[0:02] - It is 6 0 7.

[0:04] We're gonna go ahead and call our meeting to order.

[0:07] All board members are present.

[0:09] The notice of the meeting was published in the

[0:11] September 11th, 2026 issue of the star

[0:14] and copies distributed to Sun Prairie Media Center

[0:16] and correspondence for the WISCONSIN State Journal

[0:18] and Capital Times newspapers.

[0:20] And I am just looking for a motion to approve the addendum.

[0:25] - Motion to approve. - Second.

[0:29] - All in favor? - Aye.

[0:32] - Wonderful. Did you get that? Raise Stankey.

[0:36] Please join me for Pledge

[0:37] of Allegiance. I pledge

[0:42] - Of to notify of the United States of America in Republic

[0:47] for which stands Nation under God, indivisible,

[0:51] with LIBERTY and justice for

[0:53] - All.

[1:01] - The mission of the Sun Prairie Area School District is

[1:04] to inspire and prepare every child, every day

[1:06] by providing relevant, engaging,

[1:08] and innovative learning experiences

[1:10] in and out of the classroom.

[1:13] - The Sun Prairie Area School District accelerates

[1:15] and values our diverse community.

[1:17] We support and are inclusive of all students, staff,

[1:20] families, and community members of all races, ethnicities,

[1:22] faiths, national origins, home languages,

[1:25] socioeconomic status, immigration status,

[1:28] political viewpoints, abilities, sexual orientations,

[1:31] and gender identities.

[1:33] - In order to realize our mission, we are committed

[1:36] to changing the foundational inequities

[1:37] that we acknowledge exist in our system.

[1:39] And we unequivocally state as follows.

[1:42] We stand by our black

[1:43] and brown students, staff, and families.

[1:45] We will continue to speak

[1:46] and act swiftly against statements of bigotry,

[1:48] social injustice, discrimination, racism,

[1:51] and hate that may plague members of our community.

[1:55] We are committed to developing and implementing strategies

[1:57] and best practices that dismantle racism, bigotry,

[2:01] and ethnic oppression within all aspects

[2:03] of our schools and school district.

[2:06] - We stand by our immigrant students, staff and families.

[2:09] All are welcome and safe in our schools.

[2:12] Regardless of immigration status.

[2:15] - We stand by our students, staff,

[2:17] and families with disabilities.

[2:19] We will continue to staunchly, protect the rights of people

[2:21] of all abilities, and create educational environments in

[2:24] which all educators collaborate

[2:26] for high educational outcomes for all students.

[2:31] - We stand by our LGBTQIA plus

[2:34] students, staff, and families.

[2:35] We take seriously our responsibility to provide safe,

[2:38] non-discriminatory and inclusive environments for people

[2:41] of all orientations

[2:42] and identities as they reflect our diverse community.

[2:48] - We stand by our students, staff,

[2:49] and families of lower socioeconomic status.

[2:52] We will do all we can to meet the nutritional, physical,

[2:54] and emotional needs of all students regardless

[2:57] of their economic status.

[2:59] - All children will be safe

[3:00] and loved in our schools, every child, every day.

[3:05] - Wonderful. Item two is our superintendent incentive. Would

[3:20] all motion to

[3:21] - Approve - 2.01 and 2.02.

[3:24] - Second on that one.

[3:31] Davis? Yes. Grayson? Yes.

[3:37] - Yes. - McFarland? Yes. Steven? Yes.

[3:43] Yes. Yes. Okay. Motions ready?

[3:47] - Wonderful. And then we have our board consent agenda.

[3:49] Anyone would love to make that motion?

[3:52] - Can I interrupt quickly

[3:54] and can we get the, yeah, sorry.

[3:59] Stankey. Stankey.

[4:05] - I'll make a motion to approve 3.01 and 3.02.

[4:09] - Second - Motion I award. And second vice. All in favor?

[4:14] - Aye. Aye. - Any opposed? Wonderful.

[4:20] And then we have our public comment period,

[4:22] but we haven't had anyone registered to speak

[4:24] so we're gonna keep moving right along.

[4:26] So tonight we are trying something new.

[4:30] So we have established a committee format.

[4:34] So this is our first committee of the whole meeting.

[4:38] So we're gonna hear a little bit in the next few sections

[4:40] from each of the committees

[4:42] that have had their first meetings together

[4:44] and have some things to share.

[4:45] And it's all the guests in the room.

[4:46] So Stankey all for being here.

[4:48] So our first committee up is our communication

[4:51] and community engagement community.

[4:53] Do you wanna introduce that Dr.

[4:55] Gate or are we off You tell me where we're,

[4:57] where are we pointing at next to

[4:58] - Speak?

[5:00] - So we are hand that off to the team.

[5:02] That should be Dr. Morgan.

[5:19] I'm just gonna right away go ahead and invite.

[5:22] Well Brandon is gonna do the introduction, right?

[5:25] So I'll turn it right over to you Brandon.

[5:27] I just wanna make sure that Jamie and Marlita, Brenda

[5:32] and Collina are all here in present.

[5:34] So where's my, where's

[5:35] - Jane? She's over there.

[5:37] - There. We

[5:43] - Nothing - Like being the first ones.

[5:47] So the communications

[5:48] and community engagement committee, Dr. Morgan already

[5:52] said names, but Dr. Morgan Marlita.

[5:55] Jamie Marlita is the communications director.

[5:57] Jamie is our community schools program coordinator.

[6:00] Colleena and myself are the board liaisons for that.

[6:04] Dr. Morgan is the director of systemic equity and inclusion.

[6:08] So we, our committee is focused on

[6:13] if you wanna go to the forward next slide.

[6:18] We are focused on the implementation

[6:22] of operational expectation.

[6:23] And I always get this wrong even though I know it's

[6:25] operational expectation nine, we are working through

[6:31] how we're engaging with our community, making sure

[6:34] that we're providing proactive two-way communication,

[6:37] our family, staff

[6:39] and student engagement as well as operational expectation.

[6:42] Nine also covers community concerns

[6:44] and how we respond to those and building trust.

[6:46] And then we are also spending some time making sure

[6:50] that we are bringing to the board ways

[6:53] that we can see impact of our work on students

[6:56] and bringing celebrations so

[6:59] that we can talk about all the amazing,

[7:00] wonderful good things that are happening in our

[7:02] schools on a regular basis.

[7:05] And so I am gonna kick us right off

[7:07] and make sure that we are highlighting some of the things

[7:10] that we've done this summer and the end of last school year.

[7:14] And I'm gonna invite Jenna Boberg up

[7:17] to introduce our first recognition of the wheelchair track

[7:20] and deal of the state championship.

[7:24] - Alright. Excuse me. Good evening everybody.

[7:27] I'm Jenna Boberg, the athletic

[7:29] and activities director at Sun Prairie East.

[7:31] One of red spot in my week

[7:34] and today to be able to highlight some student athletes from

[7:39] the track and field season last year.

[7:42] So if I can have Carly and Jordan stand next to me

[7:47] and we're here with Doug won our track and field coach.

[7:49] Yeah, we are missing coach Brian Waze,

[7:54] our wheelchair coach as well.

[7:56] But he is also coaching football.

[7:57] So that's where he is tonight.

[7:59] But last June I had the privilege to go up along

[8:02] with these guys to the state track

[8:05] and field meet at UW lacrosse.

[8:08] The team qualified 18 athletes

[8:10] and we in our girls division we compete.

[8:14] Carly Nelson as a freshman

[8:18] competed in four different events at the meet the 100 meter,

[8:22] 400 meter, 800 meter wheelchair.

[8:26] And she also took seventh in the shot,

[8:29] a wheelchair shot clip.

[8:30] And her and Megan Stead, who was a graduated senior,

[8:35] she's away at college tonight, so couldn't be here.

[8:38] But they together brought home the third

[8:42] wheelchair state title for Sun Prairie East.

[8:45] So give him a hand.

[8:52] And in addition to that, Jergen joins us here.

[8:55] Last year he competed for the first time in wheelchair track

[8:59] and field as a junior

[9:01] and made his way in four events as well.

[9:05] 100, 400 and 800 as well as wheelchair shot

[9:10] and won himself a gold medal with a throw of 28 feet,

[9:15] eight and a half inches.

[9:17] So give Jer a hand as well.

[9:22] Congratulations Jergen. Congratulations.

[9:26] Carly Stankey

[9:38] - A picture. Yes.

[9:39] - You wanna do one now or at the end?

[9:42] Because if we do it now, then they can

[9:44] - Leave - If they would like to leave.

[9:46] But we could do all the groups all at once instead

[9:48] of coming down forth like

[9:50] - What times. That make

[9:51] - Sense? Okay. Alright, let's take,

[9:53] - So just a clarifying question.

[9:54] Diana, do you want just the,

[9:57] because our committee still has three other topics we wanna

[9:59] bring for, do you want the whole committee and all of those

[10:02] or just specific to the, to the recognition

[10:07] that just occurred, the wheelchair track

[10:08] and field state championship group.

[10:10] - Marlita, what would you like to speak?

[10:12] We didn't coordinate this ahead of time.

[10:14] Do you want individual pictures of each of the four groups?

[10:16] - Sure. I think - That'll work. Okay.

[10:18] I'm just thinking logistically it's easier if we don't walk

[10:21] around the thing four times,

[10:23] but we could do like four pictures

[10:25] and then as people finish presenting, you're welcome to stay

[10:28] but then you don't feel like you

[10:29] have to stay to get your picture.

[10:30] Does that make sense? Yeah. Okay.

[10:47] I just remember we used to do that like down and then

[10:50] - Up and move down.

[11:22] You beat

[11:33] together.

[11:37] I,

[11:45] yep.

[11:46] Alright. Three, two. Let me get one more.

[11:52] Okay. Got it. And so board. So then board next group. Yes.

[11:57] That. Yes.

[11:59] So we have, yeah, you guys Stankey.

[12:04] Stankey. Yeah. They can slot in next group.

[12:14] We're gonna do a group photo, a preemptive photo

[12:25] maybe in the future.

[12:26] We catch it right before the meeting starts.

[12:37] Alright, same. Okay.

[12:41] 3, 2, 1 more.

[12:48] Okay. Alright.

[13:08] Three, two. Okay.

[13:24] De

[13:29] more coming in a little bit.

[13:30] Lemme try and

[13:37] I should be okay.

[13:41] One more. Got it.

[13:50] We're all good.

[14:03] The meeting.

[14:10] I dunno.

[14:12] - Okay, next up we have the hope glad raising

[14:15] that, that complication.

[14:16] So on June 22nd, the school board

[14:21] unanimously approve the policy update

[14:26] to policy INDA.

[14:28] And that work was led by Jenny King

[14:32] and then Jenny as well as two of our

[14:36] committee members.

[14:38] Sadie and Kerry are both here. Can you guys hear me?

[14:42] Sadie and Kerry are here

[14:43] and they're going to just share a few words from

[14:48] the their experience

[14:49] and their involvement with being on the whole Trump flag

[14:52] grazing committee relative to convocation

[14:56] and the flag grazing ceremony at convocation.

[14:58] And so I have, I'm gonna invite now both Sadie

[15:01] and Kerry up as well as ingenious here,

[15:04] but she STULL ST. Want us to come up to

[15:05] - Just share things.

[15:12] Hello, my name is Sadie.

[15:13] I'm here for Hannah, the president of the UISU.

[15:18] I am going to start the UISU middle school grade

[15:21] for Central Heights during convocation UISU members.

[15:25] And I shared our Y statement, which was led

[15:28] by our beloved Hannah, founder of VYSU.

[15:32] I also shared one of my award rating poems afterwards.

[15:37] I had many people come up to me

[15:39] and say that they enjoyed the flag raising the most

[15:42] and that they hoped they would continue

[15:44] for many years to come.

[15:49] I also heard from other people

[15:52] that they felt

[15:54] as though people from the indigenous community were

[15:56] finally being heard.

[15:59] And as well as my tutor.

[16:01] Abby said that she enjoyed the kids

[16:03] from the native community.

[16:04] Having Vogt a voice, I hope that we continue

[16:07] to have native voices heard

[16:09] and enjoy by others for many years on board.

[16:20] - Hi, I am Kerry Holzman.

[16:21] I am here today as a mother of two indigenous students.

[16:24] Our experience raising the HoChunk flag was one

[16:27] of gratitude, pride, and resilience.

[16:29] My daughter, Sadie, was able to share one

[16:31] of her award-winning poems about being Menominee.

[16:34] She was overwhelmed with love and support for many people in

[16:37] and outside of the district.

[16:40] Together we attended First Nation Flags meetings

[16:42] as committee members and have watched our community grow

[16:45] through Title vi.

[16:47] We continue to receive feedback on convocation

[16:50] as being some people's favorite portion.

[16:53] I've heard of people move to tears, having goosebumps

[16:56] and eager to learn more about our indigenous communities.

[17:01] The presence of Mr. Green Deer, president

[17:04] of HoChunk Nation signifies the profound importance

[17:07] of our work on the First Nation Flag Committee.

[17:11] The flag represents so much to our community

[17:14] and acknowledges the land our district occupies

[17:17] as sacred HoChunk homeland.

[17:20] This is where our work begins, continues and never ends.

[17:25] We must listen to indigenous people's unique needs,

[17:28] respect their history, sovereignty and determination,

[17:31] and stand with them.

[17:33] The land acknowledgement is a call to action, a promise

[17:37] to our indigenous communities that the work is ongoing.

[17:41] As Jenny King stated, may this teaching be more than words.

[17:46] May it call us to listen better, learn more, reflect often,

[17:51] and may it inspire us to walk together

[17:54] with indigenous communities towards a future rooted in

[17:57] respect, reciprocity, healing, justice,

[18:02] and a shared commitment to caring for one another.

[18:04] And the land we all call home.

[18:07] We have a responsibility to fulfill this promise beyond

[18:12] what it means for us personally,

[18:13] for our indigenous community.

[18:15] They feel seen the community we are building is strong,

[18:19] resilient, determined,

[18:21] and bigger than any of us can imagine.

[18:24] This is one small step towards creating safe, respectful,

[18:28] and knowledgeable community.

[18:30] And I hope to soon see indigenous students

[18:33] and families represented in our equity statement.

[18:36] Stankey

[18:50] - Stankey.

[18:52] - So we are going to switch gears

[18:55] and go over to our community community

[18:58] conversations with Dr. Reed.

[19:00] And so I'm going to bring up Cory Robinson, who has been

[19:05] a Sun Prairie area school district, Thao parent

[19:08] or caregiver for eight years.

[19:10] She has two children in the district

[19:12] and they are, they go to Central Heights Middle School.

[19:16] And so she's going to speak more about the impact

[19:20] that our first community forum had on her, her family.

[19:24] And just talk a little bit more about that.

[19:28] I have my notes.

[19:35] - Okay.

[19:41] - As Mara mentioned, my name is Corey Robinson.

[19:43] Can you hear me? Okay.

[19:47] So I have the opportunity to attend the first community

[19:49] forum led by Dr. Reed.

[19:51] And I truly enjoyed the atmosphere in the overall

[19:54] cadence of the forum.

[19:56] So it started out with Dr. Reed immediately engaging

[19:59] with the community and asking what was most important to us.

[20:05] As expected, everyone pretty much said their

[20:07] family or their children.

[20:09] And then he went on to talk a little bit about his vision

[20:12] for the school district and continued to engage with us back

[20:15] and forth ending with answering all of our questions.

[20:20] The engagement is what really stuck out to me most.

[20:23] So he wasn't just there to talk at us,

[20:26] but he wanted to get our perspective

[20:28] and our thoughts openly and it felt genuine.

[20:31] So just based on what I've seen in the last couple months,

[20:35] there seems to be a positive shift in visibility

[20:37] of the district leadership.

[20:39] The visibility creates an atmosphere of accountability

[20:42] and neutral respect where caregivers

[20:44] and community members can engage in a healthy

[20:47] and even sometimes passionate

[20:50] dialogue, which I think is needed.

[20:52] I think it creates a sense of belonging and community

[20:56] because ultimately we're here for all of our scholars

[21:00] and anything other that than that,

[21:02] you know, we have no room for.

[21:03] So I think it shows a sign of support for an environment

[21:07] where our educators and staff

[21:10] and families can utilize their voices.

[21:14] I believe at its core, Sun Prairie is a great community

[21:17] and we can be even better.

[21:20] So the ones that genuinely care about the community,

[21:24] I think have to continue to show up for one another

[21:26] and lift others, others along the way so that some

[21:30] of those negative few voices in the room

[21:32] don't remain the loudest.

[21:33] So I know many families have different experiences within

[21:36] the district and so I think with this new leadership

[21:40] and administration and how they're

[21:43] push pushing towards visibility, I think we should be open

[21:46] to that change and willing to kind of help steer the ship

[21:49] and in the right direction

[21:52] and continue to attend these community forums,

[21:54] which I think is a great start.

[21:56] I really like the idea of the monthly community forums

[22:00] or even quarterly maybe, I guess as we move things along,

[22:03] I know we're still getting to know Dr. Reed,

[22:07] but I think incorporating that community feedback

[22:09] and then providing different updates on those initiatives is

[22:13] what strengthens our community and creates trust

[22:16] and engagement within community members and the district.

[22:20] So I hope we can keep this momentum strong from the

[22:23] administration and from the community

[22:26] because our scholars deserve it.

[22:28] Stankey,

[22:35] Stankey, Stankey, Corey.

[22:37] And I just want to say that the next,

[22:39] the next community forum is October 20, no,

[22:43] September 24th at Royal Oaks.

[22:46] And it's from five 30 to, no, am I getting it right?

[22:50] It's from 5:00 PM to six 30. Yes.

[22:52] So Royal Oaks, September 24th

[22:56] and I'm gonna bring up Jamie Racine next.

[22:59] Stankey. My name is Jamie Stein.

[23:02] I serve as the program coordinator for community schools.

[23:05] And it's my honor to welcome up Latoya Holiday who served

[23:09] as the chair for the Summer Juneteenth

[23:12] celebration this year.

[23:14] Summer Juneteenth Celebration started

[23:17] as community members coming together in 2018

[23:20] and in 2019 community schools took it over

[23:23] as a community committee

[23:26] and we continue to share leadership with Boys

[23:28] and Girls Club, the City of Sun Prairie

[23:31] and other community leaders.

[23:33] And it is led by the community for the community.

[23:36] And I'll invite Latoya up to talk more about that Stankey.

[23:41] Jamie? Hello everyone. Stankey for having me.

[23:45] And I'll just say that the Juneteenth celebration is one

[23:49] of my most favorite times of the year.

[23:52] I've been really privileged to be able to work

[23:54] with a really great group of individuals on

[23:57] that committee over the past.

[24:00] How many years have I been working with 23?

[24:02] I don't know, four years maybe? I don't know.

[24:05] I think we got started on the committee in 2023.

[24:08] Lisa Goldsberry also has worked with

[24:10] that committee for many, many years.

[24:11] Started one of the community members

[24:14] that started the Sun Prairie Juneteenth celebration.

[24:17] And so it's just one of my most favorite times of year

[24:19] because of the fact that what it represents

[24:22] for the black community of Sun Prairie, it's a time

[24:25] of just celebration.

[24:26] It's a time of family, it's a time of love,

[24:28] it's a time of connection.

[24:30] It's a time to just celebrate Wayne Black

[24:33] and uplifting our culture, uplifting what we do, dancing,

[24:37] having food, family, all the things that we love to do.

[24:40] And we just appreciate

[24:41] how the Sun Prairie community has wrapped itself

[24:43] around this celebration

[24:44] and wrapped itself around the

[24:46] black community of Sun Prairie.

[24:47] And it's our time again to just celebrate, bring us

[24:49] and celebrate our culture.

[24:51] A couple things I wanna highlight about the celebration.

[24:54] As Jamie mentioned, it is a collaborative events

[24:57] that is co-sponsored

[25:00] and really led by a number of important departments.

[25:03] The Sun Prairie Equity Department has been an integral

[25:06] partner of this celebration for many, many years,

[25:08] has been a platinum sponsor of this event along

[25:12] with Sun Prairie Community Schools.

[25:13] As Jamie mentioned, the Boys

[25:14] and Girls Club of Dane County is one of our

[25:17] important partners and also the City of Sun Prairie as well.

[25:20] So we're happy to have all of those partners.

[25:22] But I also do wanna highlight

[25:24] that in the Sun Prairie community, we do have a number

[25:27] of partners who contribute financially to this event.

[25:30] This is a free event that we offer free food

[25:33] to everyone that comes.

[25:34] And this year, along with those that I just mentioned,

[25:37] Madison College was a platinum sponsor

[25:39] of the Sun Prairie United Methodist Church.

[25:41] Sun Prairie Utilities sponsors us our Saviors Finish Line

[25:45] Towing Sunshine Place.

[25:46] I'm just gonna say a couple markets of this time along this

[25:49] Express Children's Museum, Chick-fil-A Casta

[25:51] and the Madison MALLARD.

[25:52] We also just wanna, we always just wanna give gratitude

[25:56] to those sponsors for supporting our events

[25:59] and supporting again the black community in Sun Prairie.

[26:02] So we just look forward to continuing

[26:05] to host this event every year.

[26:06] Every year we try to make it greater and bigger.

[26:09] I'm not sure what our count was this year. I don't know.

[26:12] It's always a couple hundred folks, a lot

[26:15] of people, a lot of work.

[26:16] And it's just a fun time.

[26:18] Dr. Morgan starts the Grill Master every year.

[26:21] You see on the picture, our principal Barrett is

[26:23] always out there too.

[26:24] We had Melissa and Colleena helping serve food.

[26:27] We had kids back there, we had a city council member.

[26:30] So it's just a fun event

[26:31] and we just appreciate the support from the district,

[26:34] from this board and from the community.

[26:35] So Stankey all for the support and partnership.

[26:44] - This is hard. We're

[26:49] falling apart without you.

[26:51] That's okay.

[26:58] - So we look forward to continuing to share stories, updates

[27:02] and how students are progressing

[27:04] and how students are achieving success

[27:07] and doing that in alignment

[27:08] with Operation Expectation OE nine.

[27:11] So our intent is to bring information to the community,

[27:15] bring information to the school board,

[27:16] and alignment with policy OE nine.

[27:19] So extend gratitude to all of the members of our,

[27:22] our committee, again, Brian Ena Mara, as well as James,

[27:27] myself and, and and and and our community at at large.

[27:31] And so Stankey. And that's our update for our first at bat.

[27:37] And we're accepting feedback

[27:38] so please share your feedback sister community of the hall.

[27:42] And so we'll take that feedback and we'll work to add

[27:46] and revise and improve to continue to bring this to you all

[27:49] and to the community in a way that makes sense.

[27:51] Stankey?

[27:55] - Yes.

[28:01] - Okay. And I was just leaning over to ask Dr.

[28:03] Re 'cause this is our, this is our first

[28:04] time figuring out our format.

[28:06] So we just went through all four agenda items without

[28:08] really a pause for the board.

[28:09] But I don't know if this is a good opportunity to kind

[28:11] of pause and take a moment if anyone had comments

[28:15] or questions on any

[28:16] of the four presentations, we could take a turn.

[28:19] Colleen, do you wanna start us

[28:21] - Off?

[28:22] I was gonna say it's really, I,

[28:23] I enjoy personally hearing about things going on in the

[28:25] district and with our students and our staff

[28:28] and I find it uplift and so I thought that was awesome.

[28:31] Great way to start. It also says one the

[28:35] good news is the bad news first.

[28:36] I always say good news 'cause it's

[28:38] who doesn't enjoy a smile hearing all

[28:39] wonderful things going on our community.

[28:40] So that was wonderful Stankey guys.

[28:44] Oh now that there's bad news coming,

[28:46] didn't totally do that at all.

[28:50] - Just - Appreciate the work that the committee is doing.

[28:52] Enjoy seeing these events get a little spotlight.

[28:55] So great work to all the administrators helping with this.

[29:00] - Yeah, I, yeah, I'm back up what everyone just said

[29:04] and my only, not complaint,

[29:07] but as I wish the community forums would stop conflicting

[29:10] with other events on my calendar, which is, you know,

[29:15] not it's unavoidable

[29:16] but I just hope I can make it to one eventually.

[29:19] 'cause I think the September 24th one also conflicts for me.

[29:22] So eventually I hope to make it to one. But yeah,

[29:29] - No, no, no, no,

[29:36] - No questions or anything except

[29:38] to say Stankey for all the work that

[29:41] - You guys have been doing and Stankey to everybody who

[29:44] helped to make all of those events happen.

[29:47] - So Stankey, - I just wanna say,

[29:54] I just wanna say Stankey to everyone for sharing

[29:56] and I love like hearing about

[29:58] going out in the community and Stankey for all the work.

[30:01] Everyone. Yeah, I agree. Stankey.

[30:07] Now I'll just add to the grad, I Stankey

[30:09] to the board members

[30:10] and the committee members for pulling

[30:12] that all together pretty quickly

[30:13] for our first committee of the whole meeting.

[30:15] That was a lot of guests to bring in

[30:16] and I really love the energy that it brought

[30:19] to the boardroom to have that many people here

[30:21] to help kick off our meetings.

[30:22] So that was a really nice feel.

[30:24] Looking forward to seeing how this evolves as we keep going.

[30:27] But it's definitely the epitome of OE nine engagement

[30:31] and communication with the community.

[30:32] Just why that was great. Any final comments or questions?

[30:38] Okay, we'll keep going. So then the next committee

[30:41] that we're gonna introduce is our Teaching learning

[30:43] and Equity committee.

[30:46] So yeah, it's like gonna hand it off

[30:48] to Dr. Turner here to introduce.

[30:53] - Alright, good evening. I am Dr.

[30:56] TERRA Turner, the assistant superintendent of

[31:00] teaching learning and equity.

[31:02] - I can hear you but I don't know.

[31:04] - I don't think the microphone is on.

[31:06] - It'll help the stream. I could hear you now.

[31:09] - Sorry about that. No, you're good. Good evening. I'm Dr.

[31:12] TERRA Turner, the assistant superintendent

[31:14] of Teaching learning and Equity.

[31:16] And I am excited to introduce our committee

[31:20] and then share with you what we've been up to

[31:22] for the beginning of the school year.

[31:24] So first I'll introduce our board member representatives.

[31:27] We have Ms. Melissa Grayson and AMANDA Davis.

[31:32] And then from the TLE team we have Rick Mueller

[31:36] and Sarah Prey Klain

[31:38] and we also have many other members

[31:39] of the TLE team here tonight.

[31:41] So Stankey all for being here.

[31:44] Tonight's presentation focus is really just

[31:46] to celebrate the start of the school year as that

[31:48] so resonating theme, we wanna highlight how we prepared

[31:52] for our scholars and share early indicators of our areas

[31:55] of focus that are aligned around our work pertaining

[31:59] to student success and set the stage

[32:02] for continuous improvement.

[32:05] So first we're gonna talk about some community connections

[32:08] and that pertains to OE 10.2, ensuring

[32:13] that school communities work together both inside

[32:16] and outside of the classroom.

[32:23] There we go. So this is an image of a strip that we took.

[32:28] This is the Creekside Elementary team

[32:31] and we visit Rolling Prairie and we went out there

[32:34] and really just sought to see our scholars

[32:37] and ask them what they've been up to.

[32:39] Ask 'em are they ready for school

[32:41] and really just make that connection overall

[32:43] with the families and the community.

[32:44] So we had a lot of fun, we had a lot

[32:46] of babies come out as you can see.

[32:48] And we even had some older siblings.

[32:50] And so that was neat just to see their response

[32:53] to the Creekside team

[32:54] because they were beyond elementary school,

[32:56] but still happy to see their formal former

[32:59] administrators and teachers.

[33:09] In addition, we did some preparing educators

[33:12] to engage our scholar readiness.

[33:15] And I'm specifically going to speak about some trainings

[33:18] that happened over the summer

[33:20] and at the start of the school year.

[33:22] SOS op training is one of the types

[33:25] of professional development that engaged over 70 educators.

[33:29] What op training is, it's called Sheltered and Instruction.

[33:32] Observation Protocol, a fancy name.

[33:35] But basically it seeks to connect English learners

[33:38] with more complex academic content,

[33:40] making it more accessible for them.

[33:42] We also introduced our elementary behavior matrix, rolled

[33:46] that out so that we have consistent language

[33:48] around behaviors

[33:50] and that all ties into OE 10.3,

[33:53] which is ensuring professional development

[33:55] with a focus on student personal development,

[33:58] learning partnerships and a culture of care.

[34:07] Additionally, we did some training

[34:09] around courageous conversations about race to continue

[34:13] to address systemic inequities

[34:14] and advance culturally relevant teaching.

[34:17] And there are 250 staff

[34:19] that participated in courageous conversations about race

[34:23] training over the summer

[34:24] and also fulfills our instructional framework to commitment

[34:28] to equity and disrupting inequality.

[34:35] So then we had ensuring that we're preparing

[34:39] for the first day of school, what we call our day one

[34:41] readiness indicators.

[34:42] So all school principals verified

[34:44] that their school systems were fully prepared

[34:46] to start the academic year in alignment with instructional

[34:50] and operational expectations of our system

[34:54] and always prioritizing social emotional learning

[34:57] along with academics.

[34:59] We ensured that our staff received behavioral deescalation

[35:03] training through nonviolent crisis

[35:05] intervention certification.

[35:07] And so multiple staff were certified over the summer,

[35:11] including SCAs teachers related service professionals,

[35:16] student service staff members, deans, administrators,

[35:18] just trying to make sure that every adult that engages

[35:21] with our scholars is prepared

[35:23] to enhance their learning experience

[35:25] and they have the training

[35:26] and the professional knowledge to do so.

[35:33] Alright, so next I'm gonna talk to you about bags.

[35:35] And you've heard a lot about bags, you know

[35:37] by now it's behavior, attendance, grades,

[35:39] social emotional learning,

[35:40] and then the scores from all of the bags are

[35:43] how we assess how we're doing.

[35:48] Okay, Karen, I'm gonna ask if you can click

[35:52] a link Stankey.

[35:57] Sure.

[36:02] All right, thanks. So what this is, again, we talk about

[36:07] that a lot, but sometimes it's just needs to condense it

[36:09] and put it into like a five step process

[36:11] for a clear understanding.

[36:12] So the first thing we do is we start with our SRS

[36:17] and connect that to all of the initiatives that we're doing

[36:21] and our current ways of existing.

[36:24] And then step two is we define the back.

[36:25] So which element of the student's learning experience aligns

[36:28] to behavior, attendance, grades

[36:29] and social emotional learning.

[36:31] And what we know is that they overlap at times as well.

[36:36] Step three is creating interpretation.

[36:39] So this is where our committee work comes into play

[36:41] because when we have our meetings,

[36:43] what we're looking at is in our journey

[36:45] of continuous improvement, how are we interpreting

[36:48] what we're doing to meet our SRS and our oes?

[36:53] I'm excited to announce that we're at step four

[36:55] of the B process.

[36:57] We have attained some baseline data

[36:59] and next week on September 24th,

[37:02] we will have our first meeting with all principals

[37:04] and leadership collaborative.

[37:05] And at that meeting data will be presented about

[37:08] how students behavior has played out at the start

[37:11] of the school year as well as their attendance.

[37:14] We're focused on B and the A,

[37:15] and then we're getting our academic baseline data

[37:18] to begin to set some goals.

[37:21] And then lastly, step five,

[37:24] identifying the success criteria for progress made.

[37:26] So what does it look like when our students attain mastery?

[37:29] What does it look like when they do well?

[37:32] What more do we need

[37:33] to do if they're not meeting our universal goals?

[37:35] And how do we celebrate that?

[37:49] And then lastly, I want to talk to you about our E-M-L-S-S

[37:54] and that is our work around continuous student success

[37:57] through strategic priorities.

[38:00] E-M-L-S-S stands for equitable multi-level systems

[38:03] of support that really speaks to every child every day.

[38:07] When we say that we're talking about every kid in every

[38:10] classroom, regardless of their level of performance,

[38:13] where they're at in their academic journey,

[38:15] how are we ensuring that we have an instructional match

[38:17] for each of our scholars?

[38:18] This pertains to SR two, which is student academic outcomes.

[38:23] And in particular the last part of SR two states

[38:28] achieve academic growth

[38:29] with a focus on improving academic outcomes

[38:32] for students experiencing significantly

[38:35] lower grades of success.

[38:38] And I will provide an illustration of what we mean by that

[38:42] with G-M-L-S-S diamond.

[38:47] Alright. And if you can't see it, that's okay.

[38:50] Basically what it shows is the middle part

[38:53] that's in green is our tier one instruction

[38:56] and then students that, so that's universal.

[38:59] That's just, you come to school, you have a great day

[39:01] and then tier two means you come to school,

[39:04] you have a great day, but you need some additional support.

[39:06] So how are we targeting the different interventions

[39:09] that can look like small groups

[39:11] and having some strategic interventions that are

[39:15] directly aligned to a skill deficit.

[39:17] And then tier three is the most intensive

[39:20] and that sometimes looks like more individualized support,

[39:23] more frequent progress monitoring

[39:25] and deploying some high intensity strategies.

[39:29] Lastly, the blue column is enrichment.

[39:32] And so again, we talk often about our tier one, two,

[39:34] and three, but we also have

[39:36] to keep in mind we have some soaring scholars in ensuring

[39:39] that we provide continuous opportunities

[39:41] for their advanced learning as well, such

[39:43] as interest based opportunities, leadership, innovation,

[40:00] Stankey,

[40:05] - Stankey.

[40:06] So yeah,

[40:11] do you wanna start any comments

[40:13] or questions on this section?

[40:18] No, I'm good. No Stankey for

[40:26] I'm good shutting you off.

[40:31] Stankey,

[40:32] - Thanks for being a part of our committee.

[40:35] - Questions. Stankey? No, no, no, no. Okay.

[40:40] Alright Chloe, I have question.

[40:45] Sorry, did I miss you?

[40:48] Good, I have Stankey

[40:52] - And comments.

[40:53] - First of all, where do you get the graphics?

[40:56] - Sometimes just ai like Chad gtp,

[40:59] like the comic book. Yeah,

[41:01] - That's fun - One.

[41:03] I'm sorry, but I wanna post that up.

[41:05] - That is, - I'll share it with you.

[41:08] - It's, yeah, and I'm really, really,

[41:13] and I don't know if this way, I feel very, I

[41:16] on your dial inter off won't,

[41:19] I think interact. There we go.

[41:21] - Design of intervention.

[41:23] I think just looking at

[41:24] that graphically, it really hits home.

[41:27] I think some of the challenges that we've consistently heard

[41:29] and that we've brought forth, especially, you know

[41:32] that the red and yellow,

[41:35] - Oh, Stankey.

[41:36] Kurt,

[41:37] - You're fantastic.

[41:38] Appreciate you. Yeah, I just, I really am looking at that.

[41:42] I really having a visual, I'm a visual learner.

[41:45] I was, I mean my undergrad in visual arts,

[41:48] so I really appreciate seeing that graphic

[41:50] and how it applies with the goals moving forward

[41:52] because I think that really makes it, it,

[41:56] it hits home a little more

[41:57] for me than just seeing words on a page with data,

[41:59] which is good to see, but seeing like how we're going to,

[42:02] you know, increase the support

[42:04] and how we're going to balance out with kids

[42:05] who are also excelling.

[42:08] I really like seeing that and I really like reading that.

[42:11] It gave me a little more

[42:12] understanding of where you're going with that. So Stankey

[42:15] - Stankey, I have to give credit to Kurt Beck.

[42:17] Kurt, I don't know if you wanted to say anything

[42:18] about the back five step process.

[42:20] He's shaking his head no, but, but that was collaborative

[42:24] and so we had a conversation and then came up with a visual

[42:26] and so I couldn't have that without her.

[42:28] So I just wanna give you a shout out

[42:31] - Know and then I just have to, I'm so excited.

[42:36] I'm thrilled to see this presentation.

[42:38] I can't wait to see where this year is gonna go.

[42:40] I feel like this is something I've been waiting for

[42:42] for a really long time to see something

[42:44] that is understandable and targeted at our students

[42:48] and acknowledging the way that you highlighted a line

[42:51] that I feel like has drawn a lot

[42:53] of attention and conversation.

[42:56] And you purposely said it right out loud,

[42:58] achieve academic growth

[42:59] with a focus on improving academic outcomes

[43:01] for students experiencing significant

[43:03] lower rates of success.

[43:06] That I am just absolutely thrilled

[43:09] and appreciative that you made a point to highlight

[43:12] that part of our policy.

[43:14] And all throughout that you were pointing at our policies

[43:16] and helping us connect the dots between

[43:18] what you're talking about and

[43:19] what the board's direction has been.

[43:20] But that line in particular,

[43:22] and then on your little graphic, the data drives clarity.

[43:27] I'm just, yeah, my heart. So I am just, I Stankey so much

[43:31] for this and I'm super excited

[43:32] to see where we're going this year. Stankey,

[43:34] - How's are we?

[43:35] Thanks.

[43:37] - Any last comments, questions? No. Okay.

[43:45] Okay. And we have one more committee.

[43:47] This is our operations committee. This

[43:50] - Is 6.04, - Sorry.

[43:52] - 6.040

[43:54] - We didn't finish.

[43:55] Sorry, I thought your presentation was the whole thing.

[43:58] We have, sorry. So who's doing 6.04?

[44:02] Barbara you're ready to go. Sorry. Sorry Jennifer.

[44:05] Okay, so hand it off to you

[44:08] - Stankey.

[44:09] Very much. It's a tough act to follow.

[44:12] I have the opportunity this evening

[44:14] to bring forward the seclusion

[44:16] and restraint data information that we are required to share

[44:20] with our school board annually by October 1st.

[44:24] So this evening you had a situation report that

[44:28] summarized both the state statute that requires

[44:30] that this data is shared with you all.

[44:33] We share it here first

[44:34] before we share it with the

[44:35] Department of Public Instruction.

[44:37] We get to share it with the Department of Public Instruction

[44:39] by December 1st, every single year.

[44:42] So DPI has been collecting this data

[44:44] for the past several years

[44:46] and they will take all of the information that they collect

[44:49] on December 1st and they'll put it into a report that'll be

[44:52] available as our state summary report in on

[44:56] around April of every school year.

[44:59] So in this situation report,

[45:00] I explain both our state statute

[45:03] and the requirements for reporting as well as the policy

[45:08] and procedure that guide our actions in our district.

[45:12] And then attached to the situation report is the actual data

[45:15] report, which requires us to share the data out individually

[45:19] by each school and specifically related

[45:22] to the total number of students involved.

[45:24] And then we have to break down those total numbers into the

[45:28] number of students with disabilities protected under IDEA

[45:32] and then the total number of students without disabilities.

[45:36] We also share our cumulative numbers

[45:39] for the last five years just so we get a sense

[45:41] of the historical data in our system.

[45:43] And every year when we meet together, I'll remind us about

[45:48] it's difficult to make assumptions

[45:50] or draw connections from the data

[45:52] that is just shared here with you.

[45:54] So we have this opportunity to talk

[45:56] but then also know that the information is collected

[45:59] and reviewed on a consistent basis

[46:01] for continuous improvement.

[46:03] So when we look at these numbers,

[46:06] what I can tell you all in terms of some of the stories

[46:08] behind them is that where there are higher numbers,

[46:12] we are talking actually about a very small number

[46:15] of students who have very time bound specific periods

[46:19] of time of acute need that result in either seclusion

[46:23] or restraint being the required response.

[46:27] And when I say acute need, it might be one student,

[46:31] multiple situations in a given day,

[46:34] multiple days in a given month.

[46:35] But once the acute nature is figured out

[46:37] what the root cause is and the programming is put in place,

[46:40] then we don't see it continue.

[46:42] You might remember if you were here with us last year,

[46:45] we shared that the data peaks in

[46:49] first quarter for us typically,

[46:51] and then again in fourth quarter.

[46:53] When I look at the data from last school year,

[46:56] that continues to be the pattern.

[46:59] The students, however, who were the students

[47:01] that had situations of seclusion

[47:03] or restraint in first quarter were not the students

[47:07] from last year's data that had situations of seclusion

[47:09] and restraint at the end of the year at the fourth quarter.

[47:12] So these were separate again, it very much was the pattern

[47:15] of acute need stabilization

[47:19] and then no further need for seclusion or restraint.

[47:23] So let me think.

[47:26] Also relevant for you all last year when we talked here,

[47:30] we talked a lot about continuous improvement

[47:33] and things that we do differently from one year

[47:36] to the next based upon the data, based upon last year's data

[47:40] and reflection, things that we're doing differently.

[47:43] Number one, rather than collecting the reports

[47:48] and analyzing the data on a quarterly basis, we're moving

[47:51] to a monthly review of the data so

[47:54] that it can have those more intimate conversations.

[47:58] I'm looking at it from a systems level more frequently

[48:00] hoping to shrink.

[48:03] We have no students that went longer than one month

[48:05] where they were kind of in that acute crisis.

[48:08] But I'd like to shrink that even more for students,

[48:11] for staff and for families since every single incident has

[48:15] an impact both on the student,

[48:17] the staff, and their families.

[48:19] Because there are reporting, collaboration

[48:21] and problem solving responsibilities that go along

[48:23] with each one of these.

[48:26] So we have more frequent review of the data this year

[48:31] and immediate expectation for submission

[48:33] of the reports they have to be sent home anyway within

[48:37] a time period of the incident.

[48:39] So you may as well send them

[48:40] to us at district office as well.

[48:41] More quickly. Additionally,

[48:44] last year you had asked about the training

[48:46] and there's a training requirement that goes along

[48:48] with our seclusion and restraint.

[48:50] And as Dr. Turner shared with you,

[48:53] we again this year did our deescalation training

[48:57] for our staff who might be expected to be in the positions

[49:00] to make decisions around seclusion

[49:02] or restraint more frequently.

[49:04] We at the, during the month of August,

[49:07] we trained 341 returning staff on their re-certifications

[49:12] for nonviolent crisis intervention.

[49:14] We trained 30 new staff

[49:16] to our district on their full day certifications.

[49:20] We only have four people who've come in since that time

[49:23] who are currently working with our students who have not

[49:25] yet gotten that full day of certification.

[49:28] And we have them set up to do

[49:29] that in our first professional development day.

[49:32] Additionally, last year you might remember

[49:36] we talked about a couple of schools that were piloting

[49:39] the deescalation strategies training

[49:42] through Nonviolent Crisis

[49:44] or through the same organization CPI

[49:48] that does our nonviolent crisis intervention training.

[49:51] Royal Oaks in particular is one that stands out

[49:54] for the last two years that piloted with all of their staff,

[49:56] having all of their staff go

[49:58] through the deescalation training and techniques.

[50:02] And our social emotional learning steering committee,

[50:04] which is chaired by Janet Thomas, adopted the deescalation

[50:09] strategies as universal instructional

[50:12] strategies for all teachers.

[50:13] And this year is our first year of implementing that.

[50:16] So all of our staff

[50:17] and all of our schools will receive the training on the

[50:20] deescalation techniques

[50:21] through Nonviolent Crisis Intervention hand in hand.

[50:24] That same committee identified

[50:26] that trauma informed strategies training is necessary

[50:30] for all of our staff.

[50:31] So because typically these situations will come out

[50:36] of the blue and it's typically when students are

[50:38] experiencing either significant internal dysregulation due

[50:41] to some level of neurodiversity, medical, mental health

[50:44] or traumatic experience.

[50:46] And so in order to help equip our staff with the way

[50:49] to handle and respond effectively to a traumatic experience,

[50:52] we're doing universal Trauma

[50:55] Supportive Strategies training in our December

[50:58] professional development day for all staff.

[51:00] So let me pause and think for those, all

[51:03] of the improvements, timing, the deescalation strategies

[51:06] for all staff, social emotional learning committee

[51:11] recommending and adopting the trauma sensitive schools

[51:15] and increasing, oh, we also are increasing

[51:19] our universal strategies for all of our staff

[51:22] in understanding and working

[51:23] with students with neurodiversity.

[51:27] Second to speech

[51:28] and language communication disabilities,

[51:31] autism spectrum disorders

[51:32] and neurodiversity is our second, is our most,

[51:35] our second most popular area

[51:36] of impairment across the system.

[51:38] Many, many people are in our schools that do not have

[51:42] the protections of IEPs who are neurodiverse.

[51:45] And the data that we have about neurodiversity

[51:48] and IEPs say that that's our second most popular area.

[51:51] So all of our staff should have increased training in

[51:53] that area of responding to

[51:55] and understanding those needs of our students.

[51:57] Since again, mental health trauma

[52:00] or dysregulation due to neurodiversity experiences tend

[52:05] to be the root causes of our need

[52:07] to utilize seclusion or restraint.

[52:12] I'm trying to think. And so with that, we are,

[52:16] we've already collected a couple of reports for this year

[52:20] knowing that after the report, every single report,

[52:23] parent contact is made

[52:26] as either a student problem solving team meeting is held

[52:29] or an IEP meeting is held if it happens twice for a student

[52:31] with an IEPA functional behavioral analysis or assessment

[52:36] and then a behavior intervention plan

[52:39] to provide appropriate levels of supports

[52:41] and services are put in place for the more acute situations.

[52:44] It involves pretty significant wraparound from school home

[52:47] and community teams and medical teams oftentimes

[52:50] to get our plans in place.

[52:52] I wouldn't wanna make any other assumptions about

[52:54] where these incidents occur just

[52:57] because it's so individualized

[52:59] to student specific situations.

[53:01] And that's the information that I have for you today.

[53:06] - Stankey so much. Isaac, do you wanna start?

[53:09] Any comments or questions for this?

[53:13] - Let me start. Yeah, Stankey, for this presentation

[53:16] of the data, I think,

[53:21] I guess what stands out to me,

[53:23] and like you said, it's hard to make assumptions or to,

[53:27] or you don't want to make assumptions

[53:28] or make broad statements

[53:31] because the number of students

[53:33] that this involves is pretty small at each site,

[53:36] but it just stands out to me that the number seems

[53:39] to have increased quite a bit just overall from 24, 25

[53:43] to 25, 26.

[53:44] So I, I just hope that that trend doesn't continue.

[53:49] But I can understand that if it could be very situational,

[53:54] especially given that a lot of the incidents seem

[53:57] to be pretty centered around like a handful

[53:59] of schools and a handful of students.

[54:02] But I don't know, can you speak more on that just broadly?

[54:05] - I absolutely can. The way

[54:07] that I was summarizing it in my own mind was

[54:09] that when it comes to seclusion

[54:11] and we look at our trend data, we do have

[54:15] more student more incidents from last year

[54:18] that were documented and we also have more students

[54:21] that were involved that experienced seclusion when it came

[54:25] to restraint, we had more incidents documented,

[54:29] but we also had approximately the same number of students

[54:32] who were involved in those incidents

[54:35] when we looked were deeply so, oh,

[54:40] I'll just pause right there.

[54:41] We also took a look at the total number

[54:44] of students in our population that are experiencing

[54:48] incidents of seclusion and incidents of restraint.

[54:51] And when we think of total population in both situations,

[54:54] we are still well under 1% of our total population

[54:58] of our students experience an incident of seclusion

[55:01] or restraint when it comes to our students

[55:03] with disabilities, it's a little bit higher, it's

[55:06] around 3% in the area of seclusion

[55:09] and my brain is questioning myself 3% in the area

[55:12] of seclusion and about 1% of our students

[55:16] with disabilities experience a situation of restraint.

[55:21] So we also look at how that compares

[55:25] with our statewide trends.

[55:26] While I don't have last year's data

[55:28] yet from a statewide perspective,

[55:30] I can look at the 24 25 data

[55:33] and we are commensurate

[55:38] or slightly below state data in both of those areas.

[55:41] So those are some factors that we think about like

[55:46] in terms of trying to make meaning out

[55:49] of any trends or patterns.

[55:51] But in all honesty,

[55:52] we're spending much more time on individual student

[55:55] and context situations when we're looking at it more

[55:59] immediately on that quarterly or monthly basis.

[56:04] - Stankey.

[56:09] - So it's interesting 'cause I actually had kind

[56:11] of the opposite thought is not that I want

[56:15] to see higher numbers, but I appreciate seeing numbers

[56:18] because we know that it happens

[56:20] and I'd rather see that we're accurately recording it

[56:23] and accurately reporting what's happening.

[56:26] So obviously I don't wanna see more numbers,

[56:29] but I appreciate that the numbers are there

[56:31] because we know that it happens.

[56:35] So it'd be great for it to go down.

[56:36] But I also like realistically I want the truth,

[56:41] you know, that sentiment was what motivated us to think

[56:44] that it makes more sense

[56:46] to review it more on a monthly basis

[56:48] so we can be more responsive

[56:49] to the individual student needs while also trying

[56:51] to pay attention to numbers.

[56:56] But you're right, we don't,

[56:57] I know we talked about this last year, we don't want

[56:59] to dissuade anybody from reporting a situation.

[57:02] Yeah. And then I just also just wanna say it's great to hear

[57:07] the monthly review and the trauma-informed stuff

[57:11] and with royal folks having all their staff getting

[57:15] that training and then that's gonna

[57:16] go through all the schools.

[57:17] I, I'll be really excited to hear how that's received

[57:21] and like how impactful that is for educators

[57:24] and and the system.

[57:26] But just how people feel that goes

[57:29] after after it gets going.

[57:32] Stankey,

[57:36] - I think this is just a curiosity of like

[57:39] what does DPI do with the data?

[57:43] - So I can send you the link to the lesson information.

[57:48] It's so I actually, oh please put

[57:52] it put together seclusion

[57:55] and restraint in public schools

[57:58] data report for the school year.

[58:00] So the most recent one that's out there is

[58:02] for the 24 25 school year.

[58:04] It begins with a really quick flyover about the data

[58:07] and it just speaks at a very high level

[58:09] and gives an overview simply reporting the numbers,

[58:12] very little interpretation it.

[58:15] They create a map of kind of like a heat map of

[58:18] where is it showing up throughout the different

[58:21] CSAs across our state.

[58:24] Then they do a level of trends per 1000 students

[58:27] that are enrolled in a district.

[58:30] They also then have a visual map that shows the number

[58:35] of incidents over the last, since 20 19, 20 20.

[58:40] And it's interesting, it's a similar saw tooth pattern

[58:43] that we have in our data.

[58:44] I'm making no connections to that other than

[58:47] I think it's just interesting.

[58:51] They talk about, let me look really quickly again,

[58:54] showing percent, just like we have our historical data over

[58:57] time, they present it that same way students

[59:00] with disabilities and without disabilities,

[59:02] they break it down by elementary.

[59:04] Where is it happening? Most elementary, middle

[59:06] or high school, similar patterns for ours.

[59:12] They speculate on factors that may contribute

[59:14] but they also give conclusions like they,

[59:17] it's a very short paragraph

[59:19] and it essentially is like there are many factors

[59:21] that play into it and at the state level we can't make

[59:24] assumptions about what those are.

[59:25] And then there are conclusions

[59:26] and recommendations for schools

[59:29] and then they summarize the resources

[59:30] and practices that support the prevention

[59:32] of seclusion and restraint.

[59:34] And this can all be found on the DPI's website,

[59:36] on their seclusion and restraint page.

[59:39] - Thanks Jennifer. They don't use it for punitive,

[59:42] it's just an informational like I Yeah

[59:45] 'cause I know sometimes data

[59:46] that gets collected can sometimes turn

[59:48] into a punitive effect. Yeah,

[59:50] - They are monitoring incident rates in certain schools

[59:53] and districts that are higher per, we're trying

[59:56] to figure out the calculation is we're applying,

[1:00:00] we've applied their statewide calculation to a site specific

[1:00:05] proportion and they'll sometimes say you have a increased

[1:00:09] amount at your school or that's a concerning amount

[1:00:11] and what are your continuous improvement steps?

[1:00:14] And that's really, we, it's very easy to answer those,

[1:00:18] those questions and have those plans for us.

[1:00:21] I don't mean to sound cavalier, just what I was trying

[1:00:23] to say by that is that it's so important for us

[1:00:26] to CONTINENTAL work to improve our data

[1:00:28] and our practices in this area

[1:00:29] that when asked those questions we can answer them.

[1:00:33] - Thanks John. I appreciate it.

[1:00:36] - I don't have any questions. - Hi.

[1:00:40] I appreciate how prepared you were just in,

[1:00:44] not just having the data

[1:00:46] but your whole explanation of everything.

[1:00:48] I feel like that answered a lot of questions that I think

[1:00:51] for you were probably asking last year.

[1:00:53] So I appreciate that.

[1:00:57] And I also appreciate that

[1:01:00] all staff are getting trained on deescalation

[1:01:03] and trauma sensitivity training

[1:01:07] because I do think that's so important.

[1:01:10] And I just want to say that I appreciate all of our staff

[1:01:15] and our teachers

[1:01:16] and everybody that's in our buildings working

[1:01:20] with our kids every day.

[1:01:21] So I appreciate our continuous improvement

[1:01:25] and I also appreciate our educators for doing the work.

[1:01:30] Same.

[1:01:33] - No questions. - No

[1:01:37] - Questions.

[1:01:38] Stankey for,

[1:01:43] - I have questions.

[1:01:44] Jennifer, can you remind me what school buildings have had

[1:01:47] the, the training so far?

[1:01:50] So when it comes to our core staff that have the full

[1:01:55] and have to maintain the full nonviolent crisis intervention

[1:01:59] training, all of our staff who have to have that have

[1:02:02] received that training during the month of August.

[1:02:04] So we offered a variety of different opportunities

[1:02:08] during welcome back week,

[1:02:09] but then working it all the way back up to SP Academy

[1:02:12] for Leadership Collaborative.

[1:02:13] So lots of different opportunities for people

[1:02:16] to have the training in terms

[1:02:18] of which sites have already completed the

[1:02:21] deescalation training.

[1:02:22] You know what Colleen? I,

[1:02:24] I don't know that off the top of my head.

[1:02:25] Okay, I'll need to get that and get that back to you. Okay.

[1:02:27] Yeah, sorry, I was trying to focus on,

[1:02:29] I had multiple thoughts going through my head.

[1:02:30] Yeah, questions when you were saying that And I caught a few

[1:02:32] of the schools and not all the schools I,

[1:02:35] I was just looking at just a couple handful.

[1:02:38] I was, you know when I was, look,

[1:02:41] oh my gosh, my screen's Enger.

[1:02:44] Looking at some of the notes I took last year when we talked

[1:02:47] about this compared to some

[1:02:48] of the notes I've taken this year looking at the data,

[1:02:51] and I'm gonna reiterate some

[1:02:52] of the concerns I reiterated last year too.

[1:02:54] Some of the disparities amongst the schools

[1:02:58] overlooks is not one that has a ton of stuff.

[1:03:00] But looking at the schools that highlighted last year

[1:03:02] that had some of the higher incidences, several

[1:03:04] of them are once again this year

[1:03:06] that still has those higher incidences.

[1:03:07] If you look at Byrd, Creekside, Eastside, Meadowview,

[1:03:10] those schools by far dwarf the amount of seclusion

[1:03:13] or restraints compared to the other elementary schools.

[1:03:15] Central Heights, Prairie View, Patrick Marsh has nothing

[1:03:20] again that that concerns me.

[1:03:22] That we have only a select number of our buildings

[1:03:25] and unfortunately some of those buildings, our buildings

[1:03:27] where we had parents come in

[1:03:28] and emails about behavior concerns in the classroom.

[1:03:31] And I would like to see some of this, some

[1:03:34] of our training focus on those schools

[1:03:36] that have the higher numbers.

[1:03:38] 'cause yes, I understand you said it's less than 1%

[1:03:40] of our students, but I'm also thinking just from my own

[1:03:44] personal experience and from the parents I've spoken with

[1:03:48] the behavior that leads to the seclusion and restraint.

[1:03:52] Sometimes yes, it's maybe one

[1:03:55] or two kids involved in the incident,

[1:03:57] but there's other kids around in classrooms

[1:03:59] who witness this behavior that are also impacted.

[1:04:02] And when I look at these buildings that are impacted, some

[1:04:05] of them are also some of our lower performing buildings.

[1:04:08] And then I have to wonder if yes, it's that 1%,

[1:04:11] it may be a handful of the same kids every year,

[1:04:15] but when they're having that behavior that leads

[1:04:17] to the seclusion restraint, how is

[1:04:19] that impacting their peers?

[1:04:21] How is that impacting their classroom

[1:04:22] and how is that impacting the curriculum

[1:04:24] and how, how that's being perceived in the classroom.

[1:04:28] And I worry that when you look at some

[1:04:29] of our higher performing, especially elementary buildings

[1:04:32] that have by far less their numbers on this,

[1:04:36] where's the disparity on that?

[1:04:37] Or I mean kids who are, I mean parents don't always,

[1:04:41] we don't have the ability to choose

[1:04:42] what elementary building our kids go to.

[1:04:44] It's based on where you live.

[1:04:46] And I hate to see some of our kids who are dealing with some

[1:04:49] of this behavior issues, whether it's from their peer

[1:04:51] or themselves be in the building.

[1:04:53] 'cause that's the building they were assigned

[1:04:55] by our district and there were sacrifices, some

[1:04:58] of their educational opportunities compared

[1:05:00] to their peers on the other side of town.

[1:05:02] And I know that's something I had discussed last time

[1:05:04] and then we went into school

[1:05:06] attendance boundaries after that.

[1:05:07] And we won't get into that today.

[1:05:08] But I just want to reiterate some of my concerns.

[1:05:10] And I would really like us to start having a more focus on

[1:05:14] entire staff wide training on this at those schools,

[1:05:18] especially at the elementary level, middle school level

[1:05:21] that have consistently high numbers.

[1:05:24] 'cause it's the same, it's some

[1:05:25] of the same elementaries year after year.

[1:05:27] I will say, I did call it last year West had a lot higher

[1:05:30] than East and right now they're kind of even so, not

[1:05:34] that you don't wanna see it even out,

[1:05:35] but hey it is balancing more.

[1:05:37] But I, I still see some of the disparities at the elementary

[1:05:40] and middle school level and that still has me concerned.

[1:05:43] Yeah, absolutely heard.

[1:05:44] And those, exactly, those wonderings

[1:05:46] and those things that you're raising are the conversations

[1:05:48] that happen as we're taking a look at the data,

[1:05:50] which is why we're looking at the data more frequently

[1:05:53] going into this year.

[1:05:55] I do though it's natural to wonder about

[1:05:58] and to make causal relationships

[1:06:00] or correlational relationships to the data

[1:06:03] and knowing I wanna, I want

[1:06:06] to exercise caution in drawing assumptions

[1:06:08] or conclusions that certain

[1:06:12] that data incidents mean certain things

[1:06:15] in certain buildings.

[1:06:16] I just wanna be careful about that

[1:06:18] because the reasons for higher numbers when when you really

[1:06:21] look at it, it's super, super student specific.

[1:06:25] And also we think we look at environment and grade.

[1:06:28] So we, we are looking at that information

[1:06:30] because we have those same concerns.

[1:06:32] So I do, I want, I do want to tell you that. Okay.

[1:06:37] Stankey, you bet.

[1:06:43] - Question. - Hi.

[1:06:44] I just wanna answer your question really quickly about the

[1:06:46] schools that have completed the deescalation so far

[1:06:48] so we don't have to get back to you.

[1:06:50] So we gave, as Jennifer said, the SEL committee decided

[1:06:54] that the deescalation strategies portion

[1:06:57] of the nonviolent crisis intervention was to be delivered

[1:07:00] to all staff.

[1:07:02] So teachers, instructional assistants, sess, everybody.

[1:07:07] We gave schools for the entire first quarter to complete

[1:07:10] that training module.

[1:07:12] So, so far some schools opted to do that

[1:07:15] during welcome back week

[1:07:16] or during one of their first staff meetings so far,

[1:07:19] Royal Oaks Token Springs, Creekside Westside, some

[1:07:23] of the staff at Westside

[1:07:25] and then Prairie View, central Heights

[1:07:27] and East have completed it already.

[1:07:30] And we gave them the entirety of first, first quarter so

[1:07:33] that they could fit it within department meetings at the

[1:07:36] high school for example, or staff meetings.

[1:07:39] So we're, we're well on our way. Good. That's good to hear.

[1:07:42] Stankey, that's good to hear that some of those,

[1:07:43] you named off our ones that have higher instances,

[1:07:46] so it's good to see that there

[1:07:48] awareness can always help at a larger scale.

[1:07:52] Stankey. Thanks Jen.

[1:07:56] - All right. Hello again. - Hello again.

[1:07:58] - So I sent my questions in advance

[1:08:00] and I really appreciate Jennifer

[1:08:02] and Dr. Turner, you meeting with me today to walk

[1:08:06] through a lot of this data, got to hear a lot of

[1:08:09] what we've all just heard and had a lot

[1:08:10] of similar questions, so it was

[1:08:12] really valuable to meet with you.

[1:08:16] Yeah. Including, we talked specifically about Creekside

[1:08:19] Bird, what things look like there.

[1:08:20] Appreciated you talking about some of the patterns

[1:08:23] around the data, particularly first quarter, fourth quarter,

[1:08:26] and it being separate kids causing kind of that,

[1:08:29] that sawtooth pattern as you called it.

[1:08:32] And really appreciate that coming out of last year.

[1:08:36] And then looking at the numbers that we have

[1:08:37] for this past year, we named the improvements for 26 27

[1:08:41] that I think will really help address that,

[1:08:44] including more frequently monitoring the data,

[1:08:45] the expanded training, which I know is a big topic last year

[1:08:49] and also appreciate that it's hard

[1:08:51] to draw conclusions from small numbers

[1:08:54] while also understanding it does even those one-off events,

[1:08:57] it has a, a big impact on the classroom environment.

[1:09:02] I know I said I was gonna ask about this.

[1:09:05] Do we track classroom evacuation at a,

[1:09:09] in a centralized manner

[1:09:10] or how, how do we measure classroom evacuation in

[1:09:14] that tier of escalations?

[1:09:16] - I wonder how this conversation will look like next year

[1:09:19] knowing that some of the improvements that we put in place

[1:09:22] for this year were based on the conversations

[1:09:25] that we had here at this time last year.

[1:09:27] So we do not centrally document

[1:09:30] or track classroom evacuations

[1:09:33] and I would need to collect more information from our

[1:09:35] principals about how they're utilizing classroom evacuation

[1:09:39] data to inform their,

[1:09:43] to inform their problem solving meetings at grade level PLCs

[1:09:47] and throughout their buildings.

[1:09:48] So that was my big takeaway from our conversation earlier

[1:09:52] and I'm glad that I know you

[1:09:53] were gonna bring it up here today.

[1:09:54] So I'm glad that you did 'cause I think that's a good thing

[1:09:56] for us to talk about and I believe you were really,

[1:10:00] I think you're asking that because we're wondering if

[1:10:02] classroom evacuations become like a precursor Yes too,

[1:10:05] or foreshadowing for us about situations

[1:10:08] that might happen down the road.

[1:10:09] And I think it's a valid test for us to look into.

[1:10:12] - Awesome. This one, I, I have a couple that I thought of

[1:10:16] during the circle, so no pressure.

[1:10:21] Is there anything we can learn from peer districts in the

[1:10:24] area in terms of

[1:10:25] how they utilize alternative learning environments

[1:10:28] or how they structure their special

[1:10:30] education supports and services?

[1:10:32] Are there any districts around us that you're like,

[1:10:34] I really like how they do this.

[1:10:36] I want us to move that direction.

[1:10:42] - I, I think I would need to learn more about your question.

[1:10:45] Okay. What I can tell you though is that we do a high degree

[1:10:48] of collaboration among the county

[1:10:50] but then also looking at state I looking at statewide data

[1:10:53] and our comparisons.

[1:10:55] But yeah,

[1:10:56] I would wanna know a little bit more about what's behind the question.

[1:10:59] Okay.

[1:11:01] - Probably specifically, where do we sit with

[1:11:05] alternative learning environments?

[1:11:08] I'm looking at, Madison is probably the one I think of

[1:11:10] as our closest peer.

[1:11:13] And I don't know, I don't know quite what our,

[1:11:16] what our policy is

[1:11:17] or how we incorporate those into the tools

[1:11:21] that we have right now.

[1:11:26] - I don't want to commit to speaking to something

[1:11:28] that another system offers

[1:11:29] because I might say it inappropriately.

[1:11:31] But what I do want, what I can tell you is that one

[1:11:34] of the things that we are really looking at within our own

[1:11:37] system is that sometimes the most effective.

[1:11:42] So it's a balance. It's a balance of the law.

[1:11:45] So we are always thinking about what a students

[1:11:47] and this conversation you've asked specifically

[1:11:50] about students with disabilities.

[1:11:51] So I wanna be really narrow.

[1:11:54] When we think about students with disabilities,

[1:11:56] we are obligated to consistently ask

[1:11:58] what is their least restrictive environment?

[1:12:00] Because we're obligated to make sure that our students

[1:12:03] with disabilities are making progress in their

[1:12:05] grade level standards.

[1:12:08] They're making progress towards their IEP goals,

[1:12:10] which are calculated to meet their disability related needs.

[1:12:16] And they're supposed to be doing

[1:12:18] that in the least restrictive environment possible

[1:12:20] because the research shows

[1:12:22] that the closer a student is educated

[1:12:24] to the experts in education, the better they do.

[1:12:28] We are working very hard within our own system to remember

[1:12:31] that least restrictive environment isn't a dichotomy.

[1:12:34] It doesn't mean 100% in 100% out.

[1:12:39] And the magic and the power is in having those conversations

[1:12:42] at the individualized IEP team meetings where we talk about

[1:12:47] these disability related needs, these specific IEP goals,

[1:12:51] especially designed instruction.

[1:12:54] What is the specially designed instruction?

[1:12:57] How much is it and where should it be

[1:12:59] provided those, that's where we're really working in.

[1:13:03] That's been our beginning of the year learning

[1:13:05] as our entire student services leadership team

[1:13:07] and all of our cross gat teachers

[1:13:09] and our leaders about really

[1:13:11] how critically are we thinking about

[1:13:14] answering those questions.

[1:13:16] And it's not a dichotomy, it's not an all in,

[1:13:19] it's not an all out and it isn't a forever.

[1:13:22] It's a very, it's most effective when

[1:13:24] it's a very sliding scale.

[1:13:25] When we get rigid, we wind up getting stuck

[1:13:29] and having things go on potentially

[1:13:31] for too long in potentially negative ways.

[1:13:34] Meaning a student could be in an environment

[1:13:37] that is both harmful to their

[1:13:38] progress and to the progress of others.

[1:13:39] Or they could be in an environment that is harmful

[1:13:43] to their progress 'cause they're not accessing the excellent

[1:13:45] teaching but they're staying away from everybody

[1:13:48] and everybody's staying away from them.

[1:13:49] But we're really not growing

[1:13:50] and learning everybody's comfortable

[1:13:53] but we're not stretching, growing and learning.

[1:13:55] So I think I'll stop my, I could,

[1:13:59] I could have this conversation for a really long time.

[1:14:02] - I really appreciated that answer

[1:14:03] and not thinking about it as a a hundred percent in or out

[1:14:06] and thinking about how can we not be stuck in

[1:14:10] also it not being forever.

[1:14:11] Last question. You mentioned

[1:14:14] piloting the training at Royal Oaks for the last two years.

[1:14:18] You said did we see an impact from

[1:14:20] that or what did we learn from that?

[1:14:21] - We have an anecdotal, so I can refer

[1:14:25] to the anecdotal impact which was, so prior to

[1:14:27] that we had people saying anyone who had gone

[1:14:30] through the full day training

[1:14:32] for nonviolent crisis intervention would always say

[1:14:35] everybody needs at least the deescalation training.

[1:14:38] Everybody needs at least the deescalation training.

[1:14:41] And we were like, okay, do we start to do this internally?

[1:14:43] Should we do this on our own?

[1:14:45] And then Crisis Prevention Institute,

[1:14:47] which is the organization that a lot of money to

[1:14:49] for the trainings but it's worth it,

[1:14:52] created several different training options

[1:14:54] that focused on different populations of staff.

[1:14:57] And so these deescalation training modules,

[1:15:00] I'm guessing they got the same feedback

[1:15:01] that we were getting were created

[1:15:03] for all school staff members regardless of role playground,

[1:15:06] assistant lunchroom, supervision in the classroom,

[1:15:11] extracurricular activities, bus drivers.

[1:15:13] There's a variety of different trainings on just

[1:15:15] deescalation strategies.

[1:15:17] So the anecdotal records

[1:15:19] and it moved pretty quickly among the principal group

[1:15:21] and I wish that my brain could remember.

[1:15:23] So I know it was Royal Oaks the first year, I can't remember

[1:15:26] who else did it with them last year.

[1:15:28] I apologize, I just can't remember.

[1:15:31] Brought that information forward, continued to endorse it

[1:15:33] and then our social emotional learning committee looked at

[1:15:37] that and added that to our universal

[1:15:38] strategies adult practices.

[1:15:40] 'cause when we think about, when we think about curriculum,

[1:15:43] it's standards, it's assessment, it's teacher practices

[1:15:47] and it's materials.

[1:15:49] So teacher practices are

[1:15:51] that now all teachers will have education in are the

[1:15:54] deescalation strategies in support

[1:15:56] of social emotional learning standards.

[1:16:00] - Stankey and Stankey again to you

[1:16:02] and Dr. Turner for taking the time earlier today.

[1:16:04] We really appreciated the information you shared.

[1:16:06] - Thanks for the opportunity

[1:16:07] - And Stankey for answering the off

[1:16:09] the cuff questions tonight.

[1:16:10] But very nice answers Stankey.

[1:16:14] - Okay. Last one. And I think we had a lot

[1:16:17] of questions covered that I was going to lead into

[1:16:20] but you already covered it so Stankey for that.

[1:16:24] I think just anecdotally,

[1:16:26] and I could put this in the debrief too, as I'm getting used

[1:16:28] to this new structure, I'm realizing

[1:16:31] what a visual learner I am

[1:16:32] and you had so many wonderful notes

[1:16:34] and so many things you were sharing.

[1:16:35] But not being able to hear it ahead of time

[1:16:38] and trying to absorb it all just auditory

[1:16:41] was really difficult for me.

[1:16:42] Like I feel like I missed things where I'm,

[1:16:44] I would wanna like go back and look at this recording

[1:16:46] and re-listen to it again

[1:16:48] 'cause I probably would've played it a couple times.

[1:16:49] It had it in a screencast

[1:16:51] but I'm trying to like in the spur of the moment, absorb in

[1:16:55] and that's maybe debrief on the whole like meeting topic

[1:17:00] but especially it was really wonderful information truly

[1:17:03] and I so appreciate you brought it on.

[1:17:05] Just trying to like think it through personally.

[1:17:09] The only question I think I'm gonna have to build on

[1:17:12] what everybody else already asked is

[1:17:14] around parental communication.

[1:17:16] Regarding any of this, and you already said it

[1:17:18] and I couldn't observe, but can you just talk a little bit

[1:17:20] about how we communicate with parents when this happens

[1:17:24] with one of their students

[1:17:25] or potentially maybe in front of one

[1:17:28] of their students as well?

[1:17:30] - Yeah. I will speak only to

[1:17:33] the parental communication related

[1:17:35] to if their child is involved in a,

[1:17:39] is experiencing seclusion or restraint.

[1:17:41] So we have specific guidelines that are written into law

[1:17:46] and into our policy.

[1:17:48] So first of all, when an incident of physical a seclusion

[1:17:52] or physical restraint happens the same day,

[1:17:54] an administrator has to be notified so that within

[1:18:00] at least one business day of the incident,

[1:18:03] the parent needs to be notified.

[1:18:05] The reason we try to do it the same day, the reason

[1:18:08] that the law allows for that 24 hour window is so

[1:18:11] that if an administrator wasn't involved in the situation,

[1:18:15] the data and information can be collected so

[1:18:17] that they can have an informed conversation with caregivers.

[1:18:20] I can tell you that the majority of our leaders

[1:18:23] and our guidance would wind up being call

[1:18:25] and make a caregiver aware that it has happened

[1:18:27] and that you will be sharing additional information

[1:18:31] with them once we have all of the information.

[1:18:34] But the part about a student being seen by the nurse

[1:18:36] that happens that day.

[1:18:37] And so we can explain that information right away

[1:18:39] to a caregiver within two business days,

[1:18:43] but as a, as soon as possible.

[1:18:44] But no later than two business days,

[1:18:46] we send a written report to the caregiver

[1:18:48] and we have a set district format for that report

[1:18:52] that includes all of the information that's required by law

[1:18:56] so that in that report is prepared.

[1:18:59] And then we, we try to send it within two days.

[1:19:01] The law allows for three business days for it

[1:19:03] to be sent and delivered.

[1:19:05] We try to get that to caregivers as quickly as possible.

[1:19:08] Then within 10 school days of an incident,

[1:19:12] there's a post-incident debrief meeting

[1:19:14] and a problem solving meeting for students.

[1:19:15] If it's a student without a disability, the team, one

[1:19:20] of their actions needs to be

[1:19:22] activating a functional behavioral analysis that leads

[1:19:25] that into a behavior plan.

[1:19:27] The intent behind that is to understand the behavior

[1:19:30] and to put supportive measures and practices in place.

[1:19:32] If it's a student with a disability

[1:19:34] and they have had an incident of seclusion

[1:19:37] or restraint more than once.

[1:19:38] So at that second time an IEP meeting has to be held

[1:19:41] and then we have to discuss the use of seclusion

[1:19:44] or restraint within an IEP.

[1:19:45] There are some students who part of their supportive plan is

[1:19:51] that at a level, once we hit a particular level

[1:19:53] of escalation, if we haven't been able to deescalate

[1:19:56] before that it might be that we would use a restraint

[1:19:58] to transfer to move.

[1:20:00] Even though that's an approved practice

[1:20:02] and it's written into their IEP, we still document it.

[1:20:04] So that's another thing I think to be aware of.

[1:20:07] When we see increased numbers of incidents for students

[1:20:09] with disabilities that there are approved

[1:20:12] and trained, they call 'em transfers.

[1:20:15] When we're in one space, we

[1:20:18] story tell we we, that is part of their plan

[1:20:22] but we still document it.

[1:20:23] We still share it because it's still data that's relevant.

[1:20:27] Our hope of course is always that we need less of that level

[1:20:30] of involvement, but knowing that it's part

[1:20:31] of a plan I think is helpful.

[1:20:37] - No Stankey for that and I appreciate that It's a difficult

[1:20:41] potentially grace space when we're talking about we would

[1:20:44] never share an individual student's personal information

[1:20:48] with anyone other than their parent or caregiver.

[1:20:51] However, I do know it's been a recurring question

[1:20:53] or a bit of feedback that the district has received.

[1:20:56] If let's say I have a kindergartner, which I don't anymore,

[1:20:59] and something big happens in their classroom

[1:21:01] that they're gonna come home and tell me about

[1:21:04] and I didn't hear about it first from the school

[1:21:07] or their teacher or their adult,

[1:21:09] I think it's been a recurring question of how do,

[1:21:11] what does communication look like when potentially your

[1:21:14] child witnessed something that they may have found?

[1:21:17] You know, I don't wanna use traumatic like too broadly.

[1:21:21] Yep. But yeah,

[1:21:22] - So to address that piece, I'm sorry I,

[1:21:24] I separated the question because I wanted to be very linear

[1:21:28] and sequential in the required response for

[1:21:33] students who experience the seclusion

[1:21:35] or the restraint for their own person.

[1:21:39] If there is a situation that happens in a classroom,

[1:21:42] our guidance for our principals at all levels would be

[1:21:47] communicate to caregivers to help them be informed of

[1:21:50] what happened to or what their child experienced.

[1:21:53] So whether it was, as we brought up

[1:21:54] before a classroom evacuation

[1:21:58] and we would always try if something was happening in a

[1:22:01] classroom, we are gonna preserve the dignity of the student

[1:22:04] that's experiencing if it's a restraint in the middle

[1:22:07] of a classroom and we would absolutely have two things

[1:22:10] happening simultaneously, right?

[1:22:11] The first thing we're gonna clear out the classroom

[1:22:13] because even before a restraint,

[1:22:16] because we can tell this is escalating

[1:22:19] or if we have a student that's escalate like

[1:22:21] that is escorted out of the classroom in a way that might be

[1:22:24] impactful to other students,

[1:22:27] there is the judgment call all the time in our buildings

[1:22:29] about the level of information

[1:22:30] and communication to caregivers.

[1:22:32] I think some of the hardest decisions that our principals

[1:22:35] and our teachers have to make is, is this communication

[1:22:37] that is an email or is this

[1:22:39] communication that is a phone call?

[1:22:42] I think it's a hard thing to decide.

[1:22:46] So many times we can,

[1:22:50] many situations we feel better about them when we have

[1:22:53] that interpersonal relationship and that phone call.

[1:22:56] And I think sometimes in the middle of the day we sit down

[1:23:00] and we're like, I'm just gonna document

[1:23:01] this and let somebody know.

[1:23:02] And then we're left as parents to sort of fill in the blanks

[1:23:05] and be like, is this true?

[1:23:06] Or wait for our child to come home

[1:23:08] and then have to ask more questions.

[1:23:09] And that just adds I think an extra layer of anxiety.

[1:23:12] So I think while communication is the norm

[1:23:14] and the expectation, the how and the when

[1:23:16] and the who is some of that judgment

[1:23:19] that our building principals

[1:23:20] and our teachers are making all the time.

[1:23:23] - Yeah, I think - Not surprises.

[1:23:25] So comm, we're always gonna err on the side of communicate,

[1:23:28] which is also difficult

[1:23:29] because it's hard for us then as parents,

[1:23:31] how am I supposed to respond?

[1:23:34] - No Stankey for that. And that was,

[1:23:37] does anyone have any additional comments or questions?

[1:23:42] Okay, wonderful. Stankey Stankey much.

[1:23:47] Alright. And that was the end, the first committee. Okay.

[1:23:52] So now we're gonna move to section seven

[1:23:55] as our operations committee

[1:23:58] and I'm gonna handing it off to Joe are you introducing

[1:24:01] or who's is the

[1:24:02] - Board member?

[1:24:03] I can, I can introduce the team if that's okay. Fantastic.

[1:24:06] Yeah, looks like Jewel is taking a podium.

[1:24:08] She's our assistant superintendent of operations.

[1:24:12] Matt is obviously the director of, well obviously to us the

[1:24:16] director of business and finance.

[1:24:19] Yeah, Dr.

[1:24:21] Chris Sadler is the director of HR and Dr.

[1:24:25] Trisha Rody is the director

[1:24:27] of school operations also on our committee sitting back

[1:24:29] there and Colleen is the other

[1:24:31] board member on the committee.

[1:24:32] So take it away Stankey.

[1:24:35] - Alright, well Stankey for having us tonight.

[1:24:39] We're gonna start off by just providing some, some updates,

[1:24:43] particularly updates that relate to

[1:24:46] building partnerships within the community.

[1:24:49] So one thing that we wanted to report out on was the wall

[1:24:52] of success transfer.

[1:24:53] So what we are working

[1:24:56] through is transferring the selection process

[1:24:59] to the Sun Prairie Education Foundation.

[1:25:02] So we're still involved in the selection process related

[1:25:07] to the wall of success,

[1:25:09] but ultimately what we're trying

[1:25:10] to do is step back from being in the driver's seat related

[1:25:14] to that process and

[1:25:15] and allow more of a third party organization to help lead

[1:25:20] that process for the district.

[1:25:22] So we will still be in collaboration with the,

[1:25:26] with the group as far as the celebration is concerned,

[1:25:29] district representation will continue to serve

[1:25:31] in the selection process

[1:25:33] but ultimately we felt that it was a good fit

[1:25:36] and a nice time to, to kind of pass the buck for logistics

[1:25:40] and an implementation, implementation

[1:25:42] and development process to the SPEF.

[1:25:46] So that's one thing that we wanted to share.

[1:25:48] Also, EV charging stations.

[1:25:51] So back in 2025,

[1:25:55] Sun Prairie was involved in a community project,

[1:26:00] a county project called Charge Up Dane County.

[1:26:03] And in June of 2025 there the district was part

[1:26:06] of a submission that highlighted putting

[1:26:10] EV charging stations around the community.

[1:26:13] And the two district sites

[1:26:14] that were proposed within the submission was

[1:26:18] a charging site at the Bank of Sun Prairie Stadium

[1:26:21] and then also at the DSC.

[1:26:23] And so throughout the, the planning process there were 31

[1:26:28] submittals selected out of the 57 total applications

[1:26:33] that were provided to the county for this project.

[1:26:37] So our district project is moving forward.

[1:26:40] So back in August, 2025 there was an

[1:26:45] engineering review related to a DA compliance power,

[1:26:49] exact placement as to where things could possibly go.

[1:26:52] And then over the course of the year there's been a lot

[1:26:55] of discussion related to host agreements

[1:26:57] and what that partnership with the,

[1:27:00] with the county would look like.

[1:27:01] So ultimately kind of where we are at is we're hoping

[1:27:04] to move forward with the project by

[1:27:07] participating in a five year agreement.

[1:27:09] And what that would ultimately mean is

[1:27:11] for five years we're we're providing these sites

[1:27:13] and then at the end of five years we either

[1:27:16] renew or we remove.

[1:27:18] And so there is no out out of pocket cost for the district.

[1:27:23] Ultimately the, the county is looking to break even

[1:27:26] and just again providing those opportunities through those

[1:27:30] charging stations, all the equipment, the installation

[1:27:33] and the overall operations will be free of charge

[1:27:35] to the district as well.

[1:27:37] And then any sort of permanent upgrades related

[1:27:40] to like power sources

[1:27:41] and things like that, that's kind of just a perk

[1:27:43] that the district would end up getting.

[1:27:45] So those are two big things we just wanted to make sure

[1:27:48] that you were aware of any questions like with that?

[1:27:54] Okay, great.

[1:27:57] Okay, so the operations committee

[1:28:02] is up first related to really going through

[1:28:06] the board interpretations and so we have OE four

[1:28:09] and OR four so personnel administration

[1:28:13] and human resources.

[1:28:15] And ultimately what we want

[1:28:16] to do tonight is really tell the story of

[1:28:20] how we're currently interpreting the, the policies and

[1:28:24] and kind of what the overall expectations are

[1:28:26] and then where we're going next.

[1:28:28] So we really wanna talk about kind of that,

[1:28:30] that past practice,

[1:28:32] provide some evidence on some focus areas as far

[1:28:35] as strengths and some areas that we wanna grow in

[1:28:37] and then provide recommendations for moving forward.

[1:28:42] Ultimately, depending on your feedback tonight,

[1:28:44] our next steps will be to provide like an infographic high

[1:28:47] level monitoring report for you related to the buckets

[1:28:51] that we're gonna present tonight.

[1:28:53] But we wanted to make sure we got your feedback

[1:28:55] before we move forward with that.

[1:28:58] So in relation to our OE in

[1:29:02] or ultimately the background starts

[1:29:06] with developing monitoring, monitoring reports with a lot

[1:29:10] of different measures to determine compliance

[1:29:12] within the school district.

[1:29:13] That's kind of a measure of coherence governments,

[1:29:15] which the government's model here in Sun Prairie

[1:29:18] and our, our monitoring

[1:29:23] really focused on the areas of recruitment, employment,

[1:29:27] developing our staff, how we evaluate

[1:29:30] and provide feedback, how we treat our overall personnel

[1:29:33] and then also looking at

[1:29:35] that compensation component as well.

[1:29:37] And so ultimately what our goal is as we move forward,

[1:29:41] we wanna elevate our workforce systems

[1:29:44] to really focus on safety effectiveness

[1:29:47] and student outcomes.

[1:29:48] So we wanna move from that compliance component into really

[1:29:52] that outcome driven component.

[1:29:53] Next. So what we did is we looked at kind of

[1:29:58] where are we currently to establish a baseline.

[1:30:01] So we, we took data from 25 26

[1:30:05] and course we'll provide information on that in a moment.

[1:30:08] And ultimately what we were able

[1:30:10] to see is we have a very strong infrastructure

[1:30:13] but there's opportunity to strengthen the outcome.

[1:30:16] So again, moving from that compliance component

[1:30:19] into building that capacity

[1:30:21] and that performance within our workforce.

[1:30:24] And so ultimately what we want to do is continue calibration

[1:30:28] through evaluation and feedback delivery models

[1:30:32] and just provide that consistency across the district.

[1:30:35] So those are some of the key areas that are like high level.

[1:30:39] So again, in terms of our, our current state,

[1:30:42] we're using 25 26 data as a baseline.

[1:30:45] And ultimately what we wanna do is take our monitoring

[1:30:48] reports and taking our implementation strategies

[1:30:52] and we wanna align them really to three buckets.

[1:30:54] And so our buckets are recruitment,

[1:30:57] retention and development.

[1:31:00] And then we wanna ultimately shift any

[1:31:02] of our practices related to those buckets from participation

[1:31:06] and completion into overall impact, capacity

[1:31:10] and performance like I previously stated.

[1:31:13] So kind of what we're doing moving forward is we're trying

[1:31:16] to move into this continuous improvement approach

[1:31:19] for our outcomes very similarly to how we wanna move our,

[1:31:23] our student outcomes forward.

[1:31:25] And then also what we wanna do is we wanna develop

[1:31:28] development practices through a tiered response.

[1:31:32] So really again building that capacity

[1:31:34] and making sure we're providing

[1:31:36] that just in time support not only to our students

[1:31:39] but also to our staff.

[1:31:41] And so what we're hoping that you'll do at the end

[1:31:44] of the month is approve some high level interpretations

[1:31:47] again related to the three buckets of re recruitment,

[1:31:51] retention and development. This

[1:31:56] - Me too.

[1:31:57] This is me too.

[1:32:02] - Yeah, so as Jewel

[1:32:06] and the committee kind of worked through this,

[1:32:08] obviously this is the first time going through this process.

[1:32:11] So I'll start with a week four that was

[1:32:16] actually just looked at in 2025 and then

[1:32:18] or four was 2024 when we were kind

[1:32:21] of like pulling the original wait four apart.

[1:32:24] But as Jewel said, there's really three big concepts here

[1:32:27] and that's recruiting, developing and retaining.

[1:32:29] I mean if you really look at how they're written now,

[1:32:32] you pretty much can figure out which statements fit within

[1:32:35] each of those buckets.

[1:32:36] It's just making it clear a lot of the measurements too

[1:32:40] that we've used in the past again fit those three

[1:32:43] concepts that are right there.

[1:32:44] So the one thing that I always pay attention to is,

[1:32:48] as Jewel was talking about, is

[1:32:50] that OE really is about compliance.

[1:32:53] Like do you have the system to the pace in place

[1:32:56] that baseline pretty much tells you that things are in place

[1:33:00] for success but they're not really like results so much.

[1:33:04] They used to have a mixture

[1:33:06] and that's why we ended up pulling up apart

[1:33:08] 'cause it was actually really confusing.

[1:33:09] So I think the one thing that we were charged

[1:33:14] with as we kind of work through this is we do realize

[1:33:17] that there's a lot of terms in there sometimes

[1:33:19] that can be open for interpretation

[1:33:20] and that's why it says interpretation

[1:33:23] and that will be some of the work that we have to do kind

[1:33:26] of moving forward and OE again when we think about that

[1:33:30] is really about compliance do have that

[1:33:36] OR four again is it is really about alliance

[1:33:40] alignment, preparedness

[1:33:42] and like being supported as a,

[1:33:44] as a real person, as an employee.

[1:33:46] These are where the results kind of play out.

[1:33:48] So again, those

[1:33:51] actually already kind are in those buckets when you see the

[1:33:54] board recruitment, retention

[1:33:56] and then development really isn't in there

[1:33:58] and that's, it talks about professional learning

[1:34:01] but it's really being developed as a, as an employee

[1:34:03] and again we gotta define some of those terms

[1:34:05] but that's how we're looking at both 'EM

[1:34:07] 'cause they really do mesh together just from a client's

[1:34:10] versus a results base.

[1:34:12] When we think about that, and again this is

[1:34:17] kind of a a good example of an interpretation.

[1:34:20] So you know obviously we know that always ORs,

[1:34:23] srs all play into the superintendent evaluation

[1:34:26] and you can kind of see here

[1:34:29] the concept is the superintendent challenge.

[1:34:31] Sure. When you think about again, OE and

[1:34:34] or the superintendent

[1:34:36] and his team are working to make sure

[1:34:38] that those systems are in place to support

[1:34:41] employees at the really baseline

[1:34:42] and then the results are there

[1:34:43] because we want to treat people well

[1:34:46] as people in a lot of different ways.

[1:34:48] And again that word people is at the top for a reason

[1:34:50] because that's what employees are

[1:34:53] and we wanna make sure that they are treated well,

[1:34:55] they understand their purpose

[1:34:57] and they have values that that play into what we value

[1:35:00] as a district and a community.

[1:35:05] And again this is kind of just another graphic

[1:35:07] around the idea that when you really think about

[1:35:10] recruitment, you're thinking about compensation evaluation,

[1:35:13] which really I just equate to feedback

[1:35:15] because we all want to know what we're doing well

[1:35:17] and maybe things we want to improve

[1:35:19] because when people notice those things we want to do better

[1:35:23] and we want to keep our strengths moving forward.

[1:35:25] Retention again it's, it is, you know,

[1:35:27] it's connected into that development.

[1:35:29] And also recruitment, they all do really mesh together

[1:35:32] because people are retained when their compensation is

[1:35:36] competitive, they're treated well

[1:35:38] and they know they're growing and they're cared for.

[1:35:40] Development, same thing.

[1:35:42] Feedback, it's how you're treated, that's

[1:35:44] how you're gonna do better as a person.

[1:35:46] When you know that people care about you,

[1:35:47] they're giving you feedback both critical and both

[1:35:50] and recognition

[1:35:51] and then also again that you're being valued

[1:35:54] like from a benefit standpoint you're probably gonna start

[1:35:58] seeing some words that are a little different like total

[1:36:00] rewards because in the end it's not just about the money

[1:36:03] that goes in your pocket, it's about the benefits

[1:36:05] that you also receive from health insurance,

[1:36:07] dental insurance and all those other pieces

[1:36:10] and that that would be language that we would interpret

[1:36:12] and and start defining.

[1:36:16] So this is not meant to be like an overarching thing.

[1:36:19] I think this is just a good place to start

[1:36:22] When we think about recruitment, the current reality is yes,

[1:36:26] you know, we want to make sure that our people

[1:36:28] that are coming in are qualified a term that probably needs

[1:36:32] to be defined again and that's what we'll work on.

[1:36:35] But they're licensed appropriately.

[1:36:37] There's a lot of different ways to get to that

[1:36:40] that we're trying to get 'em into our system to do.

[1:36:43] And then we have really strong onboarding as they come on

[1:36:47] and also that that idea that they want to be here, they know

[1:36:51] that people are treated well right from the start.

[1:36:54] So some baseline measures,

[1:36:56] there are many other measures in this.

[1:36:58] This is just a good example of

[1:36:59] how it meshes both a compliance idea around like

[1:37:03] everyone has to meet those certification requirements

[1:37:05] or at least have an approved plan.

[1:37:08] And then there's the OR pieces where, you know, 91%

[1:37:11] of employees reported the district was a good place to work

[1:37:15] or 96.4% of employees agreed that they get

[1:37:19] to use their strengths and skills of the role they're in.

[1:37:21] Which means that they're, we've hired 'em

[1:37:23] into the right spot.

[1:37:25] And again that's just like a good example of like

[1:37:28] how those two mesh together both from a compliance

[1:37:30] and then a results standpoint.

[1:37:32] And then again the future state that we want to get to,

[1:37:35] what will be true is that people choose our district

[1:37:39] to work here because it's not just like

[1:37:42] because of compensation benefits but they want to come here

[1:37:45] because they know their purpose is gonna mesh

[1:37:47] with our purpose and they're gonna see

[1:37:49] that daily result from student outcomes

[1:37:51] or whatever the work is that they know that the thing

[1:37:54] that they do is gonna make a

[1:37:55] difference somewhere in the system.

[1:37:58] And again, building strategic talent pipelines is a really

[1:38:01] important piece right now.

[1:38:02] We know that there's not

[1:38:04] as many people going into education.

[1:38:06] We have to be really creative

[1:38:07] and I would say extroverted in connecting with people

[1:38:11] to come to our system.

[1:38:13] And then again they want to, they want

[1:38:15] to know they're coming to a system that strengthens 'em

[1:38:18] and they want to grow in a place that they love to be.

[1:38:21] So that is part of the recruitment story that people need

[1:38:25] to hear Retention again, same kind

[1:38:29] of concept going from left to right.

[1:38:32] We know that when we retain

[1:38:35] or when we're thinking about retention,

[1:38:37] it's not just about the end point.

[1:38:39] I think a lot of people think about, you know,

[1:38:41] people being retained for 15, 20, 25, 30 years.

[1:38:45] Sometimes that's not always the reality.

[1:38:46] But if we can come in

[1:38:48] and they, we know they're qualified in license number one

[1:38:51] and we're not putting 'em in a position

[1:38:52] that they aren't gonna be successful at, they'll stay here.

[1:38:55] They know that the pathways are very similar

[1:38:58] to the way we recruit

[1:38:59] because if we have a grow your own program

[1:39:02] and they feel valued and that's pathway,

[1:39:04] they get into the role, they end up staying

[1:39:06] 'cause they know that from the beginning

[1:39:08] they've been treated well.

[1:39:10] And then finally when we think about onboarding,

[1:39:12] especially I think that is something

[1:39:15] that we have strengthened over the last two to three years

[1:39:17] where we had a really strong teacher onboarding system, not

[1:39:22] so much when we thought about support staff

[1:39:24] admin and admin support.

[1:39:26] So support staff is our second largest employee group.

[1:39:30] So we've really focused on that and a thing called kickstart

[1:39:33] and now we're, we're moving into administrative

[1:39:36] and administrative support, which is really, really specific

[1:39:40] and we know that we have to do better

[1:39:41] but our current reality is our onboarding has been

[1:39:45] strengthened and there's some, there's work to do

[1:39:49] around evidence, you know, people feeling valued

[1:39:53] and not just compensation.

[1:39:55] 'cause I think that word value sometimes connects to that.

[1:39:58] It's more than that. It's about people who feeling valued

[1:40:01] as a person and valued as what they for the work they do.

[1:40:06] I'll skip the middle one

[1:40:07] 'cause I want to kind of come back to that.

[1:40:09] But then the, the retention numbers are there.

[1:40:11] You can see our state usually like people staying in the

[1:40:16] same district ranges from 85 to 87%

[1:40:21] people staying in their district.

[1:40:22] So ours has always been a goal of 90%.

[1:40:25] We hit that again in 25, 26

[1:40:28] and you can see how we kind of break down each one

[1:40:30] of the groups 'cause it's not just about looking at the

[1:40:33] whole employee group, it's about looking at the,

[1:40:36] the demographics within it to make sure

[1:40:39] that it's consistent.

[1:40:40] And as you can see, everyone is like either above 90%

[1:40:45] or hovering around it.

[1:40:46] So there are some things that we can take from that

[1:40:49] but overall we're hitting the goals that we've always wanted

[1:40:52] to that middle part.

[1:40:54] A results measure around 70.9% of employees agreed

[1:40:59] that their ideas and opinions are considered when decisions

[1:41:03] are made that that affect their job.

[1:41:06] That was one of our lower areas.

[1:41:08] You know 71% isn't one of those things

[1:41:10] where it's like an emergency

[1:41:11] but it certainly was like one of our lower areas

[1:41:14] that we felt like we're gonna focus on that.

[1:41:16] So we talked with a leadership collaborative group

[1:41:19] just in August about how they can do that at their building

[1:41:23] and department levels and build that throughout the year.

[1:41:26] So we know that that's a focus area and that's how we use it

[1:41:28] and that's like why we do results.

[1:41:31] And then again, you know when we think about what's true in

[1:41:33] the future, we want to be a districts choice.

[1:41:36] You'll see that in all these, it all connects

[1:41:39] and that retention is really done through trust,

[1:41:42] safety and belonging.

[1:41:43] And that again, I look at the word safety

[1:41:47] and I can expound on that in a lot of different ways

[1:41:49] because it's like are you safe in the work you do

[1:41:52] but also do you feel safe as you walk out the door

[1:41:55] that you feel like you've made a good living,

[1:41:57] you have benefits to support you and your family

[1:41:59] and you feel overall just safe in the work that you do.

[1:42:04] And then again establishing a culture around wellness,

[1:42:07] we put a lot of work into that around the idea

[1:42:10] that we want our staff to not worry about everything else

[1:42:14] that happens in life because within those classrooms

[1:42:17] or within the work they do,

[1:42:19] that's where the real work happens.

[1:42:21] And if they're worried about can I get this appointment

[1:42:23] scheduled for my child, can I get in myself?

[1:42:27] That's where that wellness clinic comes into play.

[1:42:29] And then all of the other benefits that we try to provide

[1:42:31] so people do stay here and feel supported.

[1:42:35] Thanks. And then again, when we think about development,

[1:42:40] we're thinking about the onboarding

[1:42:41] but we're also thinking about really aligned professional

[1:42:44] development, professional growth.

[1:42:46] And we align, like we have a strategic plan.

[1:42:51] So when we think about a professional development which is

[1:42:54] in the oe, I would say a hundred percent is aligned.

[1:42:58] I think the next step for us is really making sure

[1:43:01] that it comes with the outcome that we want it to have.

[1:43:04] Like we can, I always say we can teach,

[1:43:07] it's like a teacher when you're in a classroom you can teach

[1:43:10] all the concepts but if they walk out the door

[1:43:13] and they don't know what you just taught,

[1:43:15] it wasn't successful.

[1:43:17] And I think that's what we have

[1:43:18] to think about when we think about developing our people

[1:43:22] evidence in the middle you can again see a compliance

[1:43:25] measure that's about certification requirements

[1:43:28] because people aren't just certified from the time they step

[1:43:31] in, they have things they have to do to get lifetime

[1:43:35] licenses, whatever it might be in the role they do.

[1:43:39] So you're gonna see again a hundred percent

[1:43:42] that is a compliance measure that we continue

[1:43:44] to push for in development.

[1:43:46] The other pieces that we've put into place

[1:43:47] for an employee engagement standpoint is we use Gallup.

[1:43:53] Gallup is an organization that kind of has created a lot

[1:43:56] of work around employee engagement.

[1:43:57] So we use some of their concepts

[1:43:59] and we've added different questions

[1:44:01] and employee engagement that are specific around development

[1:44:05] and that, you know, we want 'em

[1:44:06] to feel like they have opportunities to grow.

[1:44:10] You know, in the end if you want to develop yourself,

[1:44:12] it is you have just

[1:44:14] as much responsibility to make that choice.

[1:44:16] But we have to have those opportunities there that are easy

[1:44:19] to, to gravitate towards and actually grow yourself.

[1:44:23] And then the third one, to me, I always feel like this one

[1:44:27] spans all three buckets of retention,

[1:44:30] recruitment and development.

[1:44:32] When you look at 77.8% of employees agree,

[1:44:35] they receive meaningful feedback

[1:44:37] that help them grow and improve work.

[1:44:39] If I could personally set just one goal

[1:44:42] and that's it for human resources or

[1:44:45] or just engaging employees feedback would would be it.

[1:44:50] Because when people see that their supervisors

[1:44:53] and their colleagues aren't taking the time

[1:44:54] to give them again both critical

[1:44:56] and positive feedback, they know that they're valued

[1:44:59] and they feel, they feel connected

[1:45:01] from a recruitment standpoint and they go out

[1:45:03] and talk to colleagues from other districts

[1:45:05] and say, oh my gosh, you know I

[1:45:06] get this feedback all the time.

[1:45:08] I know I'm growing all the time 'cause people care about me.

[1:45:10] Those people end up coming and and wanting to be a part.

[1:45:13] So that to me is one of the pieces that I

[1:45:16] have really put on a high level.

[1:45:18] And I think our team does too

[1:45:19] and we try to work through our evaluation systems

[1:45:22] but that's just a baseline.

[1:45:23] It's more about that day to day like get out there

[1:45:26] and talk to your people 'cause they, they want that

[1:45:29] from a future state for development.

[1:45:31] Again aligned professional development,

[1:45:34] performance improvement through

[1:45:38] it's coherent employee development system.

[1:45:40] But again, it's not just about the formal professional

[1:45:43] developments that day to day supervisor, colleagues talking

[1:45:47] to one another and really

[1:45:48] providing that feedback to one another.

[1:45:53] Is that it? Alright so as we kind of go through this,

[1:45:58] I'll turn it all back over to Jewel.

[1:46:00] But one thing that I want to talk about is I think the,

[1:46:04] there's a lot of terms again in both OE and

[1:46:07] or that from a community standpoint you're not like

[1:46:10] in an organization really in human resources

[1:46:13] and you get really confusing and and

[1:46:15] and you don't understand it

[1:46:17] because you just don't talk that way all day.

[1:46:21] So it is our job I think as a committee

[1:46:23] that probably our next steps is really looking at the terms

[1:46:25] that are involved in all those

[1:46:26] and making sure that people know

[1:46:28] what we're actually saying to 'em.

[1:46:32] - Yeah, so like Chris was saying, our next steps really are

[1:46:35] to take this overarching umbrella that we've presented

[1:46:39] to you, get your feedback

[1:46:40] and then bring forth kind of that next layer

[1:46:43] after we have our next committee meeting

[1:46:45] and then bringing forth, you know,

[1:46:47] here are the defined terms,

[1:46:48] here are our focus areas for the year.

[1:46:52] Building up those major fees

[1:46:53] that are already in the monitoring reports

[1:46:56] and sticking those under our overarching three buckets.

[1:47:00] You know, some things we're really gonna deep

[1:47:03] dive deep into relate to, again going back to that,

[1:47:05] that quality concept

[1:47:07] and taking more of a holistic approach as far

[1:47:10] as making sure, you know, when we're going out

[1:47:12] and we're recruiting and we're looking to retain

[1:47:14] and develop, we're focused not only on you know, licensure

[1:47:19] and are you on, you know, in the right seat so to speak.

[1:47:22] But also you know, what is the character

[1:47:25] that you bring to our district?

[1:47:27] How do you do, how do you align

[1:47:28] with our mission, vision and values?

[1:47:31] What are some of the other components?

[1:47:33] How do you connect with kids?

[1:47:35] How do you align with the representation

[1:47:37] that we have within the district?

[1:47:39] So we're really trying to take, you know, that

[1:47:41] that very narrow approach that a lot

[1:47:44] of districts would take related to, you know,

[1:47:46] you have the appropriate licensing and sometimes you don't

[1:47:49] and you know, putting them in the right spot.

[1:47:51] But we again wanna take that holistic approach

[1:47:53] and really focus on the individual, what they bring

[1:47:57] to the table, but then also develop that even further

[1:48:00] to move our district forward.

[1:48:04] What questions do you have

[1:48:06] - For - Us?

[1:48:09] - Yeah, Stankey so much for all of that

[1:48:12] and just the foundation set.

[1:48:14] Kind of where this falls in regard to some

[1:48:16] of the other presentations we've had tonight.

[1:48:18] Mostly for the community,

[1:48:20] I know the board already knows this,

[1:48:21] but our two main priorities that the board set this year

[1:48:25] were to work on portrait of a graduate

[1:48:27] and then to establish a clear superintendent evaluation

[1:48:30] process for Dr. Reed.

[1:48:32] Acknowledging that based on the way our system works,

[1:48:35] we can't hold him accountable for the results

[1:48:37] of last year's data when he wasn't here.

[1:48:39] So that's one of the, the goal of this conversation is just

[1:48:43] to make sure that with all the new leadership we have in

[1:48:46] place, both on the board and in the administration,

[1:48:48] that we have really clear shared definitions of what we mean

[1:48:51] by the word success in this case regarding human resources.

[1:48:55] So that in the coming year the right data is gathered so

[1:48:58] that next year when we bring this report forward in full,

[1:49:01] we have already proactively agreed on

[1:49:04] what it is we're looking for.

[1:49:05] So that's the goal of this conversation tonight is

[1:49:07] to set those clear understandings and expectations.

[1:49:12] And just before we dive in, we're about two hours in

[1:49:14] so I just wanna look around 'cause this is important.

[1:49:16] Does anyone need like a five minute break

[1:49:19] before we dive into kind

[1:49:21] of potentially a deeper conversation?

[1:49:24] - I could afford a restroom break.

[1:49:26] - Yeah, maybe let's come back at like 8 0 5

[1:49:30] and students always like, we love having you here

[1:49:32] and also if you need to be rested for school, don't feel

[1:49:35] that you must stay.

[1:49:37] We could always front load your comments

[1:49:38] on this if you have any.

[1:49:39] And then let you, I'm not saying to, I'm just saying

[1:49:43] we respect your time and your rest.

[1:49:45] Does that make sense? Okay.

[1:49:47] So we'll come back at 8 0 5 and then we'll dive in.

[1:49:49] Is that okay? All right.

[1:50:06] Alright. Okay.

[1:50:11] So Stankey Chris for your patience,

[1:50:13] you gave us a lovely introduction and we pause

[1:50:15] but Stankey for your patience

[1:50:16] and also Stankey for just being the first one, willing

[1:50:19] to dive into this journey that we're gonna go

[1:50:22] through this fall of making sure

[1:50:23] that we're all on the same page about

[1:50:25] expectations for our policies.

[1:50:28] So I think Melissa, you're trying to go first with any

[1:50:32] comments or questions you might have.

[1:50:37] - I am still processing a lot of it

[1:50:39] but I, I think the terminology, I think that's a good

[1:50:44] thing to just make the language that we use more accessible

[1:50:49] so that when people are watching they understand

[1:50:53] you know exactly what it is we're talking about

[1:50:55] and so that there's just better understanding all around.

[1:50:59] I think that's a great, great thing to focus on

[1:51:05] and I, I thought those things

[1:51:06] that you had flagged were very interesting about like ideas

[1:51:08] and opinions being considered that was very interesting.

[1:51:12] And then the meaningful feedback for employees, I also

[1:51:15] think that's important.

[1:51:16] So I appreciated you calling that out.

[1:51:24] Yeah, I, I think, I think you said this somewhere in there,

[1:51:27] it was like the staff progress as well

[1:51:32] as student progress and I, I do like that approach

[1:51:35] because we know that the staff like

[1:51:37] that's the most impactful thing on the student's learning is

[1:51:40] is the EDUCATOR who's in front of 'em.

[1:51:42] So we should be focused on student results

[1:51:45] but we also should be focused on staff.

[1:51:49] So I think that's like the direction

[1:51:52] that it seems like we're headed

[1:51:53] and that's what, that's what I would like to see

[1:51:57] for this like area.

[1:52:00] That's all for now. Stankey,

[1:52:05] - I don't have any questions

[1:52:07] but I do really appreciate like the visuals

[1:52:09] that you have on this side 'cause it made it really

[1:52:12] a lot easier to digest the information that I'm reading.

[1:52:15] So Stankey,

[1:52:20] - I agree with Frankie.

[1:52:21] I think the visualization is really great,

[1:52:24] especially I think our current monitoring reports are really

[1:52:27] hard to read and if they're being used as an implementation

[1:52:32] to communicate with the public in a way that's not,

[1:52:35] it's not user friendly, it's never been user friendly

[1:52:38] but I feel like we've never been

[1:52:39] able to break out of that mold.

[1:52:40] So I appreciate this very different way of looking at it.

[1:52:43] And also I feel like this does really

[1:52:47] touch on all the things that we want to know

[1:52:49] and like how do we know that the work

[1:52:51] that we're doing is actually generating outcomes,

[1:52:54] which I think is really important while still also covering

[1:52:57] the compliance part of it.

[1:52:58] Which is like are you still doing all the things

[1:53:01] that you're supposed to be doing that everybody's

[1:53:02] asking are we doing that?

[1:53:04] Yes. But all of those things that we're doing then

[1:53:08] feed into, we've got a had a 91%, 98 point,

[1:53:13] 91.8% retention of professional educators last year.

[1:53:16] Like that's I think huge.

[1:53:18] So it's good to see like that kind of stuff built.

[1:53:22] So I appreciate this.

[1:53:24] I don't know if this is what the monitoring report is gonna

[1:53:26] look at, but the visualization of it is like great.

[1:53:32] - Yeah, I think I just have to agree.

[1:53:34] I think I'm really grateful for like the visualization

[1:53:36] of it all because even when I kind of got lost,

[1:53:38] like it was easy to just like move myself back into it.

[1:53:41] So Stankey,

[1:53:47] - I like the buckets

[1:53:50] that you guys have identified

[1:53:52] of recruitment, retention and development.

[1:53:58] I don't know if I just missed this

[1:54:01] or if it was explicitly stated or not.

[1:54:05] So some of the center columns, not on this,

[1:54:10] not on this screen but on some

[1:54:12] of the other ones not big deal said like our, our baseline

[1:54:16] and our evidence is that

[1:54:21] the are are those the metrics that we intend to monitor

[1:54:25] on the mon monitoring report

[1:54:32] - Question?

[1:54:33] - Those are ones that we've used in the past

[1:54:35] and I, I would say that you'll probably see

[1:54:37] some similar ones.

[1:54:39] I mean like retention is retention.

[1:54:41] I don't think we would shy away from that.

[1:54:43] I think what you'll probably see more is maybe a little bit

[1:54:46] more of the engagement survey because

[1:54:48] before we were pretty much using I think only

[1:54:50] two questions off it.

[1:54:52] I think you'll probably see a little bit more of

[1:54:54] that in the result policy you expect the

[1:54:58] OE is a little, I mean it's pretty straightforward.

[1:55:02] I think there's some things that we could probably make

[1:55:04] clearer to the board and the community

[1:55:07] and like how we word our measures.

[1:55:08] But the measures are, you know,

[1:55:11] did you do background checks?

[1:55:12] It's you kind of can't, it's what it's

[1:55:16] but the ORs, these are just

[1:55:18] examples of what we used in the past.

[1:55:19] Some you'll probably see in some might be a little different

[1:55:23] because we'll probably use a little bit more

[1:55:24] engagement survey work.

[1:55:28] - So ultimately what we kind of do is

[1:55:31] we wanna take the metrics, some

[1:55:33] of them have you know 34, 35 metrics

[1:55:35] and what we wanna do is we wanna really

[1:55:38] broaden those in terms

[1:55:40] of looking at do those metrics fall under our which bucket

[1:55:44] and then have those metrics fill like funnel up

[1:55:47] and give us an overall kind of evidence related

[1:55:50] to here's our average of our evidence related

[1:55:54] to recruitment development and retention.

[1:55:57] So you'll still see the monitoring it just the metrics

[1:56:01] are gonna be kind of packaged differently to allow for

[1:56:05] a broader interpretation related to those three buckets.

[1:56:08] Does that make sense? I know it's late.

[1:56:11] You're probably like about No

[1:56:16] - That did not make sense.

[1:56:18] I'm what so so we're gonna get like one number

[1:56:23] for retention is what

[1:56:24] - You're saying.

[1:56:25] So the goal is to factor all those, like

[1:56:27] what Chris was saying a hundred percent,

[1:56:29] you know a hundred percent for background checks.

[1:56:32] Well that's something

[1:56:33] that's good practice doesn't necessarily need to be one

[1:56:36] of the metrics under recruitment.

[1:56:38] So that's why if we take all of those percentages

[1:56:42] and kind of develop a baseline

[1:56:44] and say you know, according to our attention strategies

[1:56:48] we're at you know 75%

[1:56:51] and then our goal is to move up to 80 or something.

[1:56:53] We just, there's so many metrics

[1:56:56] and we wanna kind of divide out

[1:56:58] what strategic planning looks like

[1:57:00] and that implementation component

[1:57:02] but then what our high level strategies related

[1:57:07] to again those three buckets.

[1:57:08] So again it's all gonna be there, it's just going

[1:57:11] to be packaged differently.

[1:57:13] I don't know Dr. Reed if you wanna speak to more that

[1:57:20] - No I think you explained it.

[1:57:21] We're just have, we can't put all those documents in a way

[1:57:24] all those measurables in a way

[1:57:26] that's not understandable simply like bags,

[1:57:28] however everything is still there.

[1:57:30] There are other subcategories

[1:57:32] but there're just housed in different spaces

[1:57:33] that are easier to understand.

[1:57:35] So what this this team is going to do

[1:57:37] is place the all those other measurables under those three

[1:57:40] buckets so they're easier to understand

[1:57:42] and they're visually able

[1:57:44] to be app appealing to our community.

[1:57:45] They're not gonna want to see all those deeper

[1:57:48] sub-categories unless they understand 'em as they packages,

[1:57:51] as they're packaged under one of the three.

[1:57:53] That's what we're trying to say.

[1:57:55] - I think it add that it's also,

[1:57:57] I think the way you're trying to explain the repacking is a

[1:58:00] better way to tell the story.

[1:58:01] Yes. So rather than just saying here's a, here's six pages

[1:58:06] of data, some of it's repeat, repeat, repeat.

[1:58:08] We're gonna say okay we have retention,

[1:58:10] here's all the data we put in there

[1:58:12] but here's why it matters.

[1:58:15] Here's the, here's where we see progress,

[1:58:18] here's where we don't.

[1:58:19] And it's, it is the look where lot is being able to tell

[1:58:22] kind of taking a tagline from the communications committee,

[1:58:24] sorry guys is communicating

[1:58:26] that story better rather than just throwing data

[1:58:29] but putting them in buckets

[1:58:31] and kind of wrapping them in a way so you understand why

[1:58:33] that data matters and its impact either positive

[1:58:36] or negative under that certain bucket

[1:58:38] and how we're gonna grow within that

[1:58:40] and keep developing that is what kind of where we went,

[1:58:42] we were talking about that if that helps.

[1:58:47] - But are we still gonna have predefined data

[1:58:53] metrics that we're looking at?

[1:58:56] Like we've identified these as metrics that we're looking at

[1:59:02] to say how recruitment is going?

[1:59:08] Or is that

[1:59:11] - I again, I don't want to speak too much

[1:59:13] but like Mr, when we think about like

[1:59:18] I'm right now I'm just looking at terms like that's kind of

[1:59:22] as people are talking like the O way four,

[1:59:25] the statements are there.

[1:59:26] Like when you really think,

[1:59:28] 'cause I don't think our charge is to change statements.

[1:59:31] Like that's not our job.

[1:59:32] So the way I look at it is maybe to Dr. Reed's point is

[1:59:51] - The district first through federal background inquiries

[1:59:56] and checks that's there.

[1:59:58] That's not, we're not looking to change that

[2:00:00] but we're gonna need to measure some within those three

[2:00:03] buckets to show that that's capital.

[2:00:06] Does that make sense?

[2:00:08] Because we're still gonna have to address it

[2:00:10] and show that we're measuring it.

[2:00:17] Yeah. So yes.

[2:00:20] So we'll have to be because that's, I think that's the point

[2:00:23] of bringing clarity to the superintendent evaluation

[2:00:26] is really gonna be on those three buckets.

[2:00:28] Here's a measure that match whatever bucket we choose to put

[2:00:31] that measurement within also matches

[2:00:34] a statement somewhere in the whole or Right.

[2:00:37] Okay. Great. Okay.

[2:00:42] I think it'll make sense.

[2:00:44] It'll, once I see an actual draft of it, I think, okay.

[2:00:48] Yeah. Okay.

[2:00:53] Sorry the, I I did want to say

[2:00:57] I think Melissa had already said this,

[2:00:58] but I'll just, I'm glad to see

[2:01:01] that we're making a concerted effort to ensure

[2:01:03] that employees are feeling heard

[2:01:05] and that their opinions are actually considered.

[2:01:08] So I appreciated that.

[2:01:14] One question we had was around our retention number

[2:01:19] and I'm wondering if you can, if this is the space,

[2:01:23] I dunno you could tell me if it's not to, to speak to how

[2:01:26] that retention number is calculated

[2:01:28] because I don't think it's just,

[2:01:32] it's not simply people out.

[2:01:39] Yeah if you look at the how the o we, sorry

[2:01:43] or is written itself in

[2:01:46] like when we define your retention in the past,

[2:01:48] we don't include terminations, retire

[2:01:52] resignations in of termination.

[2:01:55] And the reason, and that's pretty typical like

[2:01:57] because what that is is it's like we are choosing

[2:02:02] for the person to leave in a way

[2:02:05] and then retirement we want people to retire.

[2:02:08] So it's like you don't want to hold

[2:02:10] that against the superintendent to say like, you know,

[2:02:14] 'cause you want people to retire if they're retiring

[2:02:17] or that means they stayed here for a long time

[2:02:18] and that's great and that typically

[2:02:23] you can look at it like from a attrition level or retention,

[2:02:26] but that's how we define retention.

[2:02:28] And that's typical for like

[2:02:29] how other districts also define it for the same reason.

[2:02:32] A lot of 'em don't use this type of like the ORs to

[2:02:38] evaluate the superintendent, but they do provide information

[2:02:41] to their community and typically they remove like those type

[2:02:46] ones where it's either good from a retirement standpoint

[2:02:49] or like the employers actually choosing for the employee

[2:02:53] to not be a part of the organization anymore.

[2:02:58] Stankey. And then last thing I just wanted to

[2:03:03] mention for consideration is like I think

[2:03:08] that some of the baseline data

[2:03:12] that you looked at for consideration

[2:03:17] is interesting and good.

[2:03:20] I wonder if it would be worth reaching out to our staff

[2:03:25] to identify what's important to them

[2:03:29] and potentially

[2:03:34] monitoring that rather than us identifying

[2:03:39] what we think, you know,

[2:03:44] keeps retains people or recruits people.

[2:03:47] Does that make sense?

[2:03:52] Anybody can say anything

[2:03:53] but the, what I look at that's not the strategy part.

[2:03:57] Like what this is is really the this the reporting part,

[2:04:01] like this is how whatever we're doing

[2:04:03] is creating this outcome.

[2:04:06] So I don't, I mean that's what we would want

[2:04:09] to look at from the outcomes.

[2:04:10] If they're not what we want, we would go back

[2:04:13] to our strategies and say what strategy is either

[2:04:16] not working the way it should

[2:04:18] or should we add something else in?

[2:04:19] And that's where we end up

[2:04:22] is a little bit more than we would about

[2:04:24] measure itself I guess.

[2:04:26] I dunno if that makes sense. Yeah,

[2:04:28] it it does make sense I think,

[2:04:31] I think I'm maybe just getting tripped up on

[2:04:37] us explicitly calling out this evidence

[2:04:45] as, as what I'm seeing as places that we want

[2:04:50] to grow.

[2:04:55] I don't know. I give up somebody else

[2:04:57] will Stankey for your time.

[2:05:03] I I do think that's a good, the conversation is good

[2:05:06] because what you're doing is these are outcomes.

[2:05:09] What you're talking about is how we get to those outcomes

[2:05:12] and that that is an important conversation.

[2:05:15] 'cause you know you can measure all you want

[2:05:17] but you don't have as chance to get what you want.

[2:05:20] Doesn't probably matter if I can jump,

[2:05:25] were you asking if these are the right outcomes?

[2:05:27] That's what I was hearing you say is like are we capturing,

[2:05:30] like are we measuring the outcomes

[2:05:31] that our staff cared most about?

[2:05:33] Was what I was hearing your question as.

[2:05:38] 'cause potentially there's an outcome

[2:05:39] that they would really care about that we aren't aware of.

[2:05:43] Super measuring True.

[2:05:46] And I think that they're probably, again like the purpose

[2:05:49] behind OE is on all an

[2:05:51] or is like what's the purpose is

[2:05:54] evaluation of superintendent.

[2:05:56] And obviously you hope that those outcomes match

[2:05:59] what the employees would say about the superintendent

[2:06:02] and the captain really in the end.

[2:06:06] So you wanted to match both the statement

[2:06:08] and have some meaning behind it.

[2:06:11] And these aren't the only measure we use

[2:06:13] to make decisions like this is just very high

[2:06:16] level outcomes.

[2:06:18] So like the engagement survey has more questions,

[2:06:20] we pay attention to em all even if they aren't part

[2:06:25] of like an OE or a district scorecard

[2:06:27] or things that are important.

[2:06:30] Okay. One more thought on that

[2:06:32] and then I'll hand it back over to the student.

[2:06:33] But I almost wonder if your question is when the board

[2:06:37] reevaluates our policy, if

[2:06:39] that would drive our policy update more

[2:06:41] so than the superintendent's interpretation of the policy.

[2:06:46] Just a thought. Yeah, I I think that's fair

[2:06:51] and and I think I will have more formulated thoughts when

[2:06:55] you have a direct in of us Stankey

[2:07:07] question yet just taking notes

[2:07:09] and we get back together, have more springboard.

[2:07:14] So no questions far.

[2:07:19] Alright. As as you said, appreciate the visualization

[2:07:23] and how we have it in the buckets.

[2:07:26] And then not sure if this is here or if this is of a draft

[2:07:32] and it just very quickly flipped through what the

[2:07:35] lines are on the actual OEN

[2:07:37] or I would be interested in

[2:07:42] seeing something about action as a result of surveys.

[2:07:45] So we did an appointment engagement survey.

[2:07:48] What kind of, if I assume there's some kind of open text box

[2:07:52] or you're also looking like NPS

[2:07:54] of the responses you're identifying like,

[2:07:57] oh here's here's the whole,

[2:07:58] or like, you know, there was a number, I think it was 70%

[2:08:02] we are, this is part the strategies run this year

[2:08:05] and we're communicate that back to the employees

[2:08:08] of you took this survey Stankey here is

[2:08:11] what change your responses drove.

[2:08:14] And that's a little bit outside of his evaluation,

[2:08:16] but if it feeds into it, right,

[2:08:17] because then they feel heard, they see

[2:08:19] that their responses cause change

[2:08:20] and then they were likely to take it again in the future.

[2:08:25] That, and this is a question

[2:08:27] Lisa Goldsberry brought up a long time.

[2:08:29] The first meeting I ever attended, she asked,

[2:08:32] do we ever ask our students if they feel

[2:08:34] celebrated or recognized?

[2:08:36] And that just lives in a little room in the back of my head

[2:08:39] that I really like that kind of question for our employees.

[2:08:42] Do you feel celebrated? Do you feel recognized?

[2:08:45] 'cause that's a, if you don't feel it, you won't put it.

[2:08:49] And that's a, I just finished my employee survey

[2:08:52] for my own company yesterday.

[2:08:53] So they started like, what would I want

[2:08:55] from my employee side?

[2:08:56] What do I want? And that was like, do you feel recognized?

[2:08:59] Was want questions? So suggestions

[2:09:03] not dictates.

[2:09:07] Yeah. That's for another day that those,

[2:09:09] that we've tackled those this last year

[2:09:12] because we thought the same thing.

[2:09:13] Like the idea is like if your employee taking one

[2:09:16] of those surveys, I mean it becomes really hard

[2:09:20] to take if you don't see anything.

[2:09:22] And maybe there is stuff happening.

[2:09:24] If you don't see it or somebody tells you

[2:09:25] that it's happening, it's

[2:09:27] not okay.

[2:09:32] Any question

[2:09:34] - I will say for everyone complimenting the visualizations

[2:09:37] there, this is excellent work in the short amount of time

[2:09:40] that you guys have had because I, I saw the rough draft

[2:09:44] and so, so like presentation

[2:09:47] for tonight is excellent and amazing work.

[2:09:50] So yeah, compliments to, kudos to you guys.

[2:09:55] - Okay, awesome. Yeah, this is such an important area

[2:09:59] of our system because I know most board members get

[2:10:03] interactions with staff at some point throughout our days.

[2:10:06] We interact with some staff,

[2:10:07] but this is our way to look systemically at

[2:10:09] how we're taking care of the people who take care

[2:10:12] of our scholars.

[2:10:13] So other than I, I mentioned to Chris if I was gonna look at

[2:10:18] how to make sure these interpretations are right,

[2:10:20] I'd go back to last year's monitoring reports

[2:10:22] and just look at the board's overall comments.

[2:10:24] Like on anything the board

[2:10:25] as an entity said they wanted to see improvements on.

[2:10:28] 'cause I think there was some good things in there

[2:10:30] that I'm not gonna read out loud

[2:10:31] 'cause I couldn't find the monitoring reports.

[2:10:35] And AMANDA, I just,

[2:10:37] AMANDA talked about the retention question already,

[2:10:39] but that is one of those spaces

[2:10:40] that had generated confusion in the past is

[2:10:42] how do we calculate retention

[2:10:44] and who's included and who isn't.

[2:10:45] So making sure to be really clear on that

[2:10:47] 'cause that's been like a repeated area

[2:10:49] of confusion at some point.

[2:10:52] And then also building on Kalina's point about future state.

[2:10:56] I loved that. So,

[2:10:58] and that had been, in my own words, I just wanted

[2:11:00] to keep saying, I would love to know what are the one

[2:11:04] or two main goals for continuous improvement in the coming

[2:11:06] year was how I had phrased it at the end.

[2:11:10] Basically said the same thing.

[2:11:11] So just building on that, there are only two other places

[2:11:15] that I could think of right now

[2:11:17] that I feel like have caused confusion in the past

[2:11:20] or have been repeated comments in the past was the concept

[2:11:24] around student feedback.

[2:11:26] Because that was a really intentional add

[2:11:28] to the board policy

[2:11:29] that I don't think we've seen incorporated into metrics yet.

[2:11:32] But the board added language,

[2:11:34] when we did update the policy a year

[2:11:35] or two ago to say that student feedback

[2:11:38] of staff was something that we cared about

[2:11:40] and I we're not saying how, we're not saying the method

[2:11:42] or how often or what it looks like

[2:11:44] or whether even the board, it's not that the board needs

[2:11:46] to see the student's feedback, it's that the board,

[2:11:49] at least my interpretation of it was that the board wanted

[2:11:52] to know that students had a feedback outlet.

[2:11:54] Not that we needed to see the results of it,

[2:11:56] but that somehow there was a way that students were able

[2:11:58] to give feedback to their educators

[2:12:00] and how, how the system was feeling to them.

[2:12:04] And then the last thing that I could think of was stay

[2:12:08] and exit interview data has been like a repeated area

[2:12:12] where the board has curiosity

[2:12:13] around seeing some type of metrics.

[2:12:15] Again, no I don't have specific details

[2:12:17] that we really need this exact question,

[2:12:20] but some sort of feedback metrics on stay

[2:12:23] and exit interview data that we receive from staff.

[2:12:25] The board would love to see some sort of,

[2:12:29] has been a repeated comment in the past.

[2:12:31] So may be nice to see in a draft. Yeah, that's all I got.

[2:12:36] Anyone else have something that came

[2:12:39] to mind as we went around?

[2:12:41] 'cause this is exactly to AMANDA Amanda's point.

[2:12:42] This is exactly the time to I think lift the things

[2:12:44] where it's like this has been confusing

[2:12:47] or this felt undefined or this felt missing.

[2:12:50] I think this is where we get clarity to make SURREY DR.

[2:12:52] Reed has really clear understanding of

[2:12:53] what it is we wanna see so

[2:12:55] that a year from now he's able to give it to us.

[2:13:00] Okay. Awesome.

[2:13:02] Stankey so much Chris,

[2:13:03] that was a lot, that was really important.

[2:13:05] - Can I just ask the timeline question?

[2:13:08] So is a draft coming to us for review

[2:13:12] on the 28th?

[2:13:17] - No, we're gonna need time to develop that.

[2:13:19] That's something that we're gonna do

[2:13:20] to continuously throughout the process

[2:13:22] and taking our time with this.

[2:13:23] So around the time we're in January,

[2:13:25] you have a complete understanding of where we are

[2:13:27] and you gotta get continuous bite size updates as we go

[2:13:31] within our community, our committees

[2:13:33] and our, you know, monthly updates.

[2:13:38] - We're figuring it out as we go.

[2:13:40] I think it's, so we'll see as whenever,

[2:13:42] whenever you have something to share, just

[2:13:43] share it and we'll go from there. Another

[2:13:46] - Thing that got a little tricky just given the timeline,

[2:13:48] knowing that we don't want to do all of these all at once is

[2:13:50] that we don't have, if we're trying not

[2:13:53] to use last year's data

[2:13:54] because of the change in leadership, we don't have a lot

[2:13:57] of data yet

[2:13:58] because our retentions are gonna look really good

[2:14:01] because people were hired in August

[2:14:02] and it's only September for things to happen.

[2:14:07] So thankfully.

[2:14:10] So it's some of it can't give you yet

[2:14:12] because it doesn't exist.

[2:14:14] - Can I, yeah, chime in for that. I was gonna say but you'll

[2:14:16] - Probably say what I - Was gonna say.

[2:14:17] Yeah, probably I, I, and again, I'm speaking as myself,

[2:14:21] but I feel like we had this discussion, it's not

[2:14:23] that you can't use the data from last year.

[2:14:26] I think that all of us would like to see data from last year

[2:14:28] because we can't, we're just, we know that

[2:14:31] that data is not being used to evaluate Dr. Reed,

[2:14:35] but we can't not see data from last year in order to be able

[2:14:39] to know how our system did last year.

[2:14:40] So I I, I don't know like feel free to,

[2:14:43] it's two separate chime in with that.

[2:14:45] But yeah, I feel like that's two separate,

[2:14:47] - Well that's why you're seeing 25, 26.

[2:14:50] It's kind of our baseline. That's our starting point.

[2:14:53] But ultimately in order to move forward with the drafts to,

[2:14:56] to AMANDA your point as far as next steps,

[2:15:00] we needed this discussion to happen so we have an idea of

[2:15:03] what direction our committee goes next.

[2:15:06] So you know, we want to continue to move forward and,

[2:15:10] and ultimately, you know, the ORs

[2:15:12] and the always are gonna overlap between months

[2:15:14] because you know, we're gonna be at a very different spot

[2:15:17] compared to those who are gonna be presenting next month

[2:15:19] versus the next month.

[2:15:20] So there will be that over layer of the pieces,

[2:15:23] but ultimately the goal is to bring promise

[2:15:25] or bring progress updates, show you, you know, here's

[2:15:29] where we are, here's where we're going and,

[2:15:31] and you know, we're gonna lean on our,

[2:15:32] our committee very heavily as far as you know, what what

[2:15:35] to bring back at what points.

[2:15:38] But certainly, you know, we wanna make sure

[2:15:39] that we're doing it right and,

[2:15:41] and so that's why, you know,

[2:15:43] Dr Point's gonna be taking a little time

[2:15:45] where there is some overlap across the multiple ORs.

[2:15:50] But we want to make sure ultimately

[2:15:52] that we're giving you what you need to.

[2:15:53] So make sure that you know, you're letting

[2:15:56] our committee members know ourselves as far as what you,

[2:15:59] you need in order to be informed for the community.

[2:16:07] - Any other last thoughts questions on this item?

[2:16:12] Okay, wonderful. And then I don't wanna assume the

[2:16:15] committee's done because we still need

[2:16:16] to talk about short-term borrowing.

[2:16:17] No,

[2:16:24] hi everybody.

[2:16:27] So one thing you can always count

[2:16:28] - On with school finance's, inconvenient timing

[2:16:32] and that is the case for short term borrowing.

[2:16:34] So as you know, we have payrolls

[2:16:37] and check runs that happen throughout the year.

[2:16:39] However, we only receive our revenues at certain times in

[2:16:43] the year and generally that's later into our fiscal year.

[2:16:45] So for school districts

[2:16:48] who don't have sufficient fund balance to provide liquidity,

[2:16:52] they need to resort to short-term borrowing.

[2:16:54] And we are one of those districts definitely not just the

[2:16:58] slum prairie thing, it's very common.

[2:17:00] But one thing that I wanted to do

[2:17:02] for the board is just provide some data on the last 10

[2:17:05] years, kind of where we've been, where are we going

[2:17:08] and what are we looking at in the future.

[2:17:11] So in the last 10 years we on average have borrowed about 12

[2:17:15] and a half to $13 million each year.

[2:17:18] Generally between the months of August

[2:17:22] and December when we haven't received our tax payments yet

[2:17:27] during that decade our high amount is $17 million.

[2:17:31] And I think this is really good news for 26, 27,

[2:17:36] our current estimate is that we will need

[2:17:39] to borrow no more than $6 million

[2:17:42] and this will be the lowest borrowing amount needed

[2:17:45] in more than 10 years.

[2:17:47] This is again, I think really good news.

[2:17:50] You know where we see that direct impact in our budget is

[2:17:54] when we short term borrow,

[2:17:55] we have an interest expense expense associated with that.

[2:18:00] Last year we budgeted $640,000 in interest

[2:18:04] just to borrow for cashflow purposes.

[2:18:08] With the $6 million estimate that we have, we're looking at

[2:18:12] that interest cost dropping to $230,000.

[2:18:15] So that's $400,000 in direct savings because of this.

[2:18:20] And really what what this is a result

[2:18:22] of is our focus on building our fund balance.

[2:18:26] Again it's provide us with that liquidity.

[2:18:29] So again, very good news.

[2:18:30] I think a good goal for us

[2:18:32] and I think it is attainable given $6 million is not a huge

[2:18:36] number, would be to eventually reduce the need

[2:18:39] to do this at all and move

[2:18:41] that interest expense somewhere more important.

[2:18:44] So that would be something maybe in the future we could talk

[2:18:47] more about but wanting to give this to you knowing

[2:18:51] that on September 28th the board will be approving

[2:18:54] that $6 million number also approving our participation in

[2:19:00] GMAS pooled borrowing program,

[2:19:02] which we've been doing for many years.

[2:19:03] Essentially it's us

[2:19:04] and 12 other school districts that borrow together

[2:19:07] to get a higher bond rating and lower interest rate.

[2:19:10] So that's all I have.

[2:19:12] There's a lot of information and diligent

[2:19:15] but happy to answer any questions.

[2:19:20] - Does anyone have comments or questions on this one?

[2:19:23] - I just think it's hilarious. Yeah, no go ahead.

[2:19:25] I just think it's hilarious that you think

[2:19:27] $6 million isn't that much

[2:19:29] - Personally

[2:19:35] and anybody's helpful but I was like

[2:19:37] - That'd be nice to have. I just, sorry,

[2:19:40] - I agree with you.

[2:19:41] Yeah,

[2:19:43] - Anyone?

[2:19:44] I'm just looking around

[2:19:46] - Nice work.

[2:19:47] How did you, like how did you Yeah, finagle the numbers.

[2:19:52] - I did not finagle the numbers.

[2:19:57] - That's a dangerous question.

[2:20:00] - No. One thing that we wanted to make, well

[2:20:03] for one we have unaudited financials for 25, 26

[2:20:06] and one thing that we're seeing that's really good is

[2:20:09] that it's looking like we'll have conserved funds of

[2:20:11] around $2 million that will go directly into fund balance

[2:20:15] on top of our $2 million transfer to fund 46.

[2:20:18] So those two numbers right there was $4 million into fund

[2:20:21] balance to be able to assist us with these projections.

[2:20:25] Again, I don't want to get too into the weeds,

[2:20:27] but another important piece of our

[2:20:30] overall cash flow projections is how we

[2:20:34] transfer from fund 10 to other funds

[2:20:37] and the timing of those transfers.

[2:20:39] So what we tried to do was move those transfers past January

[2:20:45] when we have our tax payments.

[2:20:47] And so that was an important part of

[2:20:48] how we did these numbers was to make sure that we

[2:20:52] incorporated those funds later in the fiscal year when we're

[2:20:55] more resource rich to be able to borrow less

[2:21:00] - Stankey for the explanation on the finagle.

[2:21:05] - Don't you mean creative accounting?

[2:21:08] No Stankey for your excellent work on this.

[2:21:11] And yeah, I think just emphasizing like

[2:21:14] how much money we're able to save just

[2:21:15] by reducing the amount we're borrowing

[2:21:17] and like that's kind of wild to me

[2:21:21] that it can be that big of a swing.

[2:21:23] So I, I love that we have this direction

[2:21:26] and this goal

[2:21:27] that we can work towards like we were talked about

[2:21:29] before in previous meeting about

[2:21:32] what our fund balance would need to be

[2:21:33] to not have to borrow.

[2:21:35] So that's that's great news. Stankey,

[2:21:39] - Any other, no Stankey,

[2:21:44] do we need to pass this resolution

[2:21:46] tonight or is that next meeting?

[2:21:47] I think this is f yi for vote next meeting. Yes. Right.

[2:21:49] We're just getting into that cadence of this is when we get

[2:21:52] to talk about things and not feel pressured to vote.

[2:21:55] Right. Okay. Okay. Yeah Stankey. Okay.

[2:22:00] And then we have the 7.05.

[2:22:04] Do you wanna talk about that a little bit? Yeah,

[2:22:10] - So initially when we put the agenda items together,

[2:22:13] we had hoped to come to the board floor with

[2:22:17] a signed agreement between the school district and the SPEA.

[2:22:22] So we, we put the agenda item in, we met

[2:22:26] with them on September the eighth

[2:22:29] and we brought forth a, an agreement

[2:22:31] for professional educators for 26 27.

[2:22:36] That meeting did not end with, with a signed agreement.

[2:22:39] Therefore I guess our suggestion for next steps would be

[2:22:43] for the board to schedule a meeting to determine

[2:22:46] what next steps should be.

[2:22:48] But unfortunately that won't be something that you can

[2:22:51] vote on at the end of this month.

[2:22:53] So, so that makes it a, a future topic now in addition

[2:22:57] to our annual meeting, which is on October the fifth.

[2:23:00] And then also you're gonna start seeing our safety drill

[2:23:03] reports come up over the upcoming months

[2:23:06] because we have to make sure that we're giving you the

[2:23:09] after action reports within 30 days.

[2:23:12] So you'll see several of those coming up as well.

[2:23:15] But any questions related to

[2:23:17] the collective bargaining status or anything else coming up?

[2:23:26] - I think just building up, my only question

[2:23:28] and we can talk about this later, I think we're allowed

[2:23:31] to talk about it now is if we're gonna schedule another

[2:23:33] meeting, is next Monday possible

[2:23:37] for since Monday's our generally our meeting night, would

[2:23:40] that be a functional meeting night for the board to have

[2:23:43] that conversation so

[2:23:45] that the process can continue moving forward?

[2:23:53] Or tell me if it is a okay it that,

[2:23:55] I'll put it this way if next Monday does not work for you,

[2:24:00] make me aware and if I find out we're not gonna be able

[2:24:02] to have a quorum then we'll figure out

[2:24:05] how to deal with it after that.

[2:24:06] But otherwise I would assume that I'll figure out timing.

[2:24:09] I know there's some committee meeting stuff going on,

[2:24:11] there's an ops committee meeting so we'll just,

[2:24:13] we'll coordinate timing accordingly,

[2:24:17] but I'll just assume that we'll add a board meeting in order

[2:24:20] to take care of that item so

[2:24:22] that the process can keep moving forward.

[2:24:25] Okay, fantastic. And that was all of the ops company? Right.

[2:24:30] Okay. Okay. Being careful. Alright wonderful.

[2:24:33] So then we're at our section eight community updates.

[2:24:38] There's that outreach liaison conference

[2:24:40] and training report form

[2:24:41] and I heard Ena, you've done a really good job remembering,

[2:24:46] I know I have failed to enter some of my things,

[2:24:48] but does anyone have any wonderful updates they wanna share

[2:24:51] with the community and

[2:24:52] or each other things you've done recently?

[2:24:55] - Yeah so then and blown 'em out

[2:24:57] and then I emailed you to like,

[2:24:58] hey I can't enter my committees, I can't all up

[2:25:02] I did the the back to school visits

[2:25:04] and I just wanna say I really enjoyed both

[2:25:07] of my visits with the schools.

[2:25:09] I don't know how the others went

[2:25:10] but they were both really great.

[2:25:13] There were some third graders who

[2:25:15] and kindergartners at Horizon, Horizon parents

[2:25:18] who were challenging Dr Re to feats of strength on the

[2:25:24] pullups doing, going through the monkey bars.

[2:25:27] It was, I didn't know

[2:25:29] what I thought the meeting was gonna be

[2:25:30] but I was, they were not afraid to run up to you

[2:25:34] and challenge you on the playground equipment

[2:25:36] but it was, I really enjoyed both those visits so I hope

[2:25:40] that might actually become an annual thing.

[2:25:43] I thought it was really fun.

[2:25:48] - I had the privilege to attend the Hmong welcome

[2:25:50] night back thing.

[2:25:52] I forgot what the exact title was

[2:25:54] but my family went last year too

[2:25:56] and this year was exceptional as always.

[2:25:58] There's ice cream, wonderful food and my kids love that

[2:26:03] and lots of lots of vendors

[2:26:05] and yeah it was, it was just a great event.

[2:26:09] - Anyone else? - I don't wanna steal the thunder

[2:26:11] of the students but it's the east versus west competition.

[2:26:15] Sorry, we've got some homecoming parades coming up.

[2:26:20] We've got some volleyball, soccer, tennis and football.

[2:26:24] So it's time to dress in your applicable red or blue

[2:26:28] or if you are going for your purples

[2:26:32] 'cause it's Spirit week for most schools

[2:26:37] - I can call it.

[2:26:38] I know there were a few of us there, not just me

[2:26:40] but the hero appreciation night was really wonderful

[2:26:43] that we got to go attend and appreciate.

[2:26:46] I know it's not our event

[2:26:47] but it's a community event where a few of us were present,

[2:26:50] got to go appreciate the folks

[2:26:52] that help keep our full community safe,

[2:26:54] including all of our students.

[2:26:56] So that was fantastic.

[2:26:59] And yeah, I really loved starting out the school year at

[2:27:02] West it was great just holding the doors open

[2:27:04] and reading the kids as they came in.

[2:27:05] That was a wonderful way to start the school year.

[2:27:07] And then 4K always starts later

[2:27:10] and then the 4K liaison, so I got to go visit a couple

[2:27:12] of four Ks also, which was really, really fun.

[2:27:16] Highly encouraged. Now that we have some

[2:27:18] of the four Ks in our sites, if you have a liaison ship

[2:27:20] that includes a 4K site, like pop into

[2:27:22] that classroom specifically

[2:27:24] 'cause that's a fun, fun way

[2:27:25] to spend a little time with the little ones.

[2:27:28] Anyone else

[2:27:30] - Starting tomorrow will be Hispanic Heritage month

[2:27:34] - There.

[2:27:35] Awesome.

[2:27:38] - I was just gonna add on, I was gonna say West versus east

[2:27:41] game is this Friday and since the cheer team's united we

[2:27:44] have to like split with jb like who's cheering for what side

[2:27:46] but since east is home I get to cheer for East,

[2:27:49] it'll be nice to be able to wrap my own school

[2:27:51] for the east versus west game.

[2:27:53] So yeah

[2:27:54] and our, our student section's amazing so shout out to em.

[2:28:02] Nice to sit down the whole time but

[2:28:06] - Hey be next.

[2:28:11] - I'll just, you guys decide, - Are you ready? I

[2:28:16] - Think I'm separated.

[2:28:17] - Yeah. Are you ready for legislative updates? Sure,

[2:28:22] - Yeah, I'll be quick.

[2:28:24] Colleen and I were in the same meeting.

[2:28:26] We were able to get some of the Dane County

[2:28:29] districts together to talk about taxpayer transparency

[2:28:33] and where some of the districts are

[2:28:35] and how we can all come together as a group to hopefully get

[2:28:39] to the point where we can get the county

[2:28:41] to actually do something.

[2:28:42] I think we settled on most of us are gonna have to do tax

[2:28:47] inserts versus getting it on the tax bill.

[2:28:49] But I think the more districts we can get to do

[2:28:52] that then the more pressure we can put on the county level.

[2:28:56] And then also was able to finally figure out

[2:28:59] and round up the names of people who signed up

[2:29:03] to be on the legislative small group committee

[2:29:05] for the Dane County consortium as well.

[2:29:07] And then Victoria

[2:29:08] and I are gonna try to start planning some meetings out for

[2:29:10] that in the goal of when we meet in October.

[2:29:14] One of the things I think that Jessica said she wants

[2:29:17] to put on there is that the small group will work on coming

[2:29:20] up with a plan for the budget action types of things so

[2:29:25] that when we meet in January we can hit the ground running

[2:29:27] with new whatever new government we have, how we're going

[2:29:31] to interact with them as a county group.

[2:29:33] So we'll, we'll meet as a small group moving forward

[2:29:35] to be able to come to the larger group with a,

[2:29:38] with a plan already in place ready

[2:29:40] to be implemented in January.

[2:29:42] So I think that's, that's it for me.

[2:29:46] - You covered everything. I think just hearing this is the

[2:29:49] second time I've heard Matt talk about

[2:29:50] the timing on the draws.

[2:29:51] I'd love to like harangue some legislators this winter about

[2:29:57] how can we shift that so that I get it.

[2:30:00] It's death by paper cut. It's just another little thing.

[2:30:03] But that just, it drives me nuts that we

[2:30:07] and other districts have to pay interest on something

[2:30:08] that's just about the timing

[2:30:10] of when they give us the money. So

[2:30:13] - There is usually a bill every year

[2:30:16] but Andre Jacque does it

[2:30:17] and he's not gonna be there anymore so,

[2:30:20] but there's usually a bill

[2:30:20] every year and never goes anywhere.

[2:30:22] I don't know why but, but yes. Agreed.

[2:30:25] Yeah, it's on our legislative agenda so we can

[2:30:28] - Excellent.

[2:30:34] - Student updates. Do you have anything?

[2:30:37] I mean homecoming you have

[2:30:38] to say something about homecoming, right?

[2:30:40] - Yeah we do have homecoming soon.

[2:30:42] I don't know when tickets, well your guys' is before us

[2:30:44] and tickets are on sale for east like wait, September 19th?

[2:30:49] I think so this Friday wait, there's that Saturday. I

[2:30:54] - Know I know about Wes is the guest forms opened today

[2:30:57] and you have until next Friday

[2:31:00] if you wanna bring a guest you have

[2:31:01] to have your forms submitted by next Friday.

[2:31:03] That's for Wes, I know that one.

[2:31:04] And then the following week is when ticket sales open.

[2:31:08] But I don't know what the timing is

[2:31:10] for east if maybe you're off by week.

[2:31:12] - We were a week after, - A week early. Maybe

[2:31:15] - A week later I think later a week

[2:31:17] - Later.

[2:31:18] Okay. I

[2:31:19] - Think it's October 5th

[2:31:20] through the eighth dance tickets for on sale.

[2:31:24] - Yeah it is a brief window.

[2:31:26] So it's one of those things

[2:31:27] to make sure everyone reads their newsletter really well.

[2:31:30] - And I know the theme for us upcoming is

[2:31:32] like night in Paris.

[2:31:34] So

[2:31:40] - Did you have anything else?

[2:31:42] - No, I don't even know

[2:31:45] how did the start of the school year go?

[2:31:46] Yeah, was from the student perspective it was good. Yeah.

[2:31:49] Yeah it was. It was good. It,

[2:31:55] - No, yeah it was good

[2:31:56] but it kind of felt like summer

[2:31:57] went by in like two weeks, right?

[2:31:58] Like it felt, it didn't feel like a new school year,

[2:32:00] it just felt like a break and I'm back

[2:32:01] to school like I don't know don't I think it's

[2:32:04] because we're seniors so we're just like, we're just there

[2:32:07] for the vibes I guess this year

[2:32:11] - We're just the decorations

[2:32:12] don't is sitting right there.

[2:32:17] He's taking notes right now.

[2:32:22] The easiest too. I'm taking all these classes.

[2:32:26] - Okay, the upcoming meeting schedule is attached

[2:32:29] and then we're at our superintendent.

[2:32:31] So would like do you have any thoughts? Factories?

[2:32:36] - I'm not our scholars.

[2:32:40] It was definitely,

[2:32:42] I believe our district should poise itself

[2:32:44] to be the number one destination

[2:32:46] and that has going to require some

[2:32:47] new efforts moving forward.

[2:32:49] 'cause I think look across the D county,

[2:32:52] we have some example our things that we should be proud of.

[2:32:55] Whether it's our buildings, our administration, our staff,

[2:32:59] or our really efforts to commit to equity in a way

[2:33:03] that's not just the wording we say

[2:33:05] but the actions we carry out.

[2:33:06] So I want to make sure that, you know,

[2:33:09] by January we presenting

[2:33:10] to our board a campaign for us to recruit.

[2:33:12] I'm getting postcards across my district from other

[2:33:15] districts, recruit my scholars.

[2:33:17] So I'm definitely going to make sure that we have a campaign

[2:33:19] to make sure we're the number one destination in the area.

[2:33:23] Not as, I'm not going to nobody else

[2:33:25] but some prayers is the number one destination.

[2:33:27] We have to own that.

[2:33:29] I'm really proud of our committees today to get

[2:33:31] to our board members to make sure

[2:33:33] that they are hearing the work

[2:33:34] that we're doing on the ground so they can lift it up

[2:33:36] and look out for us.

[2:33:37] I really appreciate the board members

[2:33:39] for taking their time coming out to the schools.

[2:33:41] It's really fun to see you all there

[2:33:43] to represent your liaison schools and to have their back.

[2:33:46] I, I think that is really what

[2:33:48] we want to show our community.

[2:33:49] I'm really proud of our board and our principals

[2:33:52] and our bus drivers and early childhood centers

[2:33:55] and everybody was welcoming.

[2:33:57] It was a sense of belonging for the last week.

[2:33:59] We got to get everywhere and it was really fun

[2:34:01] to see the scholars that very strong

[2:34:03] do not compete with 'em.

[2:34:04] They know when, so it was, it was,

[2:34:06] it was a really great onboarding to the school year

[2:34:09] and I just, I just want a last update.

[2:34:12] You definitely should look forward

[2:34:13] to seeing a calendar from us

[2:34:15] that gives you a month in advance.

[2:34:16] We're talking about looking at not only athletics

[2:34:19] but activities that are related to academics.

[2:34:21] We have some of the best music going on,

[2:34:24] our music departments, arts, other things that we have

[2:34:27] to get a calendar so you all can

[2:34:29] see some of that work as well.

[2:34:30] We're just not an athletic district,

[2:34:31] we're an academic district

[2:34:33] and I want to make sure you guys have a calendar to see both

[2:34:36] so you can get to some of those events as well.

[2:34:38] I know I was at, but Isaac, we were at a school and

[2:34:41] and they were highlighting their musical performances.

[2:34:43] So we do some great things and we got a shout it out

[2:34:45] and show it up and bears one.

[2:34:47] That's it for me.

[2:34:53] - Okay, fantastic. And then we're at the board debrief.

[2:34:56] So I know, like I already said, my one little bit was,

[2:34:58] it was just a lot to absorb

[2:34:59] for me was my one like thought on this was I'm used

[2:35:02] to the screencast so this being a change was thinking about

[2:35:06] like that balance from like my reflection would be the

[2:35:08] balance of how much front loading versus how much absorption

[2:35:11] during the meeting is gonna be like the right fit.

[2:35:14] But I, I loved the format. I don't know about anyone else.

[2:35:16] This is our first try at this.

[2:35:18] If you have immediate kind of reflections on what we thought

[2:35:21] of our first committee of a whole.

[2:35:24] - Yeah, I liked all the content.

[2:35:26] I wish there was a way to also somehow condense it

[2:35:28] so it's a little bit shorter.

[2:35:30] Like not a lot shorter

[2:35:31] but just take a little bit shorter would be awesome.

[2:35:34] I'm not sure how to do it though.

[2:35:35] So I don't have any suggestions for solutions

[2:35:37] because I think everything was pretty much necessary

[2:35:40] and it was really great.

[2:35:41] But yeah.

[2:35:48] - Any other, yeah, - The only other thing

[2:35:52] I think would be nice is to be able to have something

[2:35:55] where we can like at the end talk about like

[2:35:59] if this is something we need to talk about

[2:36:01] at the next meeting, like at,

[2:36:03] because I don't think there's a process right now

[2:36:05] of like if there's something you really need

[2:36:07] to get on the agenda.

[2:36:09] Especially I would think for that last meeting of the month

[2:36:12] where we're probably not gonna be here until nine o'clock

[2:36:14] because we've talked about all the things here.

[2:36:17] Like is there a space for that to be something

[2:36:20] that like it's the board work that we need to talk about.

[2:36:23] Sometimes I think that comes up

[2:36:24] and then we need to spend our time at that meeting.

[2:36:27] Maybe talking about it versus it this being more

[2:36:30] administrative focused.

[2:36:32] - Yeah, that's a great point. 'cause a couple board members

[2:36:34] have email topics, which I promise are not lost,

[2:36:37] but it is trying to figure out where they fit.

[2:36:39] Especially with us purposely

[2:36:41] reducing our governance meeting time, which I think is

[2:36:43] where some of those topics naturally would have fallen.

[2:36:46] And then trying to respect that we all just added committee

[2:36:49] time to our calendars.

[2:36:51] So I was trying not to add,

[2:36:52] but like next, maybe if we're already meeting next Monday

[2:36:56] to talk about the ratification,

[2:36:58] maybe we can slot in a couple of those other things

[2:37:00] that I think hopefully aren't super timely conversations

[2:37:04] but our board level conversations

[2:37:06] that we normally would've had in the governance meeting

[2:37:08] that I didn't know where to put quite yet,

[2:37:10] but I promise I'm not lost.

[2:37:11] And yet if there's, maybe there is a place where at the end

[2:37:14] of the meeting we, maybe even in the debrief you can just

[2:37:16] say parking lot comment.

[2:37:18] Like it would be nice to see

[2:37:20] this on a future board meeting agenda.

[2:37:22] I think that would be allowed in the debrief is like it

[2:37:24] would be nice to see this on a future agenda

[2:37:26] if we are all comfortable with using the debrief that way.

[2:37:28] I like that. Yeah.

[2:37:30] Then we don't need a new line,

[2:37:31] we just say we have permission to suggest it during debrief.

[2:37:35] Yeah, it works. Okay, cool. Yeah, that's a good thought.

[2:37:39] Any other thoughts?

[2:37:43] Motion to adjourn. Second. All in favor? Aye.

[2:37:48] Have a great night everybody.

SPASD/COW Board Meeting, 09-14-2026

Transcript