[0:00] Our work session for the Tinning Board of Education, Monday, March 16, 2026, 2.30 p.m. Tinning Boardroom, members present, Lindsay Garbock, Tina Rowley, Ryan Bespeng, Jessica Nielsen, Sue Continental-Thornow, and myself, Jeremy Snell, members excused, our member groom stood.

[0:25] And

[0:29] then we had to have a sign that Brian, where you are, the pledge was just on the

[0:32] road in the mission statement?

[0:34] Yes.

[0:36] Our mission, the chickpea school district, is committed to excellence by empowering and challenging

[0:40] all students to achieve their personal potential as lifelong leaders in an ever-changing world.

[0:48] All right.

[0:49] For the consent of the gender review of the minutes, are there any questions?

[0:58] This was a row attempt we quiet month. We didn't have a lot of checks in March or February. Excuse me. We made up for it in March. I think so whether we'll have a lot next next month.

[1:12] Check 11 512 in structure. That was for ministry connect. It's paid for out of DT and L funds. I don't know if that is ministry connect.

[1:23] Yes, Mastery Connect is a learning platform for teachers.

[1:29] I wasn't sure what it was. I just looked it up to see what it was, but it didn't have a lot of details.

[1:35] So check 11, 5, 16 to National Archery Schools program of West Desert.

[1:43] Purchase some bows and arrows from the TSSA funds.

[1:47] So apparently they're going to start an archery program at West Desert High School, check

[1:53] the level 520 to Rasko construction.

[1:57] That was our final payment for the concrete and grading that we added to the West Desert

[2:03] playground project.

[2:06] They finally finished that up and we released the final payment.

[2:11] And I'd be happy to answer any others if anybody has questions.

[2:15] So unless

[2:36] the board has some questions for me, I don't have much to share.

[2:39] It's been a pretty mundane month for tech projects.

[2:43] A lot of maintenance, a lot of adding things, a lot of fixing things, not a lot of big project things going on.

[2:49] Planning for summer, but nothing particularly crazy this month.

[2:53] But if the board has questions regarding tech in the district, I'd be happy to answer any.

[3:03] So the big things for this summer are we are redirecting our learning management system.

[3:12] That's the program that parents and teachers sign into, well, not their graded programs,

[3:18] there's our curriculum assignment term and historically we've used Google Plaster since

[3:23] we use Google Chromebooks and other things like that when we're moving towards Canvas.

[3:29] us. So campus implementation is going to be pretty intense to get that ready for us, fall

[3:35] roll out. And then a couple other smaller programs that are less crazy. We're working on

[3:44] the security procedure for like lockdowns and things like that. We have a few different

[3:50] programs where we use when there's a lockdown. And we're trying to streamline this. Secret

[3:59] lock down in two or three different programs.

[4:02] They do it in one in a sense code to the others

[4:05] so that it cascades down and is it as stressful

[4:09] for the person who has to actually start the lock down?

[4:12] Because if there were a real emergency,

[4:14] that stressed me, cost errors and things like that.

[4:18] So working on that code, that'll be working in the summer.

[4:22] So small projects like that is kind of the summer plan.

[4:25] So nothing, not a lot of physical installations,

[4:27] a lot of new software recommendations.

[4:31] Okay.

[4:33] In terms of how they would be, definitely.

[4:38] Any word on the e-rate fiber optic dream that we have.

[4:44] So this was one, so if you're not aware what e-rate is,

[4:48] e-rate is federal FUC grant.

[4:52] It's very restrictive and one we can actually use it on,

[4:55] that gives a five-year budget, so you can spend it all in one year and then you go four

[5:00] years out and you can do different things with that money. I've been trying to get that

[5:05] money to be spent on doing a fiber optic line up to the baseball field so that we can have

[5:11] internet out there for to do live streams or to have Wi-Fi for, you know, whatnot.

[5:23] I put

[5:29] So, I'm going to submit again, and just cross my fingers, I dropped some hints with

[5:33] CenterCom.

[5:34] Hey, watch your, because every vendor knows when we file an e-rate that's relative to

[5:40] the things they sell.

[5:41] If I put in a RFP on e-rate for like wireless access points for Wi-Fi, I'll get 500 e-mails

[5:50] the same day for vendors when we need a file.

[5:53] So, I know people know we do those RFPs, they shouldn't do that, so we're going to try

[5:58] again to use that federal money to dig a trench and run internet after the baseball

[6:04] nightmare.

[6:05] So, that's the plan on that right now, it's right now.

[6:08] I just thought it would be interesting for me here, one of our bigger dream items.

[6:13] I would love that.

[6:14] My plan is to stop it wherever we're doing stuff on the track, and so it goes to the track

[6:19] even if we don't install it now it's there for when we upgrade those areas so I've been wanting to do that for a while, so hopefully this year they'll, someone will do it.

[6:33] I do have a couple of questions behind me related, um, just, the, the, the, the elementary

[6:41] is there, the sound systems, sort of, you know, the speakers and whatever, is there any

[6:47] better way to go about that, like, kind of the, the club, you just couldn't hear it,

[6:54] they just have these two black speakers, and I know you like the veterans' data and you're

[6:58] So is that in the library?

[7:00] No, it was in the stage.

[7:04] So those volumes and things could be adjusted.

[7:09] So that's just a matter of back and forth.

[7:12] So like Miss Nell has controls to adjust the volumes on those.

[7:18] And I can always go down there and help her.

[7:20] You know, one of us being in the room and just those.

[7:23] That should be adjusted.

[7:25] So these are reportable standards, so not over our belt system.

[7:31] No, it wasn't the belt system, and that's what I think what you mean.

[7:34] They're using portable speakers for some of the...

[7:37] What is my Christmas table?

[7:39] For a Christmas man.

[7:42] I know what you're referring to.

[7:43] I'm trying to take over.

[7:46] Yeah, I noticed that too with the book club, which really happened.

[7:50] we do our two problems where they recorded the video they recorded on the stage. The microphones

[7:56] and so the initial audio was really not going to. And then they were using those two speakers

[8:03] which kind of funny because generally they used one which would even worse. And so the

[8:08] pattern was already to get with that. It was set and then I used to say, why don't we take

[8:15] you're four electrical devices which is ESM speakers that these years that are much newer.

[8:21] They had that standing set since I got hired.

[8:26] And what if we wrote four of them in the

[8:28] old age corner to the crowd and see if we can and be able to come into a small adaptor action

[8:33] during it to try to get out because it was really, I mean, it was tough to hear. And like I said,

[8:40] part of it wasn't their core environment, it was in the fact that the

[8:45] way it self-speakers

[8:46] up.

[8:46] So, you knew why I'm here, but I was seeing through their way in my own account, but maybe

[8:53] you did get out of what you got all over on your side, I don't know.

[8:57] So, there's some, yeah, there's some just, almost just training, you know, like, hey, let's

[9:03] try to use these setups and, you know, even said, well, I think I should go through a small

[9:08] or a particular couple of mixing doors and stuff.

[9:12] Anyway, with the...

[9:14] with the verbeca tape and over, I wanted to give it a 3rd and a 3rd.

[9:17] I mean, you can do like just a small, high-pitched clean.

[9:21] He's, I thought, a lot of it was good, but that's sounding.

[9:24] The screen was too little, on the movie.

[9:27] Did you catch that?

[9:28] Yeah, it was a bit...

[9:29] It was a bit...

[9:30] And it was...

[9:32] And he said that I already figured out what would be going wrong.

[9:34] And I'll look at some...

[9:35] Get a few notes, but we've got to see if that helps or makes you a little bit of a difference.

[9:42] I don't know, I was not.

[9:43] I think I'm wrong, electricity.

[9:45] It's my fault.

[9:47] Okay.

[9:49] Thank you.

[9:50] That was my only other questions.

[9:54] Thank you.

[9:55] Thank you.

[9:58] Thank you.

[9:59] So for our new class, our board developed use, right?

[10:07] I'm talking about this governance core.

[10:11] Before we do that, they didn't have a lot of questions.

[10:17] The policies that we've decided to go through,

[10:20] will they fit right here?

[10:22] This is just a few minutes.

[10:24] I won't take too much time from our governance core.

[10:28] I'm talking about part of USDA.

[10:31] Did I understand?

[10:32] I read one policy.

[10:33] and read 1.1 out of this booklet and I reach out to one out of this and we did work together here.

[10:39] Is that how I'm going to understand that?

[10:46] So I wrote it so I didn't do it.

[10:48] I don't know if anybody else knows what I'm saying.

[10:50] Yes, I understand.

[10:51] Okay.

[10:51] Well, I got it from that slide.

[10:52] Okay.

[10:53] Yeah, so this guy, I forgot my red one, yes.

[10:56] No.

[10:56] I don't know.

[10:57] I don't know anybody else.

[10:58] But yeah, we got to get back to school boards.

[11:01] If you want a digital copy, I have that too, so that you can send it to a copy.

[11:13] Thank you.

[11:16] Okay, so maybe we can just do that.

[11:18] I don't need to take too much time from our core, whatever.

[11:22] If it does, then we'll read just for next month.

[11:25] Does that sound okay?

[11:27] Okay.

[11:28] Okay.

[11:29] That's why it was like this.

[11:31] What's going on?

[11:32] Sorry, you've been interrupting.

[11:34] Principal Bextroom Chad again said,

[11:37] if you look at the immediate agenda presence,

[11:40] the period on the report,

[11:42] you've got the very last letter,

[11:43] Mrs. Amy Sonson,

[11:45] and the 10th Igan performance.

[11:47] Now, the band report is going to take place

[11:49] at the high school in the auditorium.

[11:50] So she had suggested that we flip the flowers.

[11:54] Okay.

[11:54] I was sure.

[11:56] Okay.

[11:57] Okay.

[11:58] Thank you.

[12:03] Okay.

[12:04] Before we need to talk about all the policies and things.

[12:07] Has anyone, has everyone figured out how to get on the master board thing?

[12:12] Yeah.

[12:13] Yes.

[12:14] Why must we really do lead tonight, too?

[12:17] Last month's back.

[12:18] You got your online?

[12:20] No, it doesn't.

[12:21] The master board is changing.

[12:23] Right.

[12:24] The new stuff.

[12:25] Yeah, there's some new sections and things, so right now you can get into it and there's some new sections, so it still works.

[12:34] By next year, so hoping that it will also be on campus.

[12:40] And so we would do a massive work of the on campus and have a structured campus.

[12:44] So, okay, I'll show you my problem with that.

[12:51] Okay, so let's do our policy first.

[12:57] What policy did you go over?

[13:00] Do you want to do this one?

[13:02] Do you like to share this?

[13:07] So, I wasn't sure how in, like,

[13:10] the detail we were supposed to go.

[13:11] I thought we were going to keep a high level.

[13:13] I don't know, so I guess let's learn from this one.

[13:16] No, it's, I picked FDACE, which is health requirements

[13:21] and services, medical recommendations

[13:23] by school personnel and parents.

[13:27] This is kind of around owing, aging, things like that.

[13:32] But basically, it's one of the things that we've,

[13:35] that I took from it.

[13:37] Our parents would be notified of action plans,

[13:39] but in place, some students are involved, and it is involving bullying,

[13:42] using the complex cyberbullying and retaliation,

[13:45] and then part of that, there's actually the form,

[13:49] it shows you the form of what is to be filled out

[13:53] for verification of parent contact regarding the threat incident.

[13:58] So, just making sure that any time this happens,

[14:03] the parents are being contacted,

[14:06] I'm going to ask you a new word.

[14:08] I don't plan any points.

[14:10] I'm going to sit up.

[14:11] I'll see you in a bit.

[14:13] Is FDA C-E?

[14:15] OK.

[14:16] Do you want the title?

[14:18] Well, that's good.

[14:19] OK.

[14:21] Thank you.

[14:22] No, I'm good.

[14:23] Just kind of helping us be more aware of what we have in there.

[14:26] OK.

[14:27] What do you need to do?

[14:28] Yeah.

[14:28] So I picked one of the newer ones, 2035.

[14:32] And this one is E-M-E.

[14:35] and it's talking about packet credits, so this is a policy that puts

[14:40] indefinitions on what packet credits are and it states, for example, packet credit

[14:47] means a greater replacement and a greater, and this is the nice thing, it has

[14:51] greater placement, original credit, packet, packet method, but then it has packet

[14:57] So, it's breaking it down to...

[15:00] You're taking a packet that actually get credit from a class, or you're giving a packet to replace credit from a class. So like if you failed a class, they give you a packet to receive credit for that class, because you failed it, or you can get a packet that will give you a grade before the class. And so it's just given you definitions of what packet credits are and how they are running from the codes and then add the codes of the new credit.

[15:29] But it's one of the things that I'm certain that I guess I was in an assamist or doorknob

[15:38] get there, if we need to create up policies or that's one of those policies that's already

[15:44] kind of been doing already, and then, but I'm wondering if you're going to study policies

[15:56] if I knew beforehand, because there's like a thousand pages of policies for me to recall

[16:03] it, especially if they're new. I'm not, I got to try to get out of it. I'm just saying,

[16:08] no, I'm saying, okay, I remember when we went over on that fact, it's on it.

[16:13] And...

[16:13] You don't see this happen?

[16:15] Yeah, it's something I don't think we've kind of gone away from.

[16:19] But what was the initials of that?

[16:23] That's e, nut e, you can kick down.

[16:27] I get into the newer one grade, 25.

[16:31] So I had the rest that I made way back when we were going

[16:33] on release on it, go ahead and to up.

[16:35] And maybe at that time my rapport was running.

[16:38] I can give you a better answer.

[16:40] Yeah.

[16:41] Well, I did put a push on this spot.

[16:43] I was just asking, yeah, I really did

[16:45] leave a push on this spot, but I understand there's a lot

[16:48] of these.

[16:50] and it was just the first one on my list on my team, but no packets no problem, right?

[16:59] We weren't trying to be, we were just trying to learn what they are, you don't have to do it,

[17:04] and we were just trying to be like, oh this is, we do this.

[17:06] You know what I don't think this is, so sorry, it wasn't bad.

[17:09] I don't want to, I don't think I need to do this.

[17:12] Yeah.

[17:13] Oh my gosh.

[17:15] Yeah.

[17:15] We have a package.

[17:16] I remember this law.

[17:17] Yeah.

[17:18] You have it in here.

[17:19] I'll see you about it.

[17:20] Yeah.

[17:20] You have it in your board of policy.

[17:22] Um, they sent to us and just you just put NA on it.

[17:26] It doesn't fly to us.

[17:27] Okay.

[17:28] That's a great one.

[17:29] See?

[17:29] They sent me answering.

[17:30] Perfect.

[17:32] But I guess what I should have put with that?

[17:35] No.

[17:35] What I would wonder is with that, uh, so does that mean we have to adopt it still because it's

[17:40] Can we just say that doesn't apply to us and just take it out where it has that work?

[17:45] I think it's probably best to just adopt the model policy, which is already been done.

[17:49] Right, right.

[17:50] And I imagine it's just not our procedures then.

[17:54] It just sits.

[17:56] And honestly, back at credit, it's one of those that's going to come back and at hand again and again.

[18:03] As the state seems to, there's a pendulum that's going between.

[18:06] I mean, let's get these kids top real fast.

[18:09] Let's get them out of here.

[18:12] Let's make it as easy as we can for them.

[18:13] And that's maybe the other way.

[18:14] Let's make as much rater as we can.

[18:16] Let's make it hard.

[18:17] We're going too easy.

[18:19] So, my guess is we'll see.

[18:21] I'm going to get some of that.

[18:23] It's a little bit there for him.

[18:24] I think so.

[18:25] Exactly.

[18:26] Yeah.

[18:28] I feel bad that I don't know this stuff.

[18:30] I have policies that they have.

[18:32] As a board.

[18:33] So that's why we're doing this.

[18:34] so we can't help.

[18:35] If you've got that faster than me, though,

[18:37] I think you're only for it.

[18:39] Oh, no, just because I pull it up,

[18:40] it's thinking that you start done a lot of work.

[18:43] Or else about it.

[18:44] Anyway, sorry, thank you.

[18:45] Jessica, did you have a one?

[18:47] Yeah.

[18:50] Can I just paint the note?

[18:54] Whenever we're trying to do like a policy,

[18:56] you know what I'm not, I feel like we're

[18:57] going to like 10 different folders.

[18:59] Can we create one folder where we can find where

[19:02] We discussed in July where it says, Kate, focus on needs.

[19:06] Like, I feel like I have to remember that file and search it, I think.

[19:09] So, just an idea to organize our right.

[19:15] Okay.

[19:17] We'll define all the policies, all of our previous, what we discussed,

[19:22] what we have, and what's our goals.

[19:23] Just so it's a one-stop shop technique.

[19:27] Okay. So, I have selected the TA-HA drug testing of other employees policy.

[19:31] So, I love this one.

[19:33] I thought it was a graduation or a A-trace.

[19:41] This is a new one, if I do any, at one time.

[19:45] This is just drug testing and the need to let everybody

[19:47] do this, not on drugs, but on record record.

[19:50] So, I love doing rentals and my employer.

[19:53] So, this just makes it even happier for me to make sure

[19:56] that we're following the rules with that.

[19:58] What it is, is it does, this policy applies to

[20:01] to district employees that are not bus drivers or in a safety sensitive

[20:05] position. So that's so that's everybody else about those individuals because

[20:08] they have their own because they're seen to be all their other

[20:11] classifications. They might have to do an extra test if that's the case. I know

[20:15] I see a lot of things to do if I got to blow it out while testing so I don't

[20:18] have to stay here. I know the study that at DAA age policy but just know that

[20:25] There is grounds for testing, the new mayor, reasonable suspicion.

[20:34] You have the consequences for the positive test.

[20:38] So to me, it's a lot of responsibility based on what it is, the title, but ultimately

[20:43] just making sure that we're following the policies and procedures that are needing to be done,

[20:48] along with what is required from the statewide, as well as the district.

[20:56] Yeah, I

[21:03] did get a couple because the question I put down was a little short work.

[21:09] There is more of the question, I'm not just learning, so I'm not pointing to gender,

[21:17] I'm surprised that I'm not transcribing it.

[21:19] EDGE.

[21:21] It was modified in May of 2019, so I'm assuming because I grew up the website is still good to go.

[21:27] But it says, during kindergarten enrollment, each elementary school is offered by the parents

[21:32] of the kindergarten student with information about higher education saving options including

[21:36] opening a Utah educational savings plan account.

[21:39] I

[21:43] feel like it does.

[21:44] Okay.

[21:45] So like when you go into the school, they have a little folder or something.

[21:49] I'm sitting on the table.

[21:50] I can't remember.

[21:51] That's why I feel like they gave me a paper for it.

[21:55] But that was also a long time ago.

[21:57] Yeah.

[21:57] I think that's what they at least that's how they used to do was they would mail them directly to the schools and the schools would distribute those.

[22:07] So that's a state-run plan, my $5.29, I don't know if you've heard of that.

[22:12] Yeah, that's what I was thinking.

[22:13] So they put a little pamphlet maybe when you're going in here.

[22:16] Okay.

[22:17] I just don't know about this here.

[22:20] That's right, my $5.29.

[22:22] So, EGA was mad on, because this one I do have a question for this spectrum.

[22:35] So it's just, it's called new to learning plan, and it just says that we will, like starting

[22:44] seven grade students will meet with the principal teachers, counselor, et cetera of parents and kind of figure out where to.

[22:55] Anyway, because I don't remember that either. I think I might just have a memory loss of everything.

[23:02] It's also known as CCRs. CCR, okay.

[23:05] Well, that's what you meet with Mrs. Luke and you go over what they're wrong to do.

[23:12] She meets with 8th, 10th and 12th and then in 7th, 9th and 11th grade, years she goes

[23:20] in to the class.

[23:22] Oh, okay.

[23:22] So in an official meeting, almost like she does it more in the general in those grades

[23:28] and then 8th, 10th and 12th, she actually pulls them in and goes over their time.

[23:34] Okay.

[23:34] That would be why.

[23:35] I mean, it starts in 7th grade.

[23:36] But that's why I'm seeing the meeting because she feels that the question is, okay, thank you, I mean, I'm not out of it.

[23:43] I do know that I haven't experienced that, okay, thank you.

[23:48] It's funny, maybe that's there, which I thought was interesting.

[23:51] I love that because I felt like that's kind of what they're, you know, for your rights, right?

[23:55] And I feel that they want and helping them on the way and putting forward to starting to do it in some credits.

[24:01] That was good.

[24:02] Thank you. I don't know any opinions about this.

[24:05] This is this, I just thought we're supposed to do policy.

[24:08] So better met with our organization on that,

[24:12] but how should we run out of the UI test to decide,

[24:16] at least, believe you're still in advance?

[24:17] Like, no, because you want to make sure you know

[24:19] what we're going to talk about, or tell me,

[24:21] I think it's a lot of fun.

[24:22] I just, as long as you understand,

[24:24] sometimes I'll go, hmm, I need to look at that.

[24:28] I'll get your view of that.

[24:29] I'm good with the story, and I do.

[24:30] I'm not honest.

[24:32] Hi, I just want us to be real, like,

[24:34] Okay, there's thousands of policies.

[24:36] I don't remember EFG-E.

[24:38] Okay.

[24:40] Okay, so is that a retirement facility?

[24:41] Yes.

[24:42] If you're okay, it can be a real aid.

[24:45] I am.

[24:46] So.

[24:46] Well, maybe if we do find one that we're covering that week

[24:49] and we have a question about it,

[24:51] email, remember, as I head up and say,

[24:54] I'm going to ask about this.

[24:55] Okay.

[24:56] Yeah.

[24:56] That's good.

[25:03] I'll just say.

[25:04] I don't know if you remember this, where we start marking it all and say, we've done this policy, we've talked about this policy.

[25:12] I just started creating a list of the date and then whatever policy we cover so that we can just keep track of it.

[25:18] Well, I was wanting to do that.

[25:20] Yeah, right there.

[25:21] Just because I went back, I wasn't just sticking with these ones that we looked at.

[25:26] And recently I thought, oh, I'm going to try a website, see what it's like, you know.

[25:29] And let's pick some of those interesting, like, their titles, what they're interested in.

[25:34] Under on the E, right?

[25:36] I get to hear a clear sign in the section, but...

[25:40] Any other suggestions?

[25:42] Or that's it?

[25:43] Is this good?

[25:44] Bad?

[25:45] Good.

[25:46] Yeah.

[25:46] I think knowing policies are important.

[25:48] We're always looking at one to one.

[25:50] We're going to get to know our policies much better.

[25:52] But essentially, as long as we know which one we're talking about, then we'll know if it applies to our districts or not.

[26:04] Just like my, I was like, oh, really, actually, realizing, oh, we don't do it.

[26:13] So we just didn't do it, just in the form, yes exactly.

[26:21] Okay, so just an idea.

[26:24] Why don't we grant our superintendent access to the spreadsheet, color-coded, something

[26:30] so that he can see it, he can answer these questions, but we may or may not have.

[26:35] So like, we pick our one, so like today we pick ours that we want to review next month.

[26:40] We focus on what's red, to me, red means that we need to really review and make sure that we're complying to it, because they're new.

[26:48] Then, color coded to whatever is color, paper color is as long as we're not regular and green.

[26:54] And that way he knows that that's what we'll be reviewing next month's fourth meeting, and then we just focus on it.

[27:02] It's red. I mean, you need a person like that right now. Like I said, I don't know.

[27:07] This is sort of coordination on here. But anyway, you guys never heard of. Oh, you know.

[27:12] Green men that we've already had in place in particular. At board that they didn't have any changes.

[27:19] Green men changes. Yeah. Then yellow, yellow does it have some changes. And then,

[27:27] But you're right, once you look at the policy, the policy that I have right now, it's all

[27:33] like green because it's a brand policy.

[27:37] All right, see that when I see the green.

[27:39] Yeah,

[27:41] so when you look at a policy that's yellow, then you'll see all the black and then a couple

[27:47] of places where a lot of green and that's the new stuff.

[27:50] That's an policy.

[27:51] So, yeah, maybe your color really needs to be changed, that's a little bit, but I think I knew what it was with, whichever way, as long as it's organized, I will fall in line.

[28:03] This spreadsheet is also easier to agree with. You want to say about a document where you're not going to scroll ten different pages to find your name.

[28:10] Hey, so, this is my list.

[28:11] I like that. This spreadsheet works perfectly. This was a scroll that you mentioned.

[28:15] This was in July, so then we just know the top.

[28:18] I think I'd like to make a new spreadsheet for us, since he's gone and can't find it.

[28:27] But just keeping the new ones the longer we need to keep up and this is not going to be review

[28:32] every July is updating our policies.

[28:36] Yeah, we can definitely update it as long as it's spreadsheet format.

[28:41] Yeah, but it knows.

[28:43] I guess in the slide too, we did go over these, so we can't go back to other ones.

[28:50] That's kind of my thought as we already went over those ones.

[28:53] Yeah, once you go, they're taking care of them.

[28:56] They should have already been taking care of October.

[28:59] Yeah?

[28:59] Yeah.

[29:00] I just didn't strike out.

[29:03] Well, we don't, you know.

[29:07] I mean, I just don't want this one.

[29:09] So, I think we did some of the 85 to the policies and if there's no way we can just institute

[29:16] like the model after the codified.

[29:18] So it's something we do pretty much for the whole year and there's a whole new batch coming

[29:25] in June.

[29:26] So we get those since it's old.

[29:28] Our new model policy.

[29:29] So they're kind of right around the corner of the new set.

[29:33] I think it'll be less this year.

[29:35] That's what I'm hearing about.

[29:37] We'll see, and I have a 2025 board of policies, those were basically all those

[29:42] enjoy this list, right? They were all the new ones, but all the old ones still,

[29:47] like 2019, those still apply, right? Well, was they take them out, right?

[29:55] The ones

[29:56] One that are on our way down to the front, and he said, they, whatever, 10 years ago,

[30:00] If they haven't told us to take it out, it's still in effect, yes? Okay, so it's okay to, like, know these that weren't just current. Oh, yeah, for sure. That would be helpful.

[30:13] Well, that's kind of my thoughts, too. Like, when I take away from this was to just familiarize myself with it, not to necessarily, I don't know, I feel like we're making it be more work than it needs to be. Instead of just being a, here's an educational

[30:32] And keep track of what has been reviewed, whether that's a spreadsheet or however we want to do it, but I don't, I don't know.

[30:41] I think it might be, we might be getting into it more than we do.

[30:48] Well, I will apologize for asking questions about my policy.

[30:52] No, I don't know if that's supposed to happen.

[30:53] No, I agree.

[30:54] No, I agree.

[30:56] Ask questions when we have them, but I don't know, like,

[31:01] my thoughts are, let's review one policy.

[31:05] And if we have a question, give them a heads up and say, this is a policy we're going to review,

[31:09] instead of like making those guys go back and look at a spreadsheet and keep track of it, we can just say, heads up.

[31:17] I'm going to ask about this.

[31:18] That's just my opinion.

[31:20] I don't like it.

[31:20] I think it's better to be organized, and we also keep, we don't spline side Mr. Coral.

[31:29] Yes, Mr. Coral.

[31:32] And I agree with you though, like I don't think we should focus solely on just the new stuff.

[31:38] We should also look back at some of the older ones.

[31:42] I mean, which I grabbed one from the new stuff as well.

[31:45] But it shouldn't be limited to just those that should be all of our policies as a whole.

[31:52] But again, it's like buying the new policies because we listen to why and we haven't done anything for this.

[31:58] So I think we do need to focus on like the red, get those done, and then we can focus on the shuffle.

[32:06] But that's just fine.

[32:10] Well, they were all,

[32:17] yes, Mr. Bernard has his listed things that we told him when we read those initial policies.

[32:22] And so they were going to go whatever, not me, that word in November, October, yeah.

[32:33] So they were going to go.

[32:34] And so we gave him his things, he had his notes, and he's working on those.

[32:37] That's why I was thinking going back.

[32:39] Yeah, because we had our policy reading, policy reading review.

[32:42] And that's where we updated the other spreadsheet saying that we reviewed it.

[32:57] I can just do it on my own if you guys don't want to keep doing new policies, and I'll just

[33:01] tell you what it would work.

[33:04] So do another policy, I guess, once?

[33:06] I might put a number of your questions ahead of time or now.

[33:11] All right, yes.

[33:12] Yes.

[33:13] I have a policy.

[33:14] Tell me what policy we're going to put in.

[33:16] Okay.

[33:17] Thank you.

[33:20] Okay,

[33:24] so let's real quick, I think it's stood out, but we need to point out, number 1.1 on the USDA,

[33:31] we'll click and then we'll go to our reading book.

[33:40] Sorry, I should just tell you to go first.

[33:42] But I'm wondering, as long as I said, just because I've been reading and writing and I'm working

[33:48] a graduate and a strategic plan and it says obviously the district establishes a vision

[33:53] of goals and priorities.

[33:54] So I think they're in front of their book which I really appreciate it, the USP A1, and

[33:59] their mission is three words.

[34:02] So but then their vision is longer, their mission is building that force and their vision

[34:06] is a little bit longer.

[34:07] So I think that's maybe where we can, as we continue to work on it, and I tell us about

[34:10] later, think of a smaller goal to saying and a longer explanation.

[34:19] So that was something that stood out to me in that one point one.

[34:24] Anyone else?

[34:31] We are a lot through this.

[34:35] So that you, I can just decide who wants to start us off.

[34:39] What did you think writing of this and how to go about studying it?

[34:42] I did some thinking, but I wanted to hear from someone else.

[34:44] I was single.

[34:48] So going through this book, I like it a lot.

[34:51] And I'm excited to use the one book along with it and see how it goes.

[34:57] I'm still kind of unsure how we're going to use the book in all of it,

[35:02] because I did this really through the book.

[35:06] But going back to the building of the fake governance,

[35:10] they just made so much sense to bring through and how,

[35:15] and so I'm excited about how we're going to implement.

[35:17] And that's where I was going to go.

[35:22] So Mr. Monash, did you get a chance to go that and have any thoughts as coming from a teacher

[35:27] or principal perspective to know how it works and how this may be from New York's case?

[35:33] Yeah, and it's...

[35:36] You know, I didn't read it, but I didn't do, like, think per share.

[35:41] I didn't fill out because I just thought, this is how we now.

[35:46] So, I'm not sure if maybe with the time frame in the board has, it seems like this workbook is going to be massive.

[35:57] And maybe it's the pick that we picked, that the board picks and assigns one single piece of it, or maybe a size one that can be done here and one that can be done along a home.

[36:10] I may be probably abandoning the entirety of every single module, sorry, not abandoning

[36:18] the entire of the module, but abandoning the process through the agony of to do the

[36:22] entirety of the module.

[36:23] Maybe you do one thing out of each module as a little process, or the only way I can see

[36:28] you doing that or the board needs to clear

[36:36] the entire work session for just this, maybe,

[36:39] I mean, it says it's high as a time problem as well as what it is, and there's two time problems.

[36:45] There's a problem you're going to do at home, which is remedy because it's done at home when you can decide how long you want to put it in this.

[36:50] But then, there's things there, shares, and there's other things that need to be done at the partner, I don't know if that's something you want to do together.

[36:59] Or if the word wants to try and do something offline together in partners.

[37:03] When the third option I think is the board looks at this and says, let's just do 3.2.

[37:11] A lot was reading the chapter.

[37:13] That would be my suggestion on this.

[37:15] I think this is the most important book that we're going to read out of the board

[37:19] and is a school district ever in my opinion.

[37:22] It's that awful.

[37:24] I think it would develop the deadlines, the timelines where I was looking for.

[37:28] because the word starts hard, it's always so great.

[37:31] What's your job?

[37:32] What's my job?

[37:33] And it's, that's the essence of this book.

[37:36] I'm excited about that together.

[37:38] So we can all get things done.

[37:41] I appreciate that those three options.

[37:44] Chairman, did you have a chance to look at it?

[37:46] Because you were, I didn't know.

[37:47] I was okay.

[37:48] I don't know.

[37:49] I felt bad for it.

[37:50] No.

[37:51] Okay.

[37:52] Just your excited last month's like,

[37:53] well, who do you have to look at?

[37:53] I was and I had an attempt this weekend.

[37:56] That was a rough weekend, so.

[37:58] Sorry, and I don't know what I'm trying to call.

[38:00] No, no, what?

[38:01] I read it today.

[38:03] I'm just going to fill it out there.

[38:05] You got my green camera and your team, I want to say.

[38:08] Anyway, I like that.

[38:08] So your three options, ideas, great work.

[38:12] If you pick one of many of the module 1.1, 1.4,

[38:16] something is in here.

[38:17] Then we choose whichever we want the time to at home.

[38:21] Or we say we get the outside for me

[38:26] as partners and share their, or, sorry, what was the third?

[38:33] Or we just take one partial of the modeling to do.

[38:38] Yeah, so you look at like 3.1.

[38:41] Well, it's all a chapter of life, right?

[38:44] And 3.1 is a program, a place of learning process,

[38:47] so it's basically an activity to reinforce what you're learning.

[38:50] And it will take some time, and I've

[38:52] to me, I mean I actually said that should give you the time or completion of it, 40 to 60.

[38:57] And so if you're here to do this homework, you know, that's doable, but when you start

[39:02] going, okay, now 3.2 is also 60 minutes, so it's checkifying.

[39:08] I think the work will fall off, I think, maybe in our hearts we want to look at it, but that

[39:13] becomes a big task if it's hours and hours of homework, but that's why I was suggesting

[39:18] that.

[39:19] I do think where we didn't say any of that ahead of time is anyone will go if we can today

[39:28] but going forward does anyone want to look ahead at the modules and see which one feels

[39:35] the most relevant for us to do together here and then or what will you want to get together

[39:41] outside of the board?

[39:43] Tell me your thoughts.

[39:44] Can we pick a piece per person, per module like, for instance today, there's five different

[39:53] quotes and rationales like, can each one of us do one and then share?

[39:59] So that's not going to run right, but I'm like, obviously, so you want us to do not even

[40:07] going to 3.1.

[40:11] What is that?

[40:13] 4.2, there's four different things for a star.

[40:19] Somebody takes strength, somebody takes tactics, somebody takes analysis, like the plot

[40:24] ahead and then they go over what they learned and felt when we discussed that

[40:30] way I don't know if it would work for every single one but I don't know

[40:54] That's what I mean.

[40:56] I'm just saying it on the board about it.

[40:58] Good for me.

[40:58] Yeah.

[40:59] I mean, the chapter two room.

[41:00] So I just sort of said right then.

[41:02] Well, we just...

[41:05] Okay, so what do you think of the options?

[41:09] I actually...

[41:10] So I think it must have gone off.

[41:12] What would be said?

[41:14] Or we go through the module.

[41:17] And then we have one partner.

[41:19] So that when we go through the...

[41:22] a partner who says say something in the green process

[41:25] or the big pair share portion,

[41:31] then we have a partner.

[41:33] The partner's going to switch every month.

[41:35] And now we go through it.

[41:37] We go through one module each month,

[41:38] and you go through with your partner,

[41:41] and they can send it or outside the board,

[41:44] and then we just report on some of our dates.

[41:49] We can do it all the phone thinking about

[41:53] different time that is this is I'm it's a time and straight unless we want to have

[42:03] another hour to look session for this book and which we can do

[42:17] my opinion would be I guess

[42:32] But I guess I would rather just meet together here and talk about it for a few minutes

[42:40] at our little timer.

[42:42] You know, I'll compare it with you over here, you know, and personally I would say I would

[42:49] want to look ahead for us and pick which one we should do together.

[42:55] In more meaning, this time I really think you're best.

[42:59] The quotient would be the most important of module one.

[43:02] So, and we should think, if anyone wants to go on schedule,

[43:06] look over that, and then you read the chapters.

[43:08] That's how right of my study girl for chapter one,

[43:11] because we looked at module one

[43:12] and almost all the assigned readings in module one were chapter one.

[43:16] So that's what I said, read chapter one.

[43:20] But then we got people to just come and see how well

[43:24] So we're going to go through some of these smaller ones that we're going to use together.

[43:31] So yeah, I think all the way we're at work through all one by one, one by two, all the way

[43:39] down.

[43:39] Right.

[43:40] Yeah, that's the idea.

[43:42] Right.

[43:42] We will read these.

[43:43] Work is a blocker.

[43:44] No way.

[43:50] And that's my, sorry, my opinion is like Michigan said one of the most important things

[43:56] that we're going to do and if we only try to do it in three minutes to five minutes

[44:01] then it's, we're not going to adjust this.

[44:05] So we need to have extra time to be able to go through this so yeah maybe we pick some

[44:11] One of the small things, let's do this at the board,

[44:14] let's go through this quote on 1.1, takes 20 minutes.

[44:20] We've got to do the 20 minutes, but everything else has to be done at home.

[44:24] That's also what you were saying, partner and the other.

[44:28] So do we want to do a partner outside of the boardroom?

[44:31] Or do we want to just have someone on the slide to take the most important one to work on in the boardroom?

[44:48] I need to say this, but I think he meant it's both that we do it outside, we call it,

[44:53] we talk to a partner, and then we also pick one important thing to do it for him.

[45:00] What do you think, Jessica? Do you think you could find time? To talk to you at the time? What is time?

[45:16] I don't know. Can I also look at one of those number of people. There's five interested module two, all five of us, to be each to take one.

[45:33] But then when they said the star takes four people, you know, so they go sheet and make

[45:43] the changes based on what needs to be done, I don't know if you honestly will be able

[45:49] to track down that partner outside of that one month who's already parted up or all of

[45:59] So I'm just looking at it as it's not there to us that also work outside, but ultimately

[46:04] we might find that partnership, but then we might not be able to make it toward me in your

[46:07] vice versa.

[46:09] And so I think, yes, you should touch on that home, all your other modules, but you be assigned

[46:16] a specific one to report after.

[46:19] I like that. Same with, you know, module one, it has five different. I mean more but,

[46:26] right, one, one, one, one.

[46:28] Mm-hmm.

[46:28] That's each of us would take one because there's a work page for each one.

[46:38] And then, like you said, spend a few minutes going over whatever you were assigned to.

[46:45] because we're all going to be reading the chapter we've all produced in the

[46:49] journal that the work sheets have. It's just a matter of

[46:52] shake your focus to one, to report, to report out of it.

[46:58] Yeah, I did too.

[47:01] I guess I was just thinking, I think this is just my understanding.

[47:06] So, I guess I was thinking we were hoping to actually do some kind of

[47:10] hierarchy, a mini-July, 20-minute-July of work with each other,

[47:15] you know, on one specific one, and if we just report back and we're basically doing what we did with the other books, right?

[47:23] We're just saying, this is what we talked about, this is what we liked.

[47:26] I don't know.

[47:28] But maybe that's just me interpreting, just like I'm interpreting other things correctly.

[47:32] So, any...

[47:34] I think the only difference with this one is it's a guided, it's not, you know what I mean?

[47:38] It's a guided worksheet instead of just what you like.

[47:42] Yeah, okay, that's true, but I understand where it's coming from, it really would be the same thing to be working together as a group as much as we would want.

[47:52] I just don't know how to make it work.

[47:54] I kind of hear why I'm doing that one, then I'm just going to leave 6

[48:04] -7 PM on that Tuesday night or whatever it is, right?

[48:06] but against my hour for everybody,

[48:10] I think I folks will not shift in some of it.

[48:13] I'm busy, so I don't, I want to make sure

[48:18] that it's primary, but at the same time,

[48:20] I want to make sure that other tasks

[48:21] that they're assigned to me work for are also their focus.

[48:27] I don't think it would run.

[48:29] If it honestly runs, it's not, maybe it's just trial there,

[48:31] this is how we do next month.

[48:33] I see how it records, and I'm not changing it, right?

[48:36] And it was not stuck in the stone, it's not running out.

[48:40] We can always make changes.

[48:42] Because I feel like that when we get to 3.2 with stars,

[48:45] there's four of us that are working on that.

[48:48] So it's based on that particular module.

[48:53] And we make the changes based on that.

[48:55] And we're looking ahead.

[48:58] Because really, a module one, we can all break away

[49:02] and do that two.

[49:03] You've got the fine Rs, the kids' foot, but I don't. We want to do. Each of us take

[49:08] read, record, retell, you know, make it last longer.

[49:16] I guess your ball is, or I guess your

[49:18] mean question is, do you want done by July or December?

[49:23] I don't think we'll get this done

[49:24] by July. There's no way. There's no way. But that's what it comes down to is. Yeah, understand

[49:30] And what's your time zone, you know, for timing?

[49:34] Well, I'm going to throw this out there.

[49:36] There's a few of these that are probably really intensive

[49:40] and would be better to be done at an marginalized meeting

[49:43] when we do a retreat and say, we are going to do this all day.

[49:48] And we take a four hour block during our retreat

[49:51] and we just work on this book and go through some of these

[49:55] together.

[50:00] I guess for me, I do understand the timeframe thing, my thing is, was the goal, was the goal

[50:07] of the book.

[50:09] That was my thinking.

[50:11] And so I guess that's what we have to say.

[50:14] I think it's kind of what chapter one, the larger one was, we need to get on the same page.

[50:21] So that's true.

[50:22] is a timeframe finishing, is it going to go on talking to each other? What did you want to get from this?

[50:32] What did you, Mr. Kronkman, ask you? What did you see being beneficial for the board in doing this book? Just us getting?

[50:42] Yeah, us stuff. What did you see?

[50:47] Well, I'm reading it with you, I think, all the way through when I first started it.

[50:51] I just think the book really fleshes out the idea of governance and the government governance

[50:59] mindset.

[51:01] And you'll, I can't remember if you just said it in this chapter or the next, they actually

[51:04] talk about when you're teaching, do all this training, and they'll give you really a lot

[51:10] working person so they want to talk about governance mindset because I'm

[51:14] your administrative right so I have an administrative mindset and we have to

[51:18] have camaraderie between now this body and myself and my administrative team

[51:24] and I think this is sharpness and I get what governance could be because

[51:32] ultimately really

[51:38] decides what it is and what it's going to do and what it's

[51:41] to be. And the hard part is, is I think a lot of boards, it's really great, whatever that

[51:47] is, you know, everyone brings in their own ideas, and they're in tune, which is what they're

[51:52] supposed to. But then the board needs to police itself now, the last attack, and I think that's

[51:57] what this helps. But I don't even actually tell you what sure is new, it's not. It's trying

[52:02] to build the idea of the board deciding really clear lines, and this mission, one thing

[52:12] that we're present as long as I've known you, but I was pretty small. You push really

[52:17] hard on vision and mission statements. And I think this will help with that, too. I feel

[52:26] like the board really got close to there. I'm really excited to see where it goes. So that's

[52:32] That's why I recommended it was another district in this, and another superintendent that brought this to one of our PDs, those superintendents.

[52:41] Honestly, I could go, now no wellness, let's hide this from them.

[52:45] I mean, they'll just trust in everything, and all the stuff that makes districts awful.

[52:50] I don't want that, I really want us to work what we should, and to you bring your own passions.

[53:00] So, if you look at the grade sections, going back on where I am in common, one and two,

[53:08] it's hardly the reading on the audio content.

[53:12] It says develop and sustain the infectious substance.

[53:15] When I read that, I thought, that would be your perfect get-to by your body.

[53:21] So, then how can we take what we've learned to develop it, sustain it, put it in place,

[53:26] and another four-hour window, so really we're taking our time on module one and two, or part one two, to get to do a hike, so then you can really have a hard conversation.

[53:38] It's just like that.

[53:40] That's true, I did.

[53:41] Maybe look at the road parts, part one and part two.

[53:44] I was just sort of using model one and one and one and one and one and one.

[53:47] Okay, so what if...

[53:52] We're getting close to our time, can we table the rest of this and then talk offline and look through it some more to figure out what we're going to find out.

[54:04] Yeah, so we're going to finish this.

[54:06] We can go back home, so we can come back home and do business.

[54:09] So, yeah, if you think about it, you can be down then, as we're listening very closely to the animals, stop.

[54:17] Then we can wrap that around, and I'm going to finish this and stuff to wrap this and stuff.

[54:21] So, have a tremendous break, thank you, and come right back.

Tintic Board of Education Meeting

Transcript