve the director's interpretation of EL2A?

[1:02:25] So moved.

[1:02:26] Second.

[1:02:27] All in favor?

[1:02:28] All right.

[1:02:30] Okay.

[1:02:32] And then the compliance status.

[1:02:36] Director's search compliance with EL2A.

[1:02:43] The motion to approve the assertion of compliance for EL2A.

[1:02:48] So moved.

[1:02:49] Second.

[1:02:49] Well, in favor.

[1:02:50] Hi.

[1:02:51] Hi.

[1:02:55] Thank you.

[1:02:55] Not only ask for questions or comments on these early on the process.

[1:02:59] Sorry, good.

[1:03:00] So we'll do that for the next one.

[1:03:02] But usually just if there's additional discussions.

[1:03:08] Uh, maybe known to the number one global executive limitation policy.

[1:03:14] The CEO shall not cause or allow any organizational practice activity decision or circumstance

[1:03:18] that is either unlawful and prudent or a material deviation of the school's bylaws or articles

[1:03:23] of incorporation, with particular attention to the article on purposes and charter, with

[1:03:28] particular attention to the Utah purposes of charter schools as defined in the parameters

[1:03:32] and the seven number points in attachancy or in violation of the schools assurances.

[1:03:36] The United States to Utah State Board of Education, Attra A of the Charter, or commonly accepted

[1:03:41] business and professional ethics and practices.

[1:03:45] Directors interpretation of Yale number one, my interpretation of the board's policy, the

[1:03:49] number one is that the CEO will only do a lot of things related to the school that are within the rooms of the law,

[1:03:55] prudence, and ethics for their all practices, activities and decisions need to be within the parameters of the

[1:04:01] fetany documents.

[1:04:07] I did have a question on this one, but

[1:04:12] so if there's a discussion item, will we take a motion now or do that?

[1:04:15] Well, I have a discussion in there.

[1:04:16] Okay. Yeah, I guess I'd maybe be curious to get here perspective sort of a legal mind.

[1:04:26] I think this is when the head come up, since as well, there is nothing purposefully

[1:04:31] unlawful or prudent. There are occasional instances where the CEO is okay.

[1:04:34] Oh, so that one is on the interpretation or not the interpretation, but it's a kind of

[1:04:39] So we would do a motion on the interpretation.

[1:04:41] Okay.

[1:04:42] Could I have a motion to approve the director's interpretation of the elder one?

[1:04:47] So I'll move.

[1:04:48] Second.

[1:04:49] I'm in favor.

[1:04:50] Thank you.

[1:04:50] Okay.

[1:04:51] And so yeah, this is where the assertion is that I'm not in compliance with the L number

[1:04:57] one.

[1:04:58] And then the supporting interpretation is, well, there's nothing purposefully unlawful and

[1:05:02] prudent.

[1:05:03] There are occasional instances where the CO is out of compliance with founding documents

[1:05:06] or rules.

[1:05:08] One example is not teaching logic slash velocity as an independent subject.

[1:05:12] In the older grades, I've attached the self-report of the CNH documents.

[1:05:17] So, I don't know, sort of the question is, it seems like where we know we are in compliance.

[1:05:24] I guess maybe a better way to say this is we're leaving space for maybe unknown areas where we're out of compliance

[1:05:30] is that interpretation makes sense.

[1:05:33] It's like we do our best to remain in compliance, but inevitably there are things we're unaware of, etc.

[1:05:40] to an incident puts us in a position where we can't concretely state or guarantee that we're 100%

[1:05:48] any compliance.

[1:05:48] Does that make sense?

[1:05:49] Yeah.

[1:05:50] I don't know if you have thoughts on that.

[1:05:53] I've always sort of viewed it as, like, uh, yes, I'm a confusing response.

[1:05:58] Yeah.

[1:05:59] I mean, I think that's the honest approach there, right?

[1:06:04] I don't

[1:06:07] know what to do or do a mask, right?

[1:06:11] I get that, is that reaching your question?

[1:06:15] Yeah, I think so.

[1:06:16] I mean, I think the challenge is not necessarily

[1:06:20] the compliance component is that when we become aware,

[1:06:23] it's the response.

[1:06:24] And that's maybe more what I would argue

[1:06:26] that we have had moments of noncompliance

[1:06:29] with a number of things.

[1:06:30] And administrative response has always

[1:06:33] has been also prudent to the risk of the regulator monitoring.

[1:06:38] So for example, the example given there is like, we're not teaching logic or philosophy.

[1:06:42] Well, that's not a state standard or requirement that is a by-laws requirement.

[1:06:50] So that's not in compliance with something that doesn't have a major legality other than

[1:06:56] the boards oversight to say, hey, this is what we expect.

[1:06:59] So if that is also addresses that with us then we have the conversation say well we really need to be doing that or we say we're okay we actually should

[1:07:10] work to adjust the by-laws because we don't think it fits in the curriculum standard of the school right here.

[1:07:15] So that's how we could in essence solve that non-compliance.

[1:07:19] But I think the reality is we find over the years we've had things that just come up that you're like that came out of nowhere.

[1:07:26] We didn't know that or see that and it came in an audit in the the financial audit and all of a sudden

[1:07:31] They're like here's these ten items we picked and we had no idea about that. Yeah, you know in terms of keeping up with all the loss

[1:07:37] But they're there's not like malintent

[1:07:40] And then on complying

[1:07:44] Link the discussion over the air is about teaching logic from the board

[1:07:48] And there's there's pros and cons but both and I don't know if this would count for it

[1:07:56] but we have implemented critical things in classes

[1:07:59] in every single grade level.

[1:08:01] So I just didn't know what that counted as logic and form.

[1:08:07] It doesn't, too late.

[1:08:08] Technically, you're in terms of age level.

[1:08:09] Very novel.

[1:08:10] Right, so that's the subject.

[1:08:13] So I guess one way to view it is that we're kind of setting

[1:08:16] a goal that is unachievable, not a goal that an end.

[1:08:19] And so does that make sense?

[1:08:22] Yeah, so the advice of, I mean, the advice of I think

[1:08:27] I think this one in particular, there might be one other that's like this, but it actually came on the advice of Dr. Carpenters, so he did some consulting with the school when they when we transition from I wasn't here, so I'm recounting history that Mr. Shalston corrected by wrong, but when the school transition from operational governance board to policy governance board, he came in and consulted and he said there will be some of these limitations that are that are so broad and so high that you

[1:08:57] And we'll never be able to assert compliance.

[1:08:59] And that's not necessarily a problem as much as, again, what's the transparency around

[1:09:05] those conversations, and that the board is aware, and then the board, in essence,

[1:09:11] kind of negotiates with the school base.

[1:09:13] It might be impossible to achieve compliance, but you want to work towards that.

[1:09:17] Another good example, I think, is sometimes in, like some of our reading objectives.

[1:09:23] Because we want every student to be able to read successfully, but there are thousand factors

[1:09:28] outside of our control as educators that could ensure that every single student reaches

[1:09:35] that goal so no matter how hard we try to do that right.

[1:09:39] So we may never be in compliance because there are things that we can't control so anyway.

[1:09:45] So personally I have not had a major concern with this particular component, not being in compliance

[1:09:52] because I think our the response of administration has always been when

[1:09:56] something is identified they've always promptly resolved it especially if it

[1:10:02] has a higher risk factor this conversation about logic is a necessity one

[1:10:06] that never really solved but yeah okay yeah appreciate the additional

[1:10:12] perspective and engagement on that okay can I get a motion to approve the

[1:10:19] compliance status that Miss Austin is not in compliance with the L number one.

[1:10:26] So moved.

[1:10:27] Second.

[1:10:28] All in favor.

[1:10:29] Hi.

[1:10:30] All right.

[1:10:43] PMD 3A.

[1:10:45] Unity of control.

[1:10:47] Decisions or instructions of individual board members officers or committees are not binding on

[1:10:51] the CEO except in rare circumstances when the board has specifically authorized such exercise of authority,

[1:10:58] In the case of board members or committees requesting information or assistance without

[1:11:02] board authorization, the CEO can refuse such requests that require in the CEO's opinion

[1:11:09] a material amount of staff, time, funds, or disruptive oral or violation of FERPA.

[1:11:19] Go ahead and assert that we are in compliance with the motion to approve the assertion.

[1:11:27] So moved.

[1:11:29] Second.

[1:11:30] All in favor?

[1:11:30] Aye.

[1:11:31] All in favor?

[1:11:31] No

[1:11:34] policy VMD3P, accountability of the CEO.

[1:11:38] Board will never give instructions to persons who report directly or indirectly to the

[1:11:42] CEO.

[1:11:42] The board will not evaluate either formally or informally any faculty or staff member other than

[1:11:46] the CEO.

[1:11:48] The board will view CEO performance as identical to organizational performance and organizational

[1:11:53] accomplishment.

[1:11:53] Board of Board State attends and avoidance of Board prescribed means will be viewed as successful

[1:12:00] CEO, performance, go ahead and assert that we are in compliance.

[1:12:07] Can I get a motion to approve the assertion of compliance?

[1:12:10] Absolutely.

[1:12:11] Second.

[1:12:12] All in favor?

[1:12:13] All right.

[1:12:15] The soft-stained committee comments or discussions?

[1:12:18] Thank you.

[1:12:20] Okay.

[1:12:21] The

[1:12:25] motion to approve to close the meeting.

[1:12:27] There's not much I need to say, the meeting is adjourned.

[1:12:30] It's adjourned, thank you.

[1:12:34] Two minutes left.

Board Meeting 08.13.2026

Transcript