All right. Um, I'm going to call to order the August 26, 2025 meeting of the Lakeville Area School Board. Um, if everyone would rise with me to say the Pledge of Allegiance. I pledge allegiance to the flag of the United States of America and to the republic for which it stands. One nation under God, indivisible, with liberty and justice for all. >> We're going to do roll call starting with my right. >> Amber Cameron, >> Brett Nicholson, >> Paul Carbone, >> Matt Swanson, >> Michael Bowman, >> Kim Baker, Karly Anderson. >> Right. Any uh requested additions or amendments to the agenda by any of the board members? Director Baker, >> I have a request um for recommended actions for board operations. Um we have the time change for the 917 meeting conflicts and I am requesting that we add for discussion on that item the resolution that Director Thompson submitted. Is there a second? >> A second. >> All right. All in favor? >> I >> I >> I >> Kim, was it was the resolution dispersed? Do we know >> or shared with everyone? >> It was shared with board members through email. >> Perfect. Uh any other changes? If there are none, I'd entertain a motion to approve the agenda. With that one modification, >> so moved. >> All right. >> Second. >> First by Director Baker, second by Director Cameron. All in favor say I. >> I. >> I. >> It is approved. >> Superintendent Bowman. The good news. >> Thank you, Mr. Chair. Couple items. Um 772 students served at the 12th annual Ready, Set, Achieve School Readiness event. Thanks to the generosity and the support of the Lakeville area community, 772 students received free school supplies, backpacks, books, food, and other resources at the 12th annual Ready, Set, Achieve School Readiness event on the 21st of August. Ready, Set, Achieve is a wonderful opportunity to unite the community and prepare students and families for the school year ahead. It is made possible by the many individuals and local businesses who donated, volunteered, and partnered. We highly value a community that's engaged with us and appreciate the support for Ready, Set, Achieve. We have the first day of school coming. Excitement. The first day of school is Tuesday, September 2nd, and we are very excited to welcome back all our students, families, and staff to another great year here at Lakeville Area Schools. Our team has been working extremely hard to prepare for a successful start, and we look forward to a year of learning, growth, and community. read more about the many things going on in Lakeville area schools across our district at isd194.org slashnews. Thank you, Mr. Chair. >> Thank you, Superintendent Bowman. Uh on to the uh there is no public comment today. No one signed up. Um consideration approval of the consent agenda. Are there any items that anyone wants to remove for discussion? If there are none, I'd entertain a motion to approve the consent agenda. Uh, >> I'll make a motion. >> All right. There's a motion by Director Carbone. Is there a second? >> A second. >> Being a first and a second. All in favor of approval of the consent agenda say I. I. >> Any opposed? All right. It is approved. We are on to Mr. Yoho. All right. All right. Chair Swanson, school board members, Superintendent Bowman, families in the community. My name is Lucas Yoho, the executive director of operations for the district. Thank you for giving me the opportunity to provide an information brief on the district's operational readiness for the school year 2526. All right. First and foremost, before we get into the nuts and bolts of that, I'd like to spend some time recognizing the phenomenal team of professionals that worked tirelessly over the summer to ensure that operations were reset for the new school year and all district facilities were ready to receive our students. So, we have facilities led by Bill Marquort. Uh, I'd like to recognize his project manager, Mike Gallagher. A phenomenal project manager who often spends his late nights ensuring that our projects are on time. And if I'm not mistaken, he's probably at Meguire Middle School right now laying epoxy down on a floor or two to ensure that it's ready to go. We have grounds led by Brent Henry uh ensuring that all our grounds are green, clean, and looking sharp, ready for the school year. We have maintenance led by Kevin Blaha. Uh they are uh our maintenance team does a phenomenal job ensuring all preventative maintenance and emergency maintenance is completed. Uh as well as they are responsible for ensuring all of our alarms are responded to in a timely fashion. Uh so they are on call 24/7 rain or shine or snow. I'd like to recognize Melissa Gallagher and her 90 strong custodial team uh with her building chiefs. Uh special recognition to Kurt, Jared, Phil, Patty, and Jeff. Uh those building chiefs did a phenomenal job not only in ensuring the school was clean and ready to go, but also helping Mike uh manage the myriad of projects in those schools. So, shout out to them as well. Uh like to recognize Kristen Razac, student nutrition director. Uh she did a phenomenal job this summer ensuring that we had 12 of our kitchens get improved uh with various pieces of equipment uh valued at 1.3 million. So great job by her making sure that the kitchens were improved and ready to go. We have Damen Nelson led our health, safety, and security team uh making sure that all of our facilities were physical security systems were ready to go for the year and then also responsible for ensuring training was done by our staff. also like to recognize Karen, Holly, and Lisa, uh part of student services. They lead really the early detection and prevention threat assessment team. They did a great job coordinating some training uh here late in the year to help Damian out. So, I'd like to recognize them as well, and they're also an integral part of our safety and security committee. Uh like to recognize our activities directorate led by Mike Zwber. That is a new team that we recently formed. as you well know, uh they formed quickly uh and they're already making an impact out there in fall activities. So, I appreciate that uh that quick work of getting formed uh establishing some quick standards and executing uh our fall activities appropriately. And then obviously in support of operations, we have our IT, finance, human resources, and student services. Could not do it without them uh as well. So over 350 committed professionals on the ops team uh working hard to ensure everything behind the scene is done and you know supports our training and learning out there in uh the schools. Okay. So what we've all been waiting for all facilities will be ready to receive students on Tuesday September uh to begin another great year of learning. Uh over the summer we really focused on six areas. So, facility improvements, we executed uh 51 projects exactly valued at $15.1 million to repair, replace, and upgrade uh various facilities and things uh in our 15 buildings. You'll see there, that's Cherry View Elementary sewer line replacement. Uh we started out with a deep trench and 4T of dirt. Uh and there, the picture to the right is the completed project. So, just like nothing ever happened. Uh and they got some new carpet in the process. So maintenance and cleanliness, we executed all required maintenance and deep cleaning of facilities. Uh for our health, safety and security area, we executed all maintenance, inspections, and training. And I'll get into that in a little bit in another slide. Uh student nutrition, we executed $1.3 million in kitchen improvements across 12 schools. So really improving our equipment there so we can start doing some more scratch cooking and things like that in our in our kitchens with our kitchen staff. uh coordinating with the transportation team, our transportation partner. They're ready to start work. Uh all students have an assigned bus route. Uh all that is online and they report that they are ready to start work. So that's great. And then lastly, facility use. Amongst all the projects and things we were doing uh you know during that period uh we made our uh our facilities available to the community. uh we had 4,000 plus uh per student participants across 13 different programs uh and then we had 13,000 non-district participants uh over that summer period. So right around 17 18,000 uh used our facilities over the summertime. So that's great work there by Devon and her team. Okay, just to delve in a little bit on project highlights, we really focused on five uh areas over the summer. up there in the upper leftand corner. Interior upgrades. Everything you see in your classrooms and in the schools. We focused on five schools there that you can see in terms of ceilings, carpet, paint, flooring, a lot of case work. So, your cabinets and things like that to make those uh those facilities shine. Uh for activities, uh we manage the scoreboard installation at Lakeville South. Again, paid for 100% by that booster team, but we helped manage that project to completion. Uh so that scoreboard is very large and looking good. Uh we did at the same time we improved our press box. So we did a facelift on that to make sure that that is looking appropriate uh for the year. We did some scoreboard repairs at Lakeville North and then brought our Lakeville North concession stands into code compliance uh there as well. Kind of behind the walls mechanical improvements, heating, cooling, lighting. uh we focused on five schools there and then uh six schools we did some safety accessibility playground pathway improvements just to make sure that uh uh people can get around safely uh in our schools uh it work so it came in over the top of some of our projects and really did a lot of good work in those three schools to make sure that the IT infrastructure could support uh teaching and learning and then lastly we did some unforcasted projects uh that were were supported so we did a special education bathroom in Lakeville South. Uh we turned that around in about 8 weeks. Uh still a couple touch-up items, but uh it's looking very good. We did some construction and a couple schools to support that. Again, a wall construction and admin area and then another wall construction that supported our special education community. Uh we did another sped classroom in special education classroom in Lake View. Kind of expanded that as well. Uh, and then we did some safety traffic flow changes at Kenwood Trail Middle School. >> Director Baker. >> Yes. >> So, I've received some concerns from families regarding uh safety and crossing at H High Elementary. Have you worked with the city at all on that area um to ensure that our students and staff can cross safely? >> Uh, I was not aware of that, but I can certainly look into it and get back to you. >> Thank you. >> Yep. Okay. All right. So, physical security. I wanted to focus on this a little bit during this brief. So, really training. Uh, we did this a lot of this during the summertime. Uh, so we did a collaborative active shooter response training in June with our Lakeville Police Department and all our school administrators. We trained 88 leaders there. Uh, we believe leader actions and partnership with our law enforcement and first responders are critical to ensuring a quick response. Uh so that was wellreceived uh and kind of improved our readiness uh with our administrators at each school. Uh we did some standard response protocol training and standard reunification method training uh with the I love you guys foundation in Dakota County. Uh we trained 125 building leadership and uh district office staff. Uh so that'll help us with our response and then reunification. Uh and then lastly, we did our all we're in the process of our all staff refresher training uh prior to the start of the year. Uh so also the last items four through eight there. It's really about improving uh our physical security systems uh across the district. Uh we don't rest on the fact that we have a world-class system and great training. We're always looking to improve our systems and ensure that we have the best out there. Uh so some things that we've done is reviewed new technology for future upgrades. Uh we're developing that standard reunification uh method action plan for the district. Uh and then we've delivered some SRP materials to all the schools just to ensure that that was standardized uh across our different buildings. Okay. So a quick pictures here. I'm only going to have three slides that I'll show here in this brief, but in your packet, I think I put about another 20 slides of projects that you can review uh at your leisure. Here, I just wanted to point out at Kinwood Trail, we redid the entire auditorium, put new seats in there, and then there to the left, we built a platform to make it accessible. You kind of see it there on the slide to the right, uh some chairs, and then some space for make it wheelchair accessible. So, that's a great improvement there. Uh that auditorium really looks good with those new uh chairs in the auditorium. Uh Lakeville North, we revamped the counselor's area. So you can see there to the left is kind of the start of the the renovation, but there to the right, it's got individual offices and then a kind of a an open reception area for uh those that come in to get counseling and you know, furniture is being actually installed today and tomorrow. So that place is that facility is looking good uh for the start of the new year. And then lastly, uh Meguire Middle School just kind of look and see what you know kind of the cabinets all kind of look like this throughout the schools, you know, as we replace those. So I just wanted to show that to you. That's one of our science rooms that we refurbished. Uh so that's a phenomenal space in there now for all of our science activities. And lastly, what's next? So, uh, of course, the school year starts, but operations never ceases. And so, we'll continue to work on facilities vision 2035. So, that's really planning out our long-term infrastructure, you know, out to 2035 and beyond. We'll continue to work on long-term facility maintenance planning for next summer and the following summer. Some things we're doing during the school year, uh, Meguire Middle School, HVAC, we're doing some lighting repairs there as well in Meuire. We're going to go to Century and do some media center window replacement and then we'll we'll uh do some more locker installation at High View Elementary. And then for the summer again, next year we're going to do this all over again. We'll have uh a new list of projects that we're going to line up. Uh and those are two major or largest projects that we're going to do. We're going to focus on Cle uh mechanical interior and parking lot. So, we'll have to kind of really close down that facility uh for the summertime and then we'll work on the last phase of Kinwood Trail uh mechanical improvements. >> Director Baker. >> Yes. >> First of all, I want to say thank you for um the special education updates. It looks like a lot of them are adding to accessibility options for our students. Um I did have one question about um the science labs that you showed. Uh, one of the things that we struggle with for the science labs is that are that the tables are high and so if you have a student that's in a wheelchair, uh, they can't access those learning spaces. Is that something that, um, was taken into consideration when you did these modifications? >> No, I don't know, but I'm pretty sure it was, but I'm going to check on that and go back in there and make sure that that was. I I want to say it was, but I can't remember. So, let me check on that. U,, but I'm pretty sure it was. >> Thank you. >> Yep. Do you have a ETA on when um you'll be presenting to the board the facilities vision 2035? >> Before December of 25 >> before December of 25, sir. >> Any other questions? >> All right. >> I also say Mr. chair on that on that point. Um I think I see it's iterative in progress reviews uh with that because as we get into decision cycles uh you know we're going to have to make some calls and then based on those calls refinement. So uh once we get into it the vision 2035 at some point becomes vision 2040 and on we go. So, we just need to get iterative with it and and retain it. >> Director Anderson, >> just one question. Um, so we had a student come a couple weeks ago now talking about project at Adam and I know that kind of relates to what you're talking about with the heart or heart monitor preparation, kind of those kinds of things. Do we have any updated information on that if we've talked with any other districts that are doing that? I I have uh not put that in operations plate. Uh waiting until we get into the start of school to march down that road. Um I I know that the our lead nurse, she and I have had conversation about that. Um I think a lot of those standards we already meet. Uh so it just becomes a question of do we want to be signed up on that program or what's the what's the rest of the story there? So, I'll get that for you. >> Okay. Thank you. >> Thank you. Thanks for all the work you're doing. >> Yeah. Thank you, ma'am. >> Thank you, Lucas. >> Hi. Thank you, sir. >> All right. Cruising along. Uh board member reports. >> Anything? Director Cameron. >> Uh last night I attended the um early childhood family advisory council meeting. It was their first meeting uh for the school year. Uh so there are quite a number of um returning parents who serve on that as well as some new additions. Um I think the major things for the board to know is just um parents are putting in a lot of time to support these important programs for um for our community. And they went over the um kind of the year of events that that that council will host including um baby palooa um beyond beyond books. Am I getting that right? Yeah. And um they host open gyms for families. And a new development from the council is their the council like the parents have bought bags with some like arts and crafts supplies in addition to information about ECF and the district that each family who attends an ECF event will receive um on behalf of the advisory council. Sounds great. >> Yeah. >> Anyone else? I will note for the board in public and wish a happy birthday to Carly and Amber tomorrow. >> Oh, very nice. >> Just learned they share a birthday. >> And Amber already told me he was older, so don't worry. >> Uh if there are no other reports, go to superintendent report. >> Uh thank you, Mr. Chair. I got uh at least one thing I want to share uh is an update uh to the board about ourformational campaign regarding the capital projects levy renewal that the community will be voting on this fall. We have a lot of information available to our community on the district website at isd194.orglevy-renewal. And on that web page, you'll be able to find information about what will happen uh if this levy renewal is approved or if it fails. and frequently asked questions. Uh we've done a lot of work on trying to anticipate those questions. Informational videos are off also available and of course voting information for um our our public. Uh district residents should keep an eye out for a postcard. Um those will be coming uh inviting you to learn more about the levy renewal at one of our upcomingformational meetings. So, there's one scheduled for Tuesday, September 16th that will be here at uh 5:00 p.m. And then Monday, October 13th, we will do one at uh 6:00 p.m. at our Lakeville South High School. We'll also continue to share information about the levy renewal via our family, staff, and community newsletters, as well as on social media. If anyone does have any questions regarding the levy renewal, you can email levy renewal info@is isd194.org or give us a call at 9522322096. Early voting begins September 19th and election day is scheduled for November 4th. So that's just some good information I think for everybody and that concludes my report. Mr. All right. On to recommended actions. Uh the board did hold a closed session at 5:20 uh this afternoon uh to discuss with the the district's council pursuant to Minnesota statute section 13D.05 subdivision 3B um litigation that is currently pending. The case is Palmer Bisd 194, court file number 19HA-CB-25-1460. The board was advised um as to the status of a settlement or potential settlement in that case. And uh a recommendation was provided to the board. And so now that's coming to us for a vote on whether or not we want to approve the settlement. >> I'd like to make a motion to approve the settlement. >> I'll second it. >> All right. There's a motion by Director Cameron to approve the settlement uh seconded by Director Carbone. Uh is there any discussion on it? Director Baker, >> I was unable to attend the close session uh this evening, so I will be reclusing myself from the vote. >> I will also be recusing my uh self from the vote for similar reasons. >> And Director Thompson as well. All right. Uh there being a first and a second, I do want to just add for the public's information that the settlement um the money coming for the settlement will be funded completely by insurance proceeds um from the district's insurer. Um so it's no out of pocket costs for our for our district. Um but being a first and a second, all those in favor of the proposed settlement in court file number 19 HACV-25-1460, say I. >> I. Any opposed? All right, it is approved. Uh, moving down to 7B board operations. Uh, we put on uh time change for November 11th and December 9th um to address a conflict with uh district 917 meetings. And then we amended the agenda to discuss or to add in rather approval of the resolution that was shared by director Thompson. Do we want to read the resolution as it's not part of the board packet? And I would make one recommended adjustment to the resolution but uh yeah and then I I would like to print it off and sign it so you can take it back to 917 as well. Um, so the resolution says, "Resolution to adjust Lakeville Area Schools board meeting schedule to ensure representation at Intermediate School District 917 board meetings. Whereas Lakeville Area Schools values its partnership with Intermediate School District 917 and recognize the importance of active and consistent representation on the 917 board. And whereas Lakeville Area Schools Board of Education appoints one of its members to serve as a district's representative to 917, the 917 board. And whereas on occasion, regularly scheduled Lakeville Area Schools board meetings have coincided with ISD 917 board meetings, resulting in a scheduling conflict for the appointed representative. And whereas ensuring that our appointed representative is able to fully participate in both Lakeville area schools, school board meetings, and ISD 917 board meetings, it's essential to maintaining open communication, fostering collaboration, and advancing the shared goals of both districts. Therefore, be it resolved that when a part a regularly scheduled Lakeville Area School Board's meeting falls on the same date as an ISD 917 board meeting, the Lakeville Area School Boards will either one adjust the start time of its meeting to 7 p.m. or reschedule its meeting to an alternate date. Um, whatever option best ensures the appointed representative's ability to attend both meetings. Um, I would move to approve that resolution with the adjustment under the resolutions that we also uh coordinate with 917 ahead of the approval of our calendar to try to address some of these conflicts ahead of time. I've already discussed it with um Miss Elling who was going to confirm that we can do that. So, that would be my one adjustment to it. Um, as it is a uh written resolution, if there is a second, I would ask for a roll call vote to approve it. >> I'll second. >> All right. There being a first and a second to approve the written resolution as stated and as will be followed up by written document. Miss Elsing, if you do a roll call. >> Baker. >> Yes. Brian Thompson, >> yes. >> Amber Cameron, >> yes. >> Swanson, >> yes. >> Carly Anderson, >> yes. >> Caran, >> yes. >> Brett Nicholson, >> yes. >> All right, it is approved. Uh, moving on. 7B, the second one, cancellation of the monthly small group stakeholder session. This is something that has come up before. Um, so wanted to bring it up at for discussion with the board if there was interest in cancelling our small group stakeholder session. Uh, given the frequency of use and the fact that we have public comment at each meeting. I'll open it up for discussion. >> Um, yeah, if I may. You know, I think the key to that is there is public comment available for anybody who wants to express their viewpoints on on anything. Uh and and you're right. One of the things about the stakeholder sessions are there even sometimes when people say they're coming uh they don't uh they don't show up. So I I would agree that we just move it to public comment and stay away from the stakeholders sessions. Director Anderson. >> Yeah, I'll just add just for kind of historical context. I think this was added um you know during COVID public comment got pretty active around here and it was a bit of a scary situation to be honest as someone who used to attend. Um and so I think the stakeholder session was created to try to um basically develop a safer space for people to share their opinions. Um, I do think it's still a nice opportunity for people to not have to do that on a public stage. Um, but I also think it hasn't been well attended. And the only other thing I would say is, um, it's at a time when there are some of us who can make that time and some of us who can't. And so I don't think it's equally represented in terms of our board. So, um, I would also vote to move back to normal public comment with the option of us considering an opportunity to reintroduce this if it becomes another situation where it's just not a safe environment to talk in front of the public. >> Director Cameron, >> um, yeah, I agree that, um, removing it seems like a good option um, for the kind of the current landscape. I think it's important for the public to know that in addition to public comment, you can always reach out to individual board members. You can email the entire board. Um and so public comment isn't the only option to connect, right? And so, um please feel free to continue to connect if you have things you'd like to discuss with one or multiple board members. >> Absolutely. So, do we have a motion? >> Yeah, I'll make the motion to um terminate the uh stakeholder sessions. >> All right. Is there a second? Second. >> All right. There being a first by Director Carbo and second by Director Nick Nicholson to cancel the monthly small group stakeholder sessions. Uh any further discussion? There being none, all in favor say I. >> I. >> I. >> Any opposed? It is approved. All right. 7 C. >> Well, Mr. Chair in your uh and board members in your packet we provided uh the documents regarding uh the different areas metric areas uh that was requested operations human resources and student services student engagement. So I did not prepare a presentation but uh you have the documents in front of you and I'll yield to the chair. All right. I'll get things kicked off and I' I'd make a motion to approve adoption of these metrics or the proposed metrics by the district for our uh data dashboard. >> Second. >> All right. There being a first and a second by Director Nicholson. Any discussion on the motion? Director Baker. [Music] >> So, I just want to I just want to comment on these metrics and this data dashboard. um and make it clear that the board has had access to this information. It's just been in various locations and not um in one cohesive spot um with all of the information. Um I as a board member when things are presented to us keep my own uh table that I make with all the information that Bill shares and and several of the other uh executive directors um and just keep tabs in that so that I I know. So, I have kind of made my own data dashboard. So, um I want to thank the district for putting in the work for this because I know it took a lot of manh hours and um and time to do this and to to get all of the information and to get all on the same page. Um so, I just want to acknowledge that work, thank them for that process and putting it all in one location. Um that's all I have to say. >> Thank you, Director Baker. Anyone else? If there's nothing further, uh being a first and a second, uh all those in favor of approval of the district metrics at 7C, um say I >> I >> I. >> Any opposed? It is approved. Director Thompson. >> Yeah. So I think a couple weeks ago we reviewed the academic components of the metrics of this executive dashboard and just to provide again a quick synopsis of kind of where we've been and where we are today. Uh the intent of creating an executive dashboard in my mind is to provide a core list of metrics between 15 to 25 or so so that as a school board we can take take a look and and have a a very quick um uh snapshot of the the health of our school district uh whether uh from from the academic uh work stream to HR to finance operations and and student engagement. And so I think now that we've kind of got those four those core uh sections completed and recommended metrics by the uh from the district office, I'd like to make a motion to get um what are the baseline metrics for these and and and review them next week. I I'm sorry, at the next board meeting. Uh it doesn't have to be online yet. I know that that is the direction of where we'd like to go, but I would like to have all of these metrics and their respective baseline metrics available for us as a board to review at the next board meeting. So then as as a as a group we can decide all right is this the metric uh satisfactory or is this something that we would like as a board to adjust so that it provides the district kind of a direction of what areas of focus that they should be that they should be working on for this upcoming year or the upcoming next couple years. And so while we have these metrics in place I don't want to wait another month or two months to figure out what the numbers are. I I think uh and again it doesn't have to be online. It can be just in an Excel spreadsheet. Let's get a static version so we have something to react to and for us to know where do we sit today in regards to the current health of our school district. So my motion is all of the metrics baseline metrics available to be reviewed by the school board at the next board meeting. >> Is there a second to the motion? >> I'll second it. >> All right. Any discussion on the motion? >> Director Baker. Superintendent Bowman, is that um is that something that would not be difficult for staff members to do? I I want to be sensitive to the fact that it's um the first day of school in less than 3 days, uh business days, and uh that's a lot of information for staff to be gathering when I would when I think that staff needs to be focused on um welcoming our students as they come into our buildings. Uh so I would just like your opinion on that matter. >> Uh we we have these already laid out. So that's that's uh that's not my concern. We we did uh internally have uh discussion about the presentation. uh we're using the term uh executive dashboard or scorecard uh to get to dynamic data. Um I would like that opportunity. I can comply with the ninth because I think we already have all this stuff pieced together and we could put it on a spreadsheet. It's not a that's not a difficult task at this point in terms of time invested. We've spent the summer doing that. So that I I I just want that context uh on the table. >> I just want to clarify the motion is to have the information provided by the 9th. Correct. >> If if that is when the next board meeting is so that we can just see the number and and I guess it's one of those where uh I appreciate the behind the work scenes that are being done to uh automate it and put it on a dashboard and put it online. I think the longer we wait to just if if we know what the metric is, the metric is the metric. I mean it's almost a two-part uh process. Part one is we figured out the metrics. What is the baseline number? And then part two is then how do you operationalize that in regards to how do you automate that online and and so forth. I think there might be a lot of there may be uh uh some input in what that display might look like. For me right now the the display of what that metric looks like isn't the issue. It's what is the metric so that we can have that conversation. If the building utilization rate is I'm just making a number up 90%. Like I don't we we don't need to wait to a month for it to be in a pretty graph to show that it's at 90%. Like that's that's what I'm looking for. And so that might feed into what that future design layout might look like. Uh but for for the immediate need uh I'd rather know where are we sitting today? uh and and then how you want to oper how we want to operationalize that uh can be done in a subsequent at a subsequent meeting. This part of knowing the metrics right away would also allow the board to be able to flag these these seven areas is something that we want to look into even more so and and and maybe we just have to acknowledge that we're not going to get as much detailed information at that next meeting. At least we know what the metric is and then that subsequent meeting we can dive deeper into that respective topic. >> Sure. Uh, Director Baker, >> uh, Director Thomas Thompson, I I disagree. I feel like that it's um, it's not fair to release the data without the explanation behind it because students are more than numbers on a dashboard. Um, and looking at those numbers and as you're saying that it's like a temperature or the health of the district, I think there's more to it. Um, which is what I've said this entire time that we've tried to have this conversation about what metrics are we using to claim that students are successful. Again, I feel like there's there's context that goes behind those numbers. And I feel like just releasing the data um is rushing the process uh when we could wait 2 weeks prior and have all of the contextual information that's going to give everyone a good picture of our district. I don't want numbers released and people to say, "Oh my goodness, like Lakeville schools look like yada yada yada that I I want that I want all the information with the data so that people can make an accurate interpretation of our district and not have a negative interpretation." Director Cameron. Um >> I'd like to support super I agree with you, Director Thompson, that um having baselines is important. It looks like and um Superintendent Bowman, correct me if I'm wrong, but the standards column is getting towards that like and so you already have some of this collected, right? So I'd like to support you, Superintendent Bowman, in your recommendation for the 23rd. I think that's still a very reasonable timeline. That's less than a month from today. >> Let me just clarify again. I mean, the request is for the data by the 9th, but if you're saying you'd like to provide a a greater explanation at the meeting on the 23rd, >> yes, >> because the motion is not to add it to the agenda on the 9th, which would be a proper motion, >> but we'd have the data. >> We'd have the baselines. >> That was the motion. >> That was a motion. >> All right. Well, >> to see the data, to see the metric, to see it all. >> Yeah. You can't move. You'd have to add it to the agenda if it's not on the agenda for the ninth. No, the motion is added to the agenda. >> Can I amend the motion and change that date to the >> Can I just say I I I can I I think to Director Thompson's point and and I I I'm with him on this uh to try to keep things moving. Um I can certainly get you a static display that, you know, complies with the that requirement before the night. That's not that's easily doable. um because we have all the other ones. These just show the three, we have the five. Um so I I just think when it's time to present it, the the challenge for us is and especially in teaching and learning is going to be context. I think the other thing we have currently embargo at MCA. We want to include that in in this I think is probably what you're going to want. And I just want to align all those things and get ourselves in a position to be able to at least answer your many questions which will be fair questions. I think >> just point of order. Again, I don't think you can make a motion to add an item to the agenda at a future meeting until we have the agenda for that meeting. Can >> can I >> you can amend >> amend to have that date be the 23rd. >> I think it would be healthier to have a more robust discussion around this. >> I second Director Anderson's amendment. >> All right. I'd like to have some further discussion on the procedural posture of it. Just wait, Brian. the chair and vice chair and superintendent and staff create the agenda, right? It comes to the board at the beginning of the meeting and is open to adjustment at that time. Uh I don't see any rule that says you can dictate that, hey, we're going to speak about this at a certain meeting. If you want to once we get to that meeting, you're more than welcome to add it. I just again I think it's procedurally improper and not consistent with Robert's rules of order. >> Director Thompson, >> I think if I want to make a motion and if the rest of the board approves it, then it can be on the agenda at the next meeting. But um so but in addition, uh a motion is a motion. If the board approves it, it moves forward and it gets on the agenda if that's what we want to do. But I think Carly's motion is to approve it. Oh, I'm sorry, is to review it on the 23rd. Uh I'm okay with that if there's if we if we're okay with getting the metrics ahead of time maybe on the 9th uh or within the next couple weeks uh and via email whatever so that we can review it individually if we wanted to and ask questions you know if we wanted to but a formal presentation of the baseline uh results of each individual metric at the me next meeting I would be that I'd be okay with that >> the 23rd >> sure be in the next Any other comments? >> All right. >> I just want to point of order. >> Um, >> yes, you can make a motion to add an item to our future agenda in Robert's rules. I just looked it up. Um, and being that uh that as a board, we haven't set any of these processes in place. We had have a we did have a process for items like this um in the past. We called it no surprises at the table. So that way if someone was going to add an item to the agenda, then we would let the chair know in advance just as a a formality. Um but during a board meeting, any member can ask to have an item added to the agenda. And again, just as Mr. Director Thompson has stated, it just needs a simple vote. >> There being no further discussion, >> uh voting on the amendment to the original motion. >> Can I say one? Yeah. something um regarding the metrics that was um proposed by the district today. I just wanted to I forgot to say and I think it's still relevant that I appreciated that the metrics listed on the document are connected to the strategic goals and it lists specifically which goal that metric is trying to evaluate. I think going back to the metrics that we already approved in previous meetings, it would be helpful to have that alignment and perhaps it's already been happening, but I think it's critical that we have a strategic plan, we follow that. Um, and as long so long as the metrics um support that plan, great. But if metrics if we have gaps in the metrics in evaluating the plan or if metrics that we want to collect do not align with the strategic plan, I think um that would need further discussion. Treasure Carbone. >> Yeah. I think um in regards to the the number of metrics, the type of metrics, what metrics, I think we've we've talked a maybe it was a a few uh a few meetings ago that um this is a starting point. This doesn't mean that this would be these would be the only metrics. Uh there may be three less in two months. There may be three more in two months. So I I think the thing that's important here is that this is to some degree flexible based upon how things evolve and what we need as time goes by or what we don't need as time goes by. >> All right. Is this on the amended motion amendment to the motion >> related to >> which was okay >> previous comment? So yes, >> go ahead. >> Um yeah, I appreciate that. Um Director Carbone, I I agree that this should be a living document and and can be fluid. I think when we start talking about targets which will be the next phase like what are you know within each metrics what what do we hope the district to achieve that requires um deployment of resources and so in my opinion if there are gaps in how we're supporting our strategic plan and how we're supporting student success we cannot deploy resources until we um evaluate if the metrics we want to evaluate and and resource are in alignment with our strategic plan. So I think that's where I would I agree that we can continue to think about are there additional metrics to evaluate and and that can evolve. But when we talk about again improving changing um that requires a a very thorough conversation about how do we move these numbers um in a way that complement each other um rather than extract. >> All right. There being a motion to amend the original motion and a second to that to have the district provide the baseline metrics by the 9th, but then we will discuss them on the meeting at the 23rd. Does that accurately reflect your amendment? >> My amendment was to change it to the 23rd. So you if you're um wanting to amend my amendment >> Oh, and I think we got to vote your vote on first. What was Let me just clarify the amendment then. Is the amendment >> was to move the discussion to the 23rd. Correct. So I think what Brian was saying was he wants the data by the 9th and so that would be >> an amendment on my amendment but yes we have to vote on the current. >> So the presentation and the providing of the data are two different things. Are you saying you don't want your amendment is to provide the data by the 23rd? the whole thing like the the data and the presentation >> everything on the 23rd. But what I want to be very clear about is we've had discussion. I don't disagree with that. So if we want to vote this down and amend that way, that is fine. >> Director Nicholson. >> Superintendent Balman already said that he can get the information if we're all happy with it coming via email ahead of the 23rd. Are we all good? >> Yeah, that's fine. Can we like can we just vote on Carly's then and say the 23rd will be the presentation. We get to see it ahead of time so we can digest it and go through our >> mental evaluation and process of everything. So we don't need to put that anywhere. He's just going to do that for us. So let's roll. >> All those in favor of the amendment say I. >> I. >> I. >> Any opposed? >> All right. Back to the original motion then as amended. Any further discussion? All right. All those in favor of the motion as amended by Director Anderson to have the presentation of the baseline metrics for the data dashboard on September 23rd say I. >> I. >> Any opposed? It is approved. >> Board goals. All right. Um provide some context. So the first three documents are all documents that were drafted by Director Baker. Director Baker, thank you for providing those. The last document, board goal 1MS, is the compilation of board goals that was sent in approximately maybe a month ago or so. Um there is a separate document of initiatives and district goals that Superintendent Bowman is reviewing to provide us with what's already in process. Um so that's why those were not included here. I think once he provides us with that context we can discuss those further. Um my recommendation as far as discussion items on this uh is to approve the you determine what our board goals are and then director Baker if you would be so willing to incorporate the approved goals into the document similar to what you drafted initially which is provided as the first attachment there. point of order. Um, I just I asked for these documents to be added to the board packet because I had submitted them probably a month ago with the regular goals. Um, so I wanted them to be discussed because they weren't originally discussed, which is why I asked them to be added to this board packet. Um, >> yeah. So, I I feel like we need to open the floor up for discussion on um on other points of view about our board goals. Can we just so the record's clear? This was after everyone had sent in their board calls, we had our working session and you asked me, "Hey, how about I go put take what we discussed and put it into another document." Correct. >> Right. I was taking into context all of the people that commented during that discussion so that it was a representation of the entire board's voice. >> All right, Director Thompson. >> Yeah. Um, so, so I appreciate what will shared and it was good to uh get another perspective on this. I think I'm I don't think I'm 100% aligned on how uh the I'm not I I don't think I I don't think I I understand where everyone's at with your definitions of these these activities that we're doing. And so, so bear with me as I try to kind of compartmentalize how I think the how we're going about in determining our board goals. And so the the first exercise that that we've done so far was to establish metrics so that as a school board we can see all right what are the core metrics for us to know how is our school doing like and then and then and then on the 23rd we'll get a a review of those respective metrics and their score. do the board goals should that be driving the the targets of that exe executive dashboard and so then eventually that becomes the direction that we're giving superintendent Bowman and the administration to go after um or do we just make updates to the do we just create new targets for the executive dashboard and there really isn't a need for board goals because we're just making targets and and eventually becomes just the direction for the administration to go after. So I guess I'd love to get other folks definition on what you are defining what board goals are. I interpret board goals as things that uh our board are that that a board is individually responsible for. As an example, uh review 50 policies by the end of the school year. Uh as an example, have a stakeholder session four times a you know a year or something of that nature. Now, if we are looking to establish district goals, I I don't know if those are really considered board goals because the board goal that we have in, you know, inherently is is improve academics. Like I don't really need a board goal to say improve academics because like that's why we're here. And and so I'm trying to make sure that I understand and I'm in in alignment with how are you defining board goals? How is that district from district goals? And then how and and and is this new executive dashboard the uh isn't is that the mechanism we ought to be using to give the district direction on what to focus on because that the baseline results of all those metrics will tell me where we are deficient and that ultimately will help me prioritize where I think the district ought to get better at and and then that leads to resources, budgeting, capacity, things that we need to think about. And so I'm I'm having a tough time identifying the definition of board goals, what uh what we're doing without knowing where we are at. So I'll pause here. >> Director Anderson. >> So I'm only going to kind of speak from just the past two years of our experience on this board, too. And that's just my my experience, but I feel like all of these goals should align and support one another. Um, and so that's probably where I've been the most confused as we've been talking about kind of board and district goals. Um, because I feel like the data dashboard and these metrics are things that we can ask for and things that we say that we want, but those aren't necessarily board goals. Those are like we are trying to evaluate the health of the district through these metrics to help us understand how we're doing. Um but when I think about board goals, you know, as director Cameron pointed out earlier, we have to think about what we are demanding of our school community and um how we are going to support that. So how are we going to get extra resources into our classrooms to realize these goals to help help them happen? Um how are our board operations? you know what are so part of it is we really haven't talked about um what are the challenges of this current board um how can we improve as a team in the coming year and how is that going to help support the health of the district because in my I have before I was on this board I spoke about how important it is that this board is functional if this board is not functional it has a downstream effect on everything we are at the highest point um so how are we going to improve our oper operations. You know, I've brought up several times we have not reviewed our superintendent. To me, that is a huge problem at this juncture. So, these are things where I feel like we're out of alignment. So, some of it is I feel like our operations and then also what are we doing to support what we're asking of the district and or the district leadership and down and our teachers and staff and everything. Um, so are we out educating the community about the levy? That's one thing. Getting that levy in the fall is super critical. Um how else are we going to consider? Are we going to consider a future levy for additional resources? How what are we going to do with the boundary adjustments? What is the plan going to be? So part of it is making sure that we are operating functionally and in a cadence that makes sense. And then I think part of it is just looking at um are we evaluating ourselves and then how do our goals help support. So to me in the past we've talked about board goals and superintendent goals and then the superintendent has really been in charge of creating the district goals >> and all of those are aligning with the strategic plan. So, can can you give me a few more examples of like what do you mean what would you put in in board goals because I think what I heard was conduct an evaluation of the superintendent uh approve the boundaries for this upcoming school year for this for whatever. Um and so they become they're not like they're not it's not like oh we're going to improve academics by 10%. It's it sounds to me they're more tactical that things that the board is responsible for. Is that >> how what I'm hearing? >> Just one second. >> Point of order. Like >> she Well, Robert's rules like if anybody else needs to speak like someone else shouldn't speak second. So >> he's just asking her a clarifying question. >> Okay. Go ahead. >> Um sorry. So you know I think about um sorry can you repeat part your question? >> Yeah. Uh and I think this is where some of my confusion is because you've got because I'm in alignment with you. I mean when we set uh if if we approved the executive dashboard I mean we just did and and I'm just using an example if MCA was 80% for reading and we decide we want it to be at 90%. We would say that within the when we review the executive dashboard metrics but I don't know if that would be a a board goal saying oh we want to improve reading by 10%. Because that's already going to be done when we review the executive dashboard. So I'm trying to understand. >> Okay. So >> give me a couple tactical things that we not tactical but an example of what would you put in the board goals. >> Well and this is where I feel like the district leadership while we should push and challenge based on what we think is is um should be expected. Yes. What the priorities should be and what are reasonable expectations for the district. I also think those should be so a great example was when uh we all felt that it was very helpful when Bill came up and talked about different goals and you know like where the actual DO members were coming up to us and saying these are reasonable goals for us to hit in the next year. I don't think we I I'm very glad we've pushed forward with this data dashboard. we will have these metrics, but to me the year-to-year goals on how they are going to move forward really should be driven by the leadership in terms of where how far they think they can get. And if we're like, uh, I don't think that's good enough, we can push a little bit, but it seems more like they should be presenting. We should be approving that. And then how do we support the district leadership and our staff in getting there? >> So what our goal is, okay, we need behavior interventionists for the schools. How are we going to do that? If we're expecting, you know, MCAs to improve this much in this period of time, how are we going to support like what are the resources we're going to get or how do we push in that level? >> Hold on, Brian. >> Let's let let's let >> Okay, >> Brad jump in. Th this is the one that I I've been struggling with as we've been talking about all this stuff. So, to say we need behavioral specialists in the classroom, how do we know that? to say we need more teachers in the classroom, we need to lower class sizes or we need to do what? We don't know what we need to accomplish yet. Like I think that's part of the baseline issue that we're having right now is we're talking about hypothetical goals out into the future. Now, there's a couple of things though that I I I want to ask our past board members here who've been here a little bit. Um in terms of evaluating the superintendent, what was the goals, directives, even the job description? I haven't seen that for our current superintendent. So, like talking about an evaluation, I I get it. We should probably evaluate the superintendent. Do we have all that stuff? Like, did you guys >> MSBA? >> Huh? >> It's MSBA. >> Yeah, but >> we can we can given any specific goals for our district or was >> No, I mean, the answer is no. I mean, >> hold on a second. Let let Brett finish and then it's Kim next. >> But I'm I'm curious. And then I'm looking at the strategic road map. So the goals where it says our goals, those are our current board goals, district goals. >> You're looking at strategic plan. >> Yeah. >> Yeah. >> I'm I'm curious like what what are like the current board goals like I last the the three that I remember looking at were something like increase stakeholder engagement and and stuff like that, right? Those were the three it was that and there was two other ones. increasing community trust and engagement, leadership development, and financial stewardship. >> So, first of all, um I'm going to speak to your first question. How do we know that their behavior needs or that we need more teachers? That's why we go with a certain cadence on how we do these things. Like, we set our board goals. We align them with the superintendent and then the superintendent and his staff that understand what's happening in the classroom because they're in there every day come back to us and make recommendations and say this is what we need because they know education. We don't we're governance. We're up here their administration. So I think that clears the the path a little bit about that. As far as board goals, it should be related to what we need to do to support the district. So the reason that we picked those goals were based on the things that that current board needed at the time and once that board was done, they only are there for a year and they expire. So one of the things I would like to see this board do, which is why I put on some of the board goals, what's the learning that our board members are doing besides asking all the district staff to come with us with more information. What are you doing to understand the information that they're providing you? Are you going to the teaching and learning council? Are you listening to the presentations on the curriculum? are you in our buildings like meeting with teachers or or talking to principles or doing some of those things and and director Nicholson to I I commend you for doing that because I know you do a lot of that. Um these are just things that we talked about. Community engagement was important to us at the time because we had a new superintendent. So we were looking at he was working on community engagement. we were doing it as well, which is why we had a committee and we were meeting with certain neighborhoods in the in the community and and just trying to get the word out about what our district was about because at the time it seemed to be we were, you know, we were coming back from CO but we also had these budget cuts and it was just a very negative feeling in the community and we wanted to share with the community the good things that were going on in our district. So again, the board goal should come back to like what do we need as board members? Our survey results and how we can improve them. And that was one of the survey results that we didn't bring up last time was that the trust and the transparency for the board was rated one of the lowest things. So again, that's something we should listen to what our community said based on those survey results. and what are we going to do as a board to make sure that we're giving that to the community being transparent and being uh forthright with about our decisions and and the learning that we're actually doing as board members. >> Director Thompson. >> So, let me provide >> let me provide three examples that that I think how this would how how this would operationalize. Uh uh in the executive dashboard, there is a parent satisfaction parent satisfaction score. There's an employee satisfaction score. There are MCA scores that will be available. My hope is that when that metric is shared to us as a board, uh there will be context information behind it and then as a board we have to decide do we think whatever that metric result is satisfactory. So for example, if parent satisfaction scores are 80%, making a number up, uh we as a board have to decide is that 80% a reasonable number or not a reasonable number. And if we feel that it is not a reasonable number, uh and and we say all right, we want the target to be at 85%. I don't want it to get into the weeds to sell to tell Superintendent Bowman, go uh you need to do these nine things to get this to 85%. I would expect him to go figure out with his team what it's going to take, resources, money, uh, whatever ideas he has to get it to 85%. And so he would come back to the board and say, "Here's my proposal to helping us get there." And then as a board we have to then decide where is the money coming from if we have it where is the resource coming from. And if that executive dashboard we realize that there are 15 metrics that are not super good and we want them higher. We have to prioritize what are the top five things that we feel are important. So we're kind of jumping the gun not knowing what those metrics are to decide what to focus on in regards to the to board goals. And so that I mean but this goes back to how are you defining board goals. I mean my as a board our job is to to provide governance and I'm I am in alignment with you but I can't do that without knowing where we are at. And so if I'm arbitrarily going to decide uh I want to do uh you know we need interventionalist we need XYZ like I I don't know. Now what I what I heard was uh Balman you know superintendent Balman might say hey we need you know behavioral interventionalists. Great. That's one that's one component, but there are other priorities that might be higher on my list than that. Maybe my focus would be maybe I would rather have uh you know I want every fifth grade uh individual to be at reading level like that is a higher priority than behavioral interventionist. I I don't know. But I think as a board we have to talk through uh what the baseline metrics are and then prioritize which ones do we want to focus on and then that becomes as a unified voice which direction that we're providing the administration to go who then will provide recommendations on how to get there and funding needs. So, I that's that's how I see this playing out versus versus saying I want to go do this, you know, I want to go do that and then the administration coming back saying here's how you're going to get there. >> All right, Brett, >> that's kind of what I was that's kind of where I was going with it in that like until we know kind of the baseline, the district already set out goals. They put out stuff, you know, for everybody. Um, all the buildings had have individualized plans already with how they're supposed to be charting and working towards their 2030 goal, the ESSA goal already. Um, a lot of that stuff is now in flight currently, right? So, until we kind of know, okay, so what are our scores with all of the metrics that we want to see here? I mean again unless you're talking about the things that just us as a board can control if we're setting strategic direction type of goals where we would like to see >> more AI >> well that seems more like an initiative but I mean it's like we want to see academic you know academic achievement improve whatever all of the metrics are associated with academic achievement okay great district how are you going to work get there and then what do you need to get there? I mean I we set the what they determine the how. I from a strategic level that's kind of where we sit. So like we need to say what you know what do we need to see? I mean so I I I don't know that we have that answer yet. I I guess like I just That's okay. I'm confused about what >> what we want for board goals because we've set district initiatives >> that tell the district what direction we want to go and we put all of these stipulations for metrics on that for academics and now you're doing the same thing again with board goals. Like what are we going to do? Like I don't I don't even understand like how many different initiatives do they need to do? Like we have the district strategic plan which they need to implement. How many more metrics do they need? Now we we've got a whole district dashboard that has metrics on it. We have district initiatives have met metrics. And now we're going to do our board goals around what we're supposed to do and support the district with more metrics. >> I'm not asking what metrics. >> That's not what he's asking. >> I'm not I wasn't asking for more metrics though. I'm I'm I'm simply just saying like like where we are today. I mean, if we have the data that says this is where we are across the board in all the different departments based on what we have here, we can say this department is headed in the right direction or this department needs some help. And I guess that's >> Paul. Yeah, I I think um a lot of this goes upstream instead of downstream. You know normally what happens in in business and the real world is the executives come up with goals i.e. goals are the direction initiatives which people who make a lot of money come up with are the pathways to get to the end of the direction that was given in the goal. I I really think that when you come back to us, it sort of goes upstream in regards to the metrics discussion, what we have asked for academics, what we have asked for um finance and and you all know the rest of the the list. Um I really think our priorities I mean what's our purpose? What is our purpose as a board? It it is it is to make sure that every kid in this district has academic success. And the second thing is is to make sure we don't go bankrupt and to make sure that that the finances stay appropriate as as time goes by. Now, you could say other things ripple off of that and you could say they're additional things, but to me those are the two top priorities that we should be focusing on and that and that we got elected for. Everybody who cast a vote for each one of us, those two things were high on their list. >> Director Cameron. >> Um, so, okay, I feel like I have a lot um to say here, so bear with me. Um I think in response um or some additional thoughts to add to director Carbone. I think we have I I went back on the original metrics document saying I appreciated the alignment with the strategic plan and the strategic goals. We have a mission statement as well for the school district that says we will provide educational opportunities to ensure every or to ensure academic, social, civic and personal readiness for every student. So while I agree we need to ensure academic success for every student to your point um director Carbone that is one part of one two three four areas that we want to support our students development in. So when when we say what is our purpose I go to our mission statement. Let me continue. So >> I'm not cutting you off though. >> I was just saying she's fine. Okay. Yeah. >> Um I I agree with many things that have been said around like the data dashboard and the metrics. I appreciate that everything is going to be um collated into one you know tool um where we can look at it um kind of in one platform. I think what I what I agree with I think director Baker said it or director Anderson apologize I don't remember that at the September 23rd meeting we look at the baseline for all these things right um we approve that then I think the next step which I think you've said Dr. Thompson is what are the targets for those for all those metrics. Um what I think needs to happen and this supports either um director Baker or Anderson's comment is that the district staff I would hope and superintendent Bowman would make recommendations for one year, three year, five year, whatever the the sequence is, right, that we want to see improvement in and they come back at a at a future meeting to say here's where we think we can be. and I think it was director Anderson to your point then saying okay you said we want to increase 2% in this area in the next five years we'd like to see it at five so having that discussion right but I think it needs to be based on um the day-to-day operations staff and and those in district administration helping guide us because we can pick a number but that doesn't it's not designed in any context right >> I assume that would happen >> okay so I think that that's like at some meeting you know October or whenever that would happen Right. I think in addition, I I've too been confused. Like I feel like we're mixing district, superintendent, and board goals. In my opinion, looking at some of the things that that have been submitted, I feel like our goal is um to support the development of this tool and to set these targets um or to to in in collaboration with the district to set these targets. But then I agree like there I feel like there are four four huge things that we need to get going on and and those should be goals and there many of them are listed in some of these documents. So superintendent and board evaluation processes the levy and how we are getting the word out to stakeholders boundaries we need that is huge and also policy we have the policy committee hasn't met in many months we need to make sure we are on top of our policies. I know we have some policies that um we're we're either out of a compliance with or or towards that because we're almost to our annual or have passed our annual need to review those. And I think to echo um Director Baker um you know more than half of this board is very green and and no offense you're also very green you're only two years in. And so I think a board needs to be how are we as individuals seeking training from credible organizations who are helping us come to this table prepared. Um whether that be MSBA or there potentially be others and I think also how are we engaging with stakeholders is important. One of those being the advisory councils. Um and I think it's important that all of our board members are participating on those in a more or less equal way. So, for example, at the ECF ECF meeting, did I did I do that right? ECF meeting um last night and when I go to the committee ed meeting, there's always um a part of the agenda for a board update. So, these committees are asking for us to attend to say what's happening at this table. Last night, I talked about the levy and the importance of passing this. Many hadn't really they didn't know a lot about it. So, it's an opportunity for us to um support the district goals. um with these small groups and and I know some people think that it is timeconuming to do that. However, these are some of our biggest champions of parents who can really then mobilize their communities to support our schools. So, that's kind of where I'm at um with all with all of the things we're discussing. >> Director Cameron, so I I'd agree there's a lot of I think confusion about what the district goals or conflating district goals with board goals. Um, I would entertain a motion to approve those four or five things that you mentioned if you'd like to move to approve those as board goals. >> Sure. Um, this won't be beautifully articulated. >> I think a number of them are on the document. So, >> uh, work with district to I'll change the the language so it's compliant with state law to inform the public on the levy renewal for November of 2025. um schedule interim assessment check-ins with superintendent and an annual assessment. >> I think it's a what what's recommended is you do a formal assessment twice a year. Correct. >> With the final in July. >> So just two assessments, >> two check-ins. The assessment, the final assessment is July. >> Okay. >> Okay. Uh so work as a board to schedule two assessments of the superintendent during a school year or during a year. um establish a board what was a board assessment. >> Yeah, board evaluation. I believe you've done that in the past, right? Where it's like the seven of us evaluate each other. >> So, just to clarify, some of these things happen in a cadence to really help everything we're talking about. So, the last two years we've done the board evaluation toward the end of the school year. Is it right before the end of the school year, >> Kim? >> So like in June time period. So that way we are basically evaluating ourselves and the superintendent so that we can get goals in line for the school year by July, right? Okay. >> So I mean >> push that up. So we could do I mean I think the part of the it's it makes sense from like a when you're thinking about an academic year but if you wanted to do it in May I can't remember how I mean I think normally in May we're gathering the data and then June we're evaluating the data and then establishing the goals so that those are set to go July so that they over the summer can >> sure we I'm I'm open to moving it forward. I just feel like at this point we haven't done that >> and we're out of >> Let me let me get back to Amber real quick because again I think there's some confusion and looking at this last document these are the board goals that were sent in by various board members. I did not draft them um all but uh I agree there is what do we do as a board? What is our job? What is our job description? when you come onto the board as a new board member, you should be able to look at the board goals and say, "Okay, this is what the board is striving towards." Um, I think all nine of these could be legitimate board goals. You know, we need some help from the district in order to do the boundary adjustments, but again, we ultimately have to approve that as a board. Um, yeah, I mean, the other ones set and monitor measurable student achievement targets in literacy, math, and science. Um that's something we have to do. Ensure that the district has a rigorous stand standard align curriculum. I mean that's something we review complete updating board handbook. That's something we do. So again and I think this is where you were going. So if we want to knock some of these off, I would be in agreement with bringing that forward now just to knock some of these off the list. >> Well, I don't think that the purpose is to knock things off the list. Like I think for two months I've been saying like the board needs to hash these out and make sure that it's things that we want to work on. Um and I had asked for um a session where we do that because at we've done board retreats in the past usually in June or July where we work on our board goals and we don't take up our meeting time doing that because when we take up so much of our meeting time doing these things then we're not actually doing the work that needs to be done um which is the boundary changes and um talking about the levy and all the other things that have been neglected because we continue to talk about this. Um, >> we we can vote on it and not and stop talking about it though, too. I mean, a a retreat is a meeting. If you're talking about board business, it is a meeting, right? >> So, we have nothing more on the agenda right now. So, let's talk about it. Let's get these done and move on with our business. >> Okay. >> So, um, you are right. I I think I think we've got there there are three big things that we've been trying to accomplish over the past couple months. and and and board goals is one of them. And it's hard to have those conversations when some board members like myself, I don't feel comfortable having board goals until I know where we are at. And and I don't know where we are at until I see the metrics on these core functional areas of how the school district is doing and how we are performing around academics, HR, finance, student engagement and and and so forth. And so, uh, that is why I'm hesitant in start that is why I was hesitant in starting the board goals conversation until I knew like what is the dashboard on my car tell me how my vehicle is performing or how my school is performing because that will feed into our board goals. And so, >> can I just ask? >> Yeah. >> What's one board goal that will change based on a metric that you'll know from the district? So for so I think one so it's not a really a board goal but I think what I would do is that >> if it's not a board goal then it shouldn't be part of the conversation because that's what we're talking about right now. So if >> we're not going to our we're not going to follow the we're not going to say hey the board goal is to raise the district's MCA scores by >> right I wouldn't view that as a school board goal by raising the academic uh correct MCA scores but I would also recognize that >> uh in the operations uh metric one of them I I believe that we that we approved was building utilization capacity and by being able to see that metric that would tell us we've got a school building high view that's at 103 or 105% capacity and and then that would give me kind of like all right well how would that would I view that as a high priority over academics or would I view that as a higher priority over HR components that that might we might go into but that's a separate conversation uh but what I'm hearing from what director Cameron said is that you almost you you almost want uh how we're doing it for the district how there's district metrics who then eventually make district initiatives we almost need like board metrics that will feed into board initiatives so as an example example, we should have a a metric that says what is our superintendent evaluation score and we should have an annual review. I'm sorry, an annual or quarterly or semiannual number that tells us where our superintendics superintendent score is so that we've got historical uh data. We should probably also have another metric would be board evaluation score. How does the board whatever that number is and and then that will then feed into the goals where uh what are the goals that you want to do within the next calendar year such an an example would be the the levy renewal or an example would be approving the boundary changes because those are things that we need to do within the next year. So those are things that like that's how I see that you guys are heading down towards where you've got district metrics that will lead to district initiatives. You've got board metrics that lead to board initiatives and then like that's how we operate. >> So, and Carly, I'll let you speak. I we've run around this conceptually. Are there some proposed board goals that we can discuss approval of? >> That's so just to speak to like the same thing as we have not evaluated ourselves as a board, >> right? >> We should be we should do that. So, we need we need a board executive dashboard. I mean, I think I think >> Oh gosh. >> Okay. So, so the only thing I'll say is like the strategic plan, what year are we now in the strategic plan? Year three. >> Four >> or four. Four. And it's a fiveyear strategic plan. >> Three. >> It's three to five. >> So, one thing for us to consider is like we are merging into that is something in the next year where we're going to want to establish a plan. the the last strategic plan was a very comprehensive process that engaged the community, engaged the board, engaged all these teachers, everything. So part of it is that is what we want to be aiming toward for the strate, you know, revising the strategic plan or establishing that and then that is where I see everything coming down from. And so what I will say in terms of a board goal, I have been barking about this for a while, which is like we need to get into the cadence of like yes, how do we establish board goals when we don't even know how every board member feels about how this board is doing. >> So we need the survey or the evaluation that should help us understand what we want to do in the next year. So to me, the strategic plan is 3 to 5 years. Then you have goals that you're working on every year that we establish in advance of the school year starting and and the board goals and the superintendent goals and the district initiatives that we want to describe it. They all align. So even as as we're talking about some of these things where it's like the curriculum standards or proficiency, whatever those were, those should be that's not a goal for us in my mind in the next year unless we establish a specific target. That's something we're always aiming for. That should always be the expectation. So we might say those are initiatives in terms of what we want to see in the next year. But to me the board goals relate to yes, everybody getting up to speed on their training are how are we functioning? How do we improve our efficiency of our functioning? Um how do we make sure that we're in a cadence with all of our evaluations with the board evaluations, the superintendent evaluations? Um and then how do we make sure that we're supporting the things that really need to happen in terms of the boundaries and what else is on our table soon? I mean so that's the kind of stuff that I feel like is the immediate that's the stuff we need to do in the next six to 12 months. >> So board goal is establishing a cadence for operations and when things come before the board >> I would agree in and strategic planning. Well, we are going to have to redo the strategic plan in the next >> year, which is a big process. So, we want to figure out engage a district administration >> or assess whether it needs to be >> renewed. I mean, that'd be part of the cadence, though, right? >> So, so here are the six that I I'll make a motion. I'm sorry, Dr. Cameron's got >> It's all right. Well, mine was going to kind of piggyback maybe on where you were going, but I think where I'm struggling is, and maybe it's because I work in higher ed, but to typically this would be a much more like facilitated process over like a I was looking at, for example, Minnetonka's um schoolboard um processes the other day, and you know, they have like many boards have they have study sessions and so I'm just I'm not used to like on the fly like we're going to approve like six like norm I'm used to much more like consensus building um so that you can come away with the strongest plan possible rather than like I'm going to make six motions maybe right now on six things which we can do. Um so I'll just preface that but it seems like that's probably not maybe it's just because of my context. I'm envisioning a different process and that's probably not going to happen. And so with that, like sure, let's just like make motions on board goals and see where people lie. Um, just to like move on and actually get to the work. I mean, to have this is the what, like at least eighth meeting where we're doing this is I'm just not used to this. Like I'm used to much more efficient, quicker consensus building process and this is not that. So >> well I I think the gap is because there isn't alignment on the definition of what what is a board goal and and so that goes back to the very initial question. How is everyone defining it? And and I think we're we're getting closer based on comments of what people have shared where there are things that the board is responsible for the superintendent evaluation doing a board evaluation survey board training levy renewal boundary changes determining the the strategic plan. So, I think maybe those examples hopefully provides clarity on the definition of a board goal. Now, because of that, I think I'm I am in alignment with you where I'd rather not make a motion and just approve all those six things. But if there's general alignment on the definition of the board goal, then let's just use the next week or two for folks to share their perspective now that there's alignment on what that is. And then we have a dialogue around that list at the next meeting. and then we approve it and then we go or if if we're good with those six then do that. I I mean that's >> I just again I don't know how much longer we want to spend on these. I mean I had provided everyone a month to send in their their proposed board goals. Uh this is the list that was provided to me. We've had this now for at least two months. Um if we've had eight I don't think it's been quite eight meetings. It feels like eight meetings or eight meetings, but uh >> I don't know how much longer we want to >> dance around this. Um again, I think there are some that we could easily identify that we need to approve. >> I'd like to make a motion. >> Oh, sorry. >> Can I say something? Um this whole process has just been incredibly frustrating for me. Um, and I tried to speak to it last time, but uh, we didn't really follow Robert's rules. We just adjourned the meeting and didn't allow for continued discussion. Um, and I had something typed up that I wanted to say. So, I'm asking for the opportunity to say it and please let me finish. Um, because it means a lot to me. Um, and just the whole process for what we've been doing, which again, I think should be a gourd a board goal. But anyway, here we go. So, I've spoken about inclusion often, perhaps so often that some people are tired of hearing it, but I will never stop. I fought tirelessly for inclusion for my children, for all children with disabilities. True inclusion means more than simply being present. It means having a seat at the table and a genuine voice in the conversation. But when the table itself is not built to accommodate you, you are shut out before you even begin. Others may speak for you, assuming they know your story or your perspective. That is not inclusion. I never imagined I would need to advocate for my own inclusion on a school board I was elected to serve. Yet, I find myself ignored, dismissed, and too often silenced. Sadly, I see the same pattern reflected in how all the women on this board are treated. My father raised me to be strong and independent. He believed education and meaningful work were the greatest gifts he could give me, and he was right. That foundation has allowed me to stand up for what is right, even when it is difficult. I will not pretend it has been easy. There have been tears. But my convictions keep me steadfast even when my strength is tested. Education is my passion. It is not just a job or a paycheck. It is my calling. I ran for school board because I care deeply about our school district and the success of our students and staff. My commitment to Lakeville schools spans more than 13 years. I joined the special education advisory council, served as a parent liaison, and volunteered countless hours across the district in schools that my kids weren't even attending. I have worked alongside schoolboard members, superintendent, administrators, teachers, and community members, always advocating for students and students with disabilities and their families. I continue to engage at the state and federal level to influence policy decisions that shape education. But let me be clear, we are not a business. We are a public school system. We don't produce a product. We nurture students. Education is about people and relationships. Success is not one-sizefits-all because it looks different for every single learner. Education is messy. It's challenging, it's joyful, and it's transformative. To reduce it to a business model is not only inaccurate, it is disrespectful to the incredible work our staff and students do each and every day. If we are unsure whether we are making the right decision, there is one question that we should be asking us to guide it. Is this what is best for all students? If the answer is not clear, then we must stop and re-evaluate. Because if you cannot put students at the center, you should not be in education. I'm a proud public school teacher and I am proud to serve on this board. But I am asking, no, I'm insisting that my voice and the voices of others who have been silenced be included at this table. This is what inclusion looks like and this is what our students deserve. >> Director Cameron or Anderson, do you have anything to add to that since I did include you in that? >> Director Cameron, were you going to make a motion before? >> I'd like to table that for now. >> All right. Director Thompson. >> No, I'm fine. I Well, let let Yeah, let's let's be candid. Like I I don't know. Like I I I don't feel that the board table that we've had thus far has been excluding folks. Uh we have followed the process. I think for those who have wanted to share their point of view, they have asked, they've raised their hand, they've been called upon. Uh there are times where I have probably overstepped and continued talking more than I probably needed to. So that that I apologize, but I don't think there's been a scenario or maybe uh that that I recall that have said your voice has been taken away. And so there are seven board members here that represent the community. uh we don't have to align on priorities. Uh that that is not the intent because we all represent how we think is in the best interest of the community. There is value in having consensus. There is value in finding common ground, but uh I think we all have different backgrounds and experiences that we bring to the table that make this board unique and and how it operates. And so I understand your your background and your perspective and I appreciate that because that is something that I don't have the background that I have and the experiences that I have. I do view what we do as a as a uh a a an enterprise or an operational unit that has a product and that product is to make sure that we have students that are world ready. uh students that can read, students that understand math, students who can uh comprehend and and and understand the world of science. Like that is my objective. And so while we may have different ways of how we get there, I think we are probably all in alignment that we that students are first. And so uh but I do feel discouraged if that's how you feel. and and I will do what I can and be more aware of making sure that everyone still has a voice like you have and I have no power than anybody else. We have all the same votes. We have the same equal rights. Uh we just have to figure out and that's just the part of being a human. That's part of being a school board. We're going to have differences. And so how we go through that and how we resolve that is just is is is through these board meetings and and hopefully uh aligning and and and abiding to the parliamentary procedures that we have. And so when your hand is up, you should be called upon. And I think generally you are if someone makes a motion that says call the question, that's parliamentary procedure to end conversation if there's enough votes to to discontinue it. if uh so I I I feel like we've been following the rules, but if there are instances where one doesn't feel uh that we're following the the rules, I'll try to keep an eye on it. I apologize if if uh if that's if that's been the case, but yeah, I mean, we're we're all on the same page. Yeah, I I do want to add on um again, I don't know if comments were directed at me or not, but we clearly allow discussion here, probably too much at times because our meetings go extremely long. Um and just because we disagree on something doesn't mean we disrespect any opinion. Um, I don't think that any of the board members, you know, aren't dedicated to their position and I respect them for that even if I disagree with it. Uh, and Kim, as you know, on this particular issue, I tried to engage you multiple times before this meeting to discuss what you sent me and you did not want to discuss it >> because discussion needs to happen at the board table for transparency. And if you're thinking between two board members, >> if you're thinking that um I am saying this just because we disagree, then you've missed the entire point of the conversation. We do not follow Robert's rules appropriately and the women are constantly ignored with that. If a man raises their hand, then the woman gives that and just because you don't see it, that's gaslighting. Just because your perspective is not the same as mine, >> can I call recess? Like I'm going to call it recess. >> No, this is what always happens. a woman brings something up and then we call a recess or rejourn so that we can't have the conversation. >> Hold on. Wait. >> If there's an issue with a specific board member, I'd ask that you address it with them outside of a meeting instead of doing it at a meeting. If you need an additional board member to be present to make you more comfortable with that discussion. I think that's the appropriate form to do it, not here at the board table. >> I disagree. We're talking about our board operations, our board goals, and how all board members feel included in this conversation. And I brought up how I feel that I am not given the same consideration. Um, and I asked for director Cameron and Director Anderson's points of view on that given that they are the other two women on the board. And instead of allowing them to speak, Brian Thompson jumps in. >> No, no, no, no, no. Kim, they were provided opportunity to speak and they chose not to. Okay. They're not saying that. If you look right now, she's not saying that. >> I've been I've had my hand up. >> Director Cameron. Director Cameron. >> Put my hand up first. >> Yes, that's >> Director Cameron. >> Carly was next. >> Or Carly. >> Yeah. I mean, I >> I think I want to acknowledge that, you know, we obviously all were voted to elect to serve this community and for very different reasons. So even Paul when you brought up earlier we are all elected you know regarding academic excellence and those kinds of things. Um I of course I care about that but I think a big reason why I have been elected was because I care about mental health given my background and that was something people really connected with and so the mental health of our students is hugely important to me. Um so when we talk about kind of the social and personal preparation those are equally important to me as as academics. So, we are all elected. We all have very different backgrounds. Um, we're all representing different voices in this community. And potentially what I have felt at times, it's not that I don't have an opportunity to speak at this meeting. I certainly have opportunity to speak and Matt, I have called you and you've been very receptive to my things, but I do at times feel like things that I say are completely disregarded. So what I think every person on this board, me included, could do better is really active listening and listening to listen, not listening to prepare what you are going to say next. Every person on this board does that. Like someone is talking and we're all waiting to like say what we're going to say next. And something that we could all very collectively work on is actually taking pause in terms of what someone is saying. So, as an example, I when Kim was absent, I brought up Kim put Kim put a lot of time into putting together a really comprehensive document around our goals and they all aligned with the strate strategic plan. And I talked with a couple of you behind the scenes and it was like that's too much. It's too wordy. But perhaps it's wordy in the business world, but perhaps it's not wordy in the education world. Perhaps that is what this kind of document looks like in the education world. And Kim is an expert on that. So I felt it deserved discussion at this board. So I said, "Hey, we all got this from Kim in the email and nobody the conversation moved on without any discussion." Um I have brought up I don't know how many you guys could probably tell you tell uh tell me how many times I brought up we haven't reviewed the superintendent. We haven't reviewed ourselves. That has been, you know, we're way behind on this. That isn't So, tonight it's acknowledged as like a board goal, but this is something that we've been behind on. And so, I do think that it's not that every person doesn't have a voice at this table. And I know that really we need four votes, four votes to move anything forward. But what I do not want to see happening on this current board on next year's board is like four people moving things forward without a lot of consideration of the opinion of other board members. So to Brian like I do think you can >> and sometimes I'm like sometimes because I sit next to you I'm like Brian um but you you do you you there will be disagreement about what you say and you come back again and again and sometimes it's like okay then what you want can sometimes move forward because it's persistence and so I just want to acknowledge that everybody on this board could do better at listening to each other and trying to come to consensus in a way that appreciates all board members opinions and that's where I think we're missing like we're not Amber's got a great background in education there's number of people with finance background like if you think about the perspective the unique perspective that you have a lawyer background I have a mental health back like everybody is bringing different experiences that could be of huge value to this district if we could work together effectively and So that's I would say everybody can be better listeners on this board. >> Thank you, Director Cameron. >> Um yeah, I echo um what Director Anderson just shared. Um I think that I mean I'll be for I'll be since we're being honest, Brian, I'll be honest. Um I have felt many things that Director Baker has said today. Um, and I've never experienced that in my life. Um, except at this table to be honest. Um, and so done a lot of reflection on it in the last couple weeks. Um, I think it's not even I agree that like I'm given time to speak at the table, but I agree with Karly that I don't think what I've what I say is always considered or listened to. Um, so if you look at our recordings, the body language that's happening, people reading documents while other people are trying to speak, um, the nudges under the table, um, they're all just signs of not respecting the person who's talking, at least that's how it's perceived. And so when someone is talking, like when for example, like I know we sit across from each other, but when you're talking, like I try to look at you and you do the same. I feel I feel that from you. um, Director Thompson, and I think that is part of active listening is stopping what you're like what what you're trying to write notes on, right, and really considering what the person is saying. So, I appreciate what you said, Director Anderson. Um, I if I were to evaluate this board right now, it would not be great. Um, I think we are very dysfunctional. I think um, in hearing from other people who are in other school districts, I'm connected to many, um, we are not seen well. Um, and I think that needs to change. And I think part of it is about trust. I think part of it is about listening. Um, and I don't think we've taken the time to like set our board operations. We just launched into um launched into kind of the the talking points of campaigns before we um before we decided how we want to work together as a as a team. And I think to many people's points, we can be a really effective group of seven bringing all of our backgrounds together um if we respect each other. And um I respect all of you. Um but I I will say like this, never in my life have I felt the way I felt um after some of these meetings. And other people who watch these meetings see the same thing happening. It's not it's not just me. Um, so I've been checked on my feelings, like am I just overreacting? And um, many people have brought this to my attention. >> Thank you, Director Cameron. And I just want to say that um, after the last meeting, I went home and I cried. And I thought maybe I should just quit because I do not feel like I'm a member of this board. I do not feel like my opinion is valued. Um, and I did share that with Director Thompson because I I did uh call and talk to him about some of the things that I was feeling. um which is why he made the 917 um document that he did because I brought that issue forward. I talked about it. I poured my heart out on how important it was and then it was just dismissed without a vote. Um so I appreciate Director Thompson bringing that back to the table. Um again, I had to ask for it to be included on the board agenda, but um I was I was very proud of this board for for moving forward on that. Um, yeah. I I just want us to be collaborative. I just want us to be collaborative because it's it's not just about us being collaborative. It's about us being collaborative with the superintendent, with our district staff, um, for the benefit of our students. >> Director Thompson. >> Yeah. I I think um the uh the executive dashboard has been the the hot item, the focus area for the past couple months and and I think there is um uh there are other there there's seven board members and we all have different focus areas or different priorities. Uh I feel that again having something like this sets the stage for the board to be able to to properly govern and and so part of that process it took us a while and there wasn't a whole lot of air time to talk about other topics because we had from my perspective this was the big topic at hand to get done and so uh but if there are metrics that are not on the dashboard that we feel or you feel that need to be included we can include that um and and by by making a motion we can discuss and we can definitely go and move forward. But besides that uh you know besides following the the Robert's rules and and XYZ if there are other mannerisms and other you know uh behavioral examples that that uh make it uneasy uh or unfavorable to be in the position that we're at that is something that we can you know definitely be aware of and try to make changes to. Uh but I don't think there have been instances where where the voice of of your of the school board role that you're in has been shut down. Uh so I think making sure that that we provide that avenue and continue to provide that avenue and high and and not overstep that that is the path we need to go. But I I I mean you're going to have folks that make funny faces. You're going to have folks that like like I I don't know. I mean I I'm having a tough time understanding. I mean, >> and I and I get that you're having a tough time understanding, which is why I'm bringing it to the table for us to discuss because it is very real and it's happening. And I agree with Director Cameron that I have never experienced sexism like this as I have at this table. Like I go back and I watch every single board meeting and I see the things that happen, the kicks under the table, the size, the eye rolls, the all of the different things. Now, I get frustrated and I'll put my head down in frustration, but I'm not making like any type of gesture towards someone else because their opinion is different than mine. I want differing opinions because that's how we come to a consensus. But then you're you're talking about it because you don't share my experience, which is fine. I gave you an example of how I brought something to the table, we discussed it, a vote was not taken, and it took you sending the email for it to get back to the table for us to vote on it. I I was under the impression that we landed on that we were going to make the accommodations and no formal vote or motion was necessary that it was just >> I specifically asked for that. I asked for a motion and a vote because I said this is something that is important because all of the districts are struggling with it and I want us to be the district that stands out that said we did something about it >> which is >> I was very clear about that. >> Did you make a motion? >> I did not because I was moved on to the next topic. I mean, just to clarify, we were going to adjust the times regardless of whether or not it was on the agenda tonight. There wasn't a motion made. You know, we were in alignment as a board. We came back to formalize it and put it in a document so you could bring it to 917 and show them so maybe other districts would follow suit. >> You're missing the point. You're missing the point. >> All right. >> You can I just add one thing. I feel like anybody on this board could argue whether something is happening or something's not, but the reality is you have people saying this is how they feel, which like feelings are feelings. And so >> three out of three women >> I do hear you saying if this is happening it should not happen, right? Mhm. >> And I think we should all agree that again it's what for whatever reason um there has been some I would say challenging behavior on this board that has not felt like we're working together collaboratively. And so let's work on that. Let's do better. If we that I have always come back to if this board is dysfunctional that is not good for the rest of the community. Yep. >> So, let's start with our evaluation. That will help us weed out where the problems are and let's go from there. To me, that's where we go. >> I I think we're I thank you. And and I I think we we that there's a path forward. And >> are we ready to move back to boards? Are >> I don't mean to be cutting anybody off. >> Are we good? I don't feel like we're good because what's the consensus on this item? >> Well, I'm I'm not going to agree that I'm sexist if that's what I mean. You're accusing people of being sexist. I don't expect any of the the board members to agree on that again. I've rolled my eyes when when Brian goes back on a topic again. So, I I'm sorry that you feel that way. It was never my intent if I did something, you know, to imply that I don't respect you or your opinion. Um, I've always been willing to talk to you and reach out to you. >> Okay. But you have three board members that are saying that this is an issue. We're agreeing that there's a problem because board members feel this way. So, what's the response to the issue? Like, how are we going to work on this? But >> that should come down to our what's the problem we're trying to solve is I mean I I don't I've never heard anyone say I I've never heard collaborative hang but I've never heard any anyone say you know I'm going to use director Cameron as example. I've never heard anyone say director Cameron that's a stupid idea like there is no dispersing comments. I mean I think what I've heard is other board members share their point of view on certain topics or certain components and and from what I've heard is that if it's if it's a uh Go ahead. it. Well, there's non-verbals all over this board. I'll admit I've had my own non-verbals. >> I had an exasperated meeting a couple meetings ago where I was I reflected on my own behavior. I was like, "Oh my gosh, this is not how I should be behaving on this board." Right? So, my concern is people are driving each other to act this way. People are acting that way. So, let's figure out how we can have better behavioral compartment on this board, which is should which could be a board goal. >> That could be a target. Let's like non-verbal communication is just as important as verbal communication. >> I I'm going to push back on that. Like like I'm not going to tell you how you want to behave as an elected official. You have the right to behave however way you want to behave. And then I mean it's not my place to tell you to sit up or sit down or behave this way or not that way. like you're as long as as long as you have a voice to be able to share your point of view of a particular topic, that's what everyone's else's right is. Now, obviously there's value I think that making sure that we all behave and and work collaboratively, but I don't think there needs to be a rule or a motion. >> This is in our policy. >> Yeah, >> it's a board ethics. This is in our policy. >> So, right early on, somebody had brought something to my attention and we did address it outside of a board meeting. Um >> you and I addressed it. >> Yeah. >> Yes. >> So again, >> not all board members addressed that in a way that was respectful. >> If there is something, I would encourage you. I mean, if it's me, obviously you can bring it to me or if it's not me, bring it to me and I would be more than willing to help address it. >> But I I don't know, I guess what else you'd want from the board as a whole right now because we do have policies like you said, Director Anderson. I know but that's where I feel like our job is to hold each other accountable to these policies. So I think what we are saying is >> there's some violation of policy happening >> that's making it uncomfortable when this is not a safe space for people to be at this board and do the work that we have been elected to do. That's a problem. So I guess I'm not I'm not asking anybody to say you know anything about themselves. I'm asking for people to say, "I hear what you're saying. I'm willing to work on that because that's what I'm saying. >> I'm willing to work on this." >> Right. >> Yeah. And it'd be great to have a procedure to address this moving forward, right? >> I think it's it's honestly for me it's um cuz we had a conversation and and it was like, "Well, how can I or no, you and I had a conversation, not you and I, you and I had a conversation, sorry. And you asked, "What can I do?" And it's like you can call it out when you see it. I think when anybody on this board, I mean, we ask we ask that of our students. If a if someone is bullying, you shouldn't be a bystander. You should call it out when you see it, >> right? So why aren't we I'm not saying anybody's bullying, but it's like if we see violation of policy on this board, we should be able to call it out. So let's So I don't know about procedure, but what I do hear is someone is saying, "I'm not comfortable. I feel there's inappropriate behavior, and I don't want people to get defensive about this. I want people to commit to being better, doing better." >> I 100% agree, Director Anderson. Um, and if you're looking for metrics to measure that, um, we could do the the board survey and then again take it again. But I think also some things that can be revisited would be the ethics policy for board members. Um Robert's rules and how to run a meeting ethically so that I mean those are in place so that everybody gets a voice in the conversation. Um and that there's not one voice dominating the conversation over others. Uh and that really hasn't been followed as as tightly as it could be. Um, and that's that's no judgment or I mean none of this is is us calling out specific members. Um, it's just stating how we feel and and and how things are are playing out at the board table, which is why it's not just one specific board member. It's playing out at the board table for every single meeting. >> Director Nicholson. So, I'll work on being better about this. I move a lot out of frustration, though. It's not necessarily what you're saying. It's that certain topics, certain things. I'm worried we go down rabbit holes all the time. And sometimes that's just frustrating for me. So, I squirm. I move. Honestly, I'd like to get up and walk around because I don't like to sit. So maybe it's my, you know, undiagnosed ADHD from 1980, but I'm I move all the time. So if you take my fidgeting or if anybody takes my fidgeting as necessarily offensive or some other way, I apologize. I wear my I wear my heart on my sleeve basically. Like you see it on my face when I'm frustrated. It's real apparent. So, I'm happy to say I'll work on that and try to maintain somewhat of a more stoic approach and not react to everything that gets said or things that happen. Um, but I will say we were moving at a really good pace and then we hit this one and we bogged down super hard. So, I would love to say let's get back on some sort of pace, cadence, whatever. I mean, if we want to turn this into a goal, we're all going to read the ethics policy. We're all going to, you know, make a commitment here to move forward. I mean, let's do it. I I throw it out. Whatever the things are, you want to lump that into board goals, I'm good with it. Like, let's go. Um, but I I I get it. I will work on trying to maintain my ability to sit as much as I can without fidgeting and moving constantly. But um I I want to move forward. So let's like let's take that and either turn it into a goal, turn it into something you want to do today, tomorrow, next week, and let's let's go. I'm in. I think it relates to um our meeting procedures and how our meetings are ran which goes back to the board handbook which we had talked about for two years previously with um the old board members that are on here. Um and I think that dictates how we run meetings, our meeting cadence, um our agendas. It just lays all of that out. So there's a structure. So then when you call something out, it's not about a specific member. It's about a procedure like this is how we've agreed to follow this. This is how we've agreed as a board to run our meetings. Um to structure things, the ethics we've agreed to when we when we go through this. Um that's where I feel like this relates back to our board goals because it's our board operations. It's how we conduct ourselves within the at the board table and within the community. So that's how I would like to see it um come out in a board goal that we complete the handbook as a board. We work on that and we have it done by the end of this school year. Like it needs to be done. Um, right. Like let's make it a goal. Let's >> It's number It's number three on the list. >> Yep. >> Uh, let's take a five minute recess. People get a drink, go to the bathroom, and then we'll come back and dive back into board goals if that's >> acceptable to the board. All right, I think we're back on. Good. Good. All right. >> Board goals. I' I've heard a number of these mentioned already. Um, do we need to come back to this or are we ready to move ahead and actually vote on some, state some and vote on them? I need to pull up the documents to look at them first. >> Um, going back to our earlier conversation, I'm I'd like to make a motion to approve a set of goals that are identified within many of the documents. >> Let's go. the um and we can either take this as a package or decouple them, right? Um so the first would be to create executive dashboard and set targets with district and monitor progress according to sequence. And I realize this is already in progress. >> Hold on. >> I realize this is already in progress, but this is this is definitely a board goal to set this. We've clearly established that um finalize board handbook by January 126. That would be in time for the um the new board um schedule superintendent and board evaluation and perhaps we set dates tonight. I don't know. um by February 1st, 2026, and this is coming from our board the the draft, so I don't know if this is reasonable, Superintendent Bowman, but approved boundary changes for the 2627 academic year. I don't know if February is too um aggressive, but that that's what was proposed and we may and we don't even maybe need a date. Approve boundary changes for 2627 academic year. support um community education on levy. And then the last one um would be um complete um training um through MSBA and potentially other avenues according to your role on the board. Um >> can you hold up a little bit? >> Say it again. >> Hold up one. >> Can you go back? >> Yeah. Um support community education on levy on on the 2025 levy. Seven. >> Number seven on your sheet. >> Okay. >> So, not the passage of Right. But we're supporting the education of >> community. I thought you were talking about like community. >> No, no, sorry, not community yet. >> Okay. >> Educate the community. There we go. >> On um the 2025 levy. And then the last um would be to um complete trainings through MSBA that are relevant to your board position on an annual basis. So, I would add to that um the definition of student success. >> I think she made a motion. >> So, >> did you make a motion or were you just saying the >> Yeah, I mean it's a motion. This is quite the thing. >> Okay. Sorry about that. I didn't hear the motion part. >> Yeah. Is there a second and then we can amend if you want? >> Second. >> All right. There being a second. Any discussion? >> So, I would like to amend that motion to add the definition of student success >> as a goal. I'll second that. >> Second to the amendment. There's a second. Any discussion on the amendment? >> Is I got a question. >> Is it the definition that you had in the board packet or >> No, I just thought that would start the discussion on it. >> Okay. >> Yeah. >> Okay. You want to So you you want to go down that path of creating a definition for that >> student success. Yes. >> Can I Okay. Yeah, director Anderson discussion time. >> Sorry. Yeah, it is on the amendment to the motion to add the student success. Sorry, I'm just trying to write >> the mission statement that uh director Cameron shared earlier. Um just in terms of preparing students across those four categories. Um, so I guess Director Baker, I'm wondering, do we agree with those categories and is is it more like defining what success in those different categories means or or is that is that too broad of a definition? I guess I I think that um from what I've heard from several of the discussions um we've focused on one area of student success, which is test scores. And I feel like um as a district and our strategic vision and our plan um it has a more robust um definition of that that includes the whole child approach. Like I I think about the things that you bring to mind with mental health. Um and I think that when we look at that as a board like there's more to our metrics of defining student success than 90% on a standardized test. So, um, I just want to look at that as a board and and say that these are the other areas that we're looking at besides just test scores that make up student success for kids within our district. >> So, so maybe it would just help like it sounds like when we were talking about that before we all agree with kind of those four broad categories and maybe we haven't given as much light to some of the other three. Yeah. Right. Okay. Director Thompson, would >> would that student success be um a subcomponent of maybe reviewing or or refining the strategic plan or is this a separate thing? I mean, I I I don't know because as you think about your strategic plan, would your student success definition feed into that strategic plan? So, throwing that out. >> Yeah, I guess I have a just a similar question. Sorry, I was taking notes, so hopefully I didn't miss this. Um, what would be the intended use of this definition of student success? >> I can sorry. >> Um, I can see where let's say we further discuss it and we might decide that there are other metrics that we want to add into the data dashboard. That's possibility. >> Sure. >> I mean I Thompson. Yeah, I I I think that makes sense because I think if we get to a point where we realize student success might re might also mean that there's a higher percentage of a person student being successful if they were participated in a school activity then does the board want to create pathways where they can join a student activity activity fairly easily. So I mean that's what I'm thinking if we're riffing off of this right now. Yeah, I I guess like as a as a community member, like I would watch our meetings and I would think that the only thing that we're measuring student success on in our district um is a test score just based on the metrics that we've been discussing and talking about. And I think if as a board we identify what we feel like that looks like, then we're able to um talk about different priorities within the district and how we can support some of the things like like sports and activities. And I think it just pro it provides parameters around what our priorities are as a board are because we're saying like this is what we want like this student desired daily experience to look like for kids in our district. like not every kid likes sports. Okay, so do they have access to the arts because maybe they like arts. So then when we have something come before us like a budget discussion then it becomes a little bit easier to discuss because then we know like one of the priorities that we've established through student success is that uh we want kids to be able to participate in activities. Well, we just had a discussion what like a month ago about raising student fees to to participate in those activities and we ended up saying nope, we're not going to raise student fees. because we're raising adult fees, right? But again, that comes down to we think it's important for kids to participate in those events because it adds to student success. So again, like we're just making that broad definition that fits with our strategic plan and the vision that we have for the district on what that looks like for students. >> Director Cameron, >> um I'm I'm following your your thoughts um with this amendment, Director Baker. I'm wondering where I'm coming at it from is instead of having the board or even the district define what student success is, instead use the four categories, right, that is in our mission statement and make sure that in the data dashboard per um director Carbone's statements earlier that we are evaluating all four of those areas. So making sure that okay we're we're creating um uh baseline data but also targets on how to improve all four buckets that are identified by our community through the strategic plan process. So rather than using that as our definition kind of and then making sure we're evaluating those four things. >> That makes sense to me. So do you want to amend my amendment? Uh we'd have to pass the amendment first to be amended unless you're proposing it be voted down and changed. But because we haven't voted on the amendment yet, >> could that not just be part of our discussion about the like the first goal you mentioned was the dashboard and metrics and part of it is making sure when we meet on the 23rd like we could commit tonight to say that during that meeting we're going to make sure that we feel all those buckets are >> being addressed. So I don't know if it's that an amendment needs to be met like it could just be kind of moving forward. Sorry. You have >> director Nicholson >> uh student success and academics e academic piece of it like we've been pretty laser focused on like academic improvement but I I we're not none of that I think looks at the whole package like you're trying to get to here. I worry that that is going to morph into a huge statement. But >> I'm I'm happy to go through the exercise because I think student success for everybody is going to be totally different from the kid that you know you you hope can just graduate and have success in a career and then a kid that you know wants to go to college and do other things. I think that is going to be a very difficult statement. But I I'm happy to go through the exercise with you for the purpose that you kind of mentioned of how do we broaden sort of our lens to make the student experience better overall. But I I I guess I'm curious like how we do that. in terms of like defining student success because success for you versus me versus him her is going to be all over the map. So I I >> Right. So I had like a four-page document with a plan, but again that was just my ideas. Um I do appreciate that it's a lot of work um for people that don't work in education and I'm thinking about the board's purview on this. Um, so I appreciate Director Cameron's um, ideas on fitting that into the four things that we've identified and making sure that we're measuring those areas. And I would be I can withdraw my amendment so that you can make an amendment, your own amendment that would identify those areas. Okay. >> So I officially withdraw my amendment to the motion. Matt, >> Director Cameron. So, it's your original motion. >> Okay. Um, can I add to the motion then for the first item to ensure that the executive dashboard or whatever the title of it is include um metrics related to the four areas um of student development identified in our mission statement. And I think um I know to your to your points, Director Nicholson, I think there are and they might already be in the dashboard, Superintendent Bowman, but I know like FastBridge there is an assessment on um student um like social emotional um well-being, the the student survey, right, where we learned about the number of students who are kind of in crisis, right? Like these are numbers we want to track and and um not look at maybe the individual child to decide if if they're successful or not, right? But as a collective, are is our student body doing well in a variety of metrics, academics, social, um whatever the other ones are. >> Do you think that's already encompassed in um just creating executive dashboard and setting targets for review with the district? Is that broad enough? >> Yeah. I mean, okay. And then we >> Yeah. Yeah. >> I just Okay. So, there's no amendment. >> No amendment. >> All right. Um I would like to amend I'd move to amend to add um to the board goals uh ensure that the district policies are reviewed by the board or a board committee um at least on a three-year cadence. >> Is there a second? >> I'll second that. >> There is a second. Any discussion on the amendment? Director Anderson, >> I will just say I I was only on policy committee for a little bit um in November, December. You if the policy committee needs to meet regularly and move faster if you guys are going to be on that cadence because there have not been many policies that have come before this board. So if we're going to commit to three years, >> Amber and I will talk to the chair about that. Okay. chair of the policy committee >> because I think you know one of the things with policy revision um just to consider is sometimes it is just Brenda telling us what or director Alrech telling us what um needs to just be done according to legal but when you get down in the muddy of like whether we like or don't like something about a policy that's where it takes a lot of back and forth with the board and so >> we and we did just so the board knows we did have um MSBA review our policies since we paid for that services. So that's and identified the ones that are maybe more high priority so for purposes of processing through. >> So that sounds great. Just want to make sure. >> Director Thompson. >> Are we voting or can I add >> uh discussion on the amendment? >> Got it. >> All right. Any other discussion? All those in favor of amending the motion to add in um the policy review goal say I. >> I. Any opposed? >> All right. So, amended. >> Can Can I add one more amendment? >> Absolutely. Do we want to add anything related to the strategic plan for the next year that we at least review it and consider whether we're going to um be reapproving or if we're going to establish a new strategic plan by probably I we would need to be doing that probably next fall I think >> if we were >> so analyze whether or not we need to >> kind of make a decision on the strategic plan. >> Well, it's three to five years. We're in year four. So I think probably we need to commit to the process that we're going to deploy. Superintendent Bowman is would it be next fall that we would be in that kind of comprehensive process of establishing that? >> I would entertain a motion. >> Would that be >> you want me to answer that? >> Yeah. >> May I answer? Okay. Um >> no. >> The you have several options. One of which is you can continue your strategic plan if it's viable and um that's one course of action. Another is to go through the whole process of uh that we went through four years ago. Um so you have some options here is best answer I can give you. So, when would we let's say we would probably have to be making a decision next spring. Let's say if we were going to like let's renew it or let's make a plan for the fall for >> I would say somewhere between January March time frame you should probably be making a decision on that because if it's going to require whether you want to bring in a third party to do deep work how you want to approach that probably need that guidance so that we can set conditions for that. So maybe by March 2026, >> we review >> we review what? >> We review it to >> Yeah, we review and decide our action by March 26. >> Uh is there a second on the motion? >> Yeah, second it. >> Seconded by Director Thompson. Any discussion? >> I have a question about this, but just more generally. So my understanding is like board goals are one-year goals. So this would technically be from January to end of December these goals and then the new board starting January 7th or whatever date that is, right? Which will include many of us, right? Or all of us potentially. Then we would we would either reaffirm some of these or change some of these, right? Um so I don't I don't know if I want to be making goals for next March. In other words, >> what's the >> this March, right? >> Because we're in year four. So, we'd have to make that decision this March. >> Well, I know >> school year cadence. >> So, it would be within that time frame. >> But weren't don't these board goals expire at the end of December? >> Well, they they don't have to expire. I mean, we're the board, right? So, >> right. When a new board technically a new board takes office at the beginning of January, >> but the goals are generally established like in the academic year >> from July to July. So, really it's like the fiscal year. Yes. Yeah. >> So, because we follow the same cadence as the superintendent. >> That's fine. I just wanted to Yeah. >> Any other discussion on the proposed amendment? >> From a timeline perspective, how I'm thinking about is whatever we want to do for the upcoming school year. Those conversations ought to occur in October, November so that we provide guidance to the administration by January if that warrants additional staffing or resource or or or budgetary impacts so that we then approve that budget and staffing impact in October so that the district can then do any training so that they can begin implementation implement implementing whatever board goals are in that September school year. >> You're just saying generally not as to the proposed amendment. Correct. correct in in generally. So so I think because we are having this discussion now ideally these discussions probably should have occurred back in last November but we are just or well I would say way back in November because of the things that we needed to do. Um >> can we >> this is like the things that we're doing now should be preparing us for what we might be needing to do in November. >> All right. >> So >> any other discussion on the amendment? >> No. >> If there's none all in favor say I. >> I. I. Any opposed? All right. It is so amended. Director Thompson. >> Does anybody want to do parliamentary training? >> I'll do parliamentary training. >> All right. I make a motion that we do a parliamentary training. >> Yeah. >> Oh, for like the board. >> For the board. I don't know. Bring someone in and have them do a an hour presentation. I don't know. Maybe two. Or someone can sit and watch. It's up to you guys. We do have training for board members as one of the current goals. >> Okay. So I I would propose just as a general matter that we have a separate >> I mean you can call it I talked about this with the superintendent. You can call it a retreat or you can call it a I mean it's going to be a meeting because we're talking about these things but then setting uh discussing how we're going to implement and allocate responsibilities as to these things and some of them need to happen sooner than later. um you know specifically how do we how are we going to assist the district in supporting the community uh or supporting education to the community on the levy renewal and stuff like that um to throw out ideas on how we can do that. So yeah, and we could discuss well what does it mean by what training trainings do we need for board members and what could we schedule? So so again I think it's already encompassed in a goal that we have on the table. Anything else? All right. So, I think we're we're voting on the amendment to the original motion to include the uh board goal to assess or review the strategic plan. >> Can we consider one more thing? >> Can we vote on this one first? >> Oh, sure. Sorry. >> All right. All those in favor say I. >> I. I. >> Any opposed? >> We will consider one more thing. >> Can we consider making a goal about what we've discussed tonight in terms of behavioral compartment of the board? behavioral compartment of the board. >> What would be >> that we >> that we improve overall collaborative discussion and behavioral compartment of the board >> director? Uh what's can you phrase that in a motion? >> Um >> so we can second it and move to discussion. I would like to make a motion that we add to our board goals that we one of our targets be to um enhance our collaborative discussion, improve our board efficiency and which is a good and um improve the behavioral compartment of the board. >> Hold on. >> Do you want me to be more specific? >> I didn't understand. >> Improve the behavioral comportment there. of the board. >> I'll second. >> Any discussion? >> Director Thompson, >> is this Wouldn't this come out of the school board evaluation form? And so >> we haven't done that, >> right? But when we do that and then the scores are unfavorable in certain components, >> then as a board we'd want to put a corrective action plan towards that >> because I don't think I'm doing anything. >> Yeah. I I mean >> I mean I mean I'll be candid like I I have but >> we're going to run into that like who's defining who's defining what, right? I mean that's going to be the challenge. Um but it doesn't mean we can't have the exercise or try, right? I >> I think when when you recommended parliamentary procedure, some of this is some, you know, I know that there were some there was really some hard um discussion tonight, but I think part of it is are we making sure how do we target efficiency through closer following of par parliamentary procedure and making sure that we're not having certain board members dominate or those kinds of things. So part of it when I say behavioral compartment that is a broad Yes. >> category, right? And really what I mean is are we if if we sat down and had our our children watch this board meeting, would we be proud of how this board is functioning? Um I mean I wouldn't. So I'll speak for myself and that's me included. And so um there are different ways we could define this just like the student success piece. and you everybody might have an opinion about what it means to be respectful and part of that is reviewing policy and those kinds of things but um I guess there's already we already have evaluation data tonight like we can wait for the evaluation but it's already been shared tonight so I feel like let's let's move on that because that's something that is clearly impacting every meeting at this point >> Thompson >> I I guess I'm trying to I'm trying to better understand cuz is this is this a process issue or is this a people feelings issue because what I mean I'll be like we're you have seven individuals with different perspectives and you're going to have differences and people like I don't want to create a a goal to tell to tell Brett you've got to you know act differently or you got to behave differently as long as I have a forum to be able to communicate my point of view and I'm not shut down the process is working and So, I guess I'm okay with having the conversation and talk through it, but I just want to make sure that are we are we creating are we having this this meeting or this goal to change people's behavior or changing the process so that folks have a voice in what they want to share. >> I would say it's both. >> Director Anderson, >> I think I mean I think what we have going on if I were to say I and I don't I'm not trying to belabor this, but I think there was a lot shared tonight. um some really hard feedback and some that maybe is and everybody's going to have different reactions, but I think at the forefront of our mind given what has been discussed tonight is how do we function more effectively for ourselves as well as for our community. So, um you know, if I were up here swearing, um you probably would be like, Carly, that's not okay to do that at the board table. And so I think what was shared tonight was there's some stuff happening that doesn't feel okay is is happening at the board table. So if we make this a goal, it should be front of mind in terms of our own personal behavior and how we work effectively with everyone. I'm not saying we're not going to disagree, but you can dis disagree respectfully and treat each other with respect and be respectful of how much every board member is participating in discussion. So I'm I've been saying a lot. So, I'll stop. >> Director Cameron, >> um I'm um I'm not making an amendment. Um something to think about. >> We're still waiting to vote. Do you have discussion on the proposed amendment? >> Uh yes, I do. Um something to to think about here is and I believe um Director Nicholson, you brought it up earlier. I'm wondering to make it a little bit more tangible to say all board members will operate under um the code of conduct or ethics. I forget what it's titled. Um and will um address issues either individually or or maybe maybe all board members will comply with the code of ethics. Um and I feel like for me that would be a great start. Um >> yeah I I mean my my thoughts and I'm just reading this enhance collaborative discussion and improve efficiency and improve behavioral comportment. I mean, we we have the policies um the code of ethics. I mean, if we're going to discuss what efficiency is, again, I'm not opposed to having I think it's good to have the discussions, right? Um but now we have now with this amendment, if we take this amendment, I think we will possibly be voting on six of the six of the nine board goals that have been submitted. Um, but I'm I'm guessing that if I would have moved right out of the gate at, you know, 6:45 to say I just moved to approve all nine board goals, which would have been efficient, we wouldn't be in agreement on that. So, yeah, I think we're going to run into disagreement on what each of these things means, but I'm more than willing to have the discussion and see where we can go. Any further discussion? Are we ready to vote on the amendment? >> Yeah, >> I guess I mean I'm happy to revise it to be more specific. Um I think it does in some ways go beyond the code of ethics, but if we want to start there and that's that's kind of what we're talking about in terms of like what do we do yeartoear? So if this year we focus on code of ethics then we're making progress, right? >> How would we measure that then? I mean it because it's so vague and broad. It's like like be a good person. Well, and to the point like perhaps that I don't think we need to start um you know, we have to be respectful about how we engage together in the board on at this table, right? And so I don't necessarily see it to be a good thing to ne I don't I don't like being a bystander, but I also can appreciate this is a public forum that it gets uncomfortable if if like if you start rolling around in your chair. I don't really want to I don't really want to call you out on it, but maybe I'll talk to you behind the scenes. Be like, Brett, you know, can you settle down a little bit or whatever, >> but so maybe the responsibility is more having conversation behind the scenes when you feel like these things are a problem or you're the chair, we can bring them to you and we can somehow facilitate discussion around it. >> So, do you still support your own amendment? >> I would say we could revise it. Um, so maybe I withdraw and revise it um to be more like let's as a board focus on the code of ethics over this next year in terms of how we function at this table. >> You should have something to say too. We're in discussion, right? Are we in discussion? >> Correct. >> Um I think Brian to your point I'm wondering like we've I think number three, right, is about schedule superintendent and board evaluation. Is that correct? So, I think getting baseline data on how we evaluate ourselves and seeking to improve that because some of those things are about the things we're talking about tonight, right? Like trust and um so we can we can seek to improve our own baseline data. >> Can can we just clear the clear the proposed amendment? Um you're okay. You're no longer supporting the amendment, >> the revised amendment. >> Well, let's I'm withdrawing my amendment. Let's clear that amendment and then you can make a note. Sure. Okay. All right. All in favor of the amendment to the motion to add enhance collaborative discussion, improve efficiency and improve behavioral comportment, >> say I. >> What point of information are you withdrawing or or are we withdrawing it because then making a new one or it >> so it can die? >> All right. So, we're voting no on this. >> The next motion. >> Well, you wanted to I'm going to >> uh you said you try. >> All right. Yeah. >> All opposed. >> I'm sorry. I'm sorry. I'm sorry. Point of clarification. I'm Are we voting? >> I thought you just withdrew. >> If it's been first and seconded, >> it's up for a vote, >> right? >> I think if the original person even if it's been first and seconded, if the original person withdraws, then >> I offered it. >> Are we okay with withdrawing it everyone? >> Mhm. >> Okay, >> withdrawn. All right, back to the >> I make a motion. >> I make a mo I make an amendment to have parliamentary proceeding changing. just just one. >> I can benefit just to see >> that that's part of our board training. >> All right, >> Matt, can you just put somebody up on like one of the screens that is always just checking parliamentary procedures? No matter. >> All right. Any discussion on the proposed amendment? >> Which one? >> None. >> Are we Is this a legitimate amendment, Brian, or are we just joking? >> I think it's legitimate. I think we need work on it. Which one? >> Parliamentary procedure >> to add training for parliamentary procedure. >> But I think I thought we discussed it already that it was included in one of the other goals. >> Again, part of >> I would like to make an amendment that we focus on code of ethics over this next year and that that be a board goal. >> Second. >> All right. There being a first and second. Any discussion? Hold on. Let me just draft and write down the notes. >> All right. All those in favor? >> I've got a quick discussion. How how would we want to measure that? Do or is that something that we'll set up for another meeting? I I know that we've got the board evaluation as a component, but I just want to make sure that because it's very broad. I mean, like if you're someone's chewing their gum too loud next to me, is that a behavioral issue? is that um I mean so I just want to make sure we're clear with and because there are some topics that are it's I want to be be careful that we're not opening up the door with everything. I mean, >> yeah, I guess I know >> to that point, how do we how do we assess our performance on that if it's a goal? >> I think we're we have the evaluate. Yeah, it's part of evaluation. So, I mean, the reason why I'm saying we should put this on the table now is because there was some crit critical discussion around this tonight. So, we don't really need the evaluation to tell us that this is a problem um in my opinion. So then the next evaluation that we do next spring would be our way to evaluate whether or not we've made progress as a board. Um we're not going to I mean if it still looks bad, we know we've not you know we won't have time one time two exactly. If we want to do time one exactly right now we can but really the time two tells us. >> But I guess my question again though was how do you going back to it? what is the board going to do on the if we just say focus on code of ethics what are your thoughts on as far as implementation >> so I think we need to review our ethics policy um and see if anything needs to be changed uh I see another metric is that we could go through the um the board survey that we've taken before and identify um which areas that we feel are are ethical and then um we want to make the baseline so we get that first survey these These are the ones we're focusing on and then um as far as ethics are concerned and then when we take it again in the spring we hope that it in it increases. Another metric would be taking as we've said that procedure is um influencing some of this. So, if we're taking a class that we're going through Robert's rules, or maybe we're taking the phase, is it phase three or four? Um, there is an MSBA one that's about working together as a board team and collaborative with with the district. Um, maybe we're going to say we're going to take that as one of our board retreat times because I want to say it's like a 4-hour class. Um, maybe we're going to do that. Um, I think we can there's lots of different ways we can measure the ethics of how we are operating as a board. Um, it's just identifying that, yep, we agree that that's something that we need to work on. We're putting it in writing. We've identified that's a goal area and then we're putting some oomph behind it, some teeth, I guess. Um, saying these are the things we're going to monitor over the year. If there's no further discussion, all those in favor of amending the motion further to add uh as a board goal a focus on the code of ethics say I. >> I opposed. All right. >> It is so amended. >> Any we are sitting at nine board goals. If there's no further discussion, I will go back to the original motion um as amended to approve I should probably read them into the record here. Um, one, create executive dashboard uh, and set targets for review with the district. Number two, finalize the board handbook by January of 2026. Number three, schedule superintendent and board evaluations two times annually. Uh number four uh by February 1, 2026, approve boundary changes for implementation to address enrollment projection and density issues within district. Number five, uh work with the district to support the education efforts of the community on the levy renewal. Uh number six, uh schedule board schedule trainings for board members. Um number seven, ensure school district policies are reviewed by board or board committee at least every three years. Uh number eight, uh per perform an assessment and review of the strategic plan um by spring of 2026. And number nine, uh, focus on the code of ethics. All in favor say I. >> I. >> I. >> Any opposed? >> Did you have discussion? >> I don't think I can. >> We didn't, but we didn't follow Robert's rules. So technically, you should have a motion, a second, and then discussion. discussion was making sure that the February one for the boundaries is realistic. >> So I don't want to like get anyone, you know, >> is February 1 for the boundaries realistic? >> Yeah, good point. >> We'll we'll bring uh if February one is your decision point where you have to make a vote. Um that's up to you guys. Uh, from my perspective, we're going to start getting into um I I think before we get to through December, we need to be at least giving you a plan to consider um a recommendation from us uh on how we want to want to do that. I also think that these things are not to be viewed in isolation because we have enrollment growth, we have facilities and we have boundary changes and all those things are interrelated and it needs to come to you as a package. >> Director Anderson. >> Yeah. I mean, the only thing that with the past boundary adjustments, the challenge of really pushing it much later than that is then you start to impact all the like where teachers are going and hiring and all that stuff. So, I feel like >> I'm okay with it. I just didn't know like >> I'm going to randomly talk, you know, like be rooted in reality. I don't know if we want to say February 1 or sometime in fe like February 20 26 because I I guess that gives a little bit more flexibility. But >> I mean ideally we'd have it done before I mean February. >> I think I think there's no reason why you couldn't have it done before the end of the school end of this year. I mean it it is a priority so that we've got the right staffing the right we understand the level of impact. I mean it's it all depends on how many cooks in the kitchen need to be a part of this discussion. It's it's come to the come to the board with two or three recommendations have it before the end of the end of December and then we just go. I mean >> so that would depend on that would depend on the process because the last process was very robust in terms of community input >> and and that impacts things right so >> and I think there's >> how that work out >> right I mean there's there needs to be less cooks >> what I what I'm saying is I don't disagree with that I just think if we do decide that we're going to have a more robust plan like that that's probably going to go into the next year. Um, but for sure I would say by March period, we want to have all those decisions for for staffing stuff based on the past. >> Yeah, because staffing opens up in March. >> Mhm. >> So, we'd want to have this done before then. >> In February. >> Mhm. >> We can say February one if everybody feels comfortable with that. I know you say end of December. We haven't defined the process yet. >> Director Nicholson, >> it is a goal. I mean, >> yeah. >> Yeah. >> I mean, it's a target, right? >> Let's try to do it by that. We can't we can we can be nimble. We can be >> That's a great point. >> But let's earlier is better. >> Okay. >> Sorry, I didn't mean to derail. >> Anything else? >> All right, Kim, are you able to pull that list that I read off from the audio? If we just call up for a vote again. >> You mean you want a roll call or you want me to repeat what you said? >> No, I mean if we just say all in favor of those >> Yeah. >> nine metric nine goals. Okay. Did we have a second to the motion though? >> Uh, yes. >> Okay. >> Mhm. >> All right. Although all in favor of the >> nine previously read goals say I. >> I. Any opposed? With that, I' I'd propose that we adjourn and again with the potential of setting a time to come back and discuss how we're going to implement these goals, timing of different evaluations, work on the superintendent evaluation form, what we want that to look like, and what we're going to be basing that on. >> I second. >> So, question on that. Um, so are we moving the superintendent goals discussion to a different meeting because that was also on the agenda? >> Yeah. Well, and I guess this is a question for for the board. I kind of see the superintendent goals aligning directly with the district goals. >> Um, unless you see something different, >> Dr. Anderson, >> I would say I mean my recommendation is that we do a review or evaluation and then out because the superintendent goals aren't always part of it is like what is happening in the district but part of it could be how he is functioning with staff and community and us and yeah >> so I think uh helpful to do the evaluation and then kind of go from there. Director Thompson, >> did we do something like this with the previous person because we didn't have goals really. We didn't we didn't give them something in in the beginning. We had to do an evaluation and and that led to new goals. >> So, >> so we developed goals based on things that were happening in the district at the time. Um, >> but was that what after the fact? No, I mean like so I used um the MSBA format and then which gives them like a goal and then an identified rubric that says proficient um developing you know needs work or what I can't remember exact the exact wording on the metric scale but there were four boxes and then each of them described what that would look like um for that specific goal area. Um the MSBA format for a superintendent evaluation is quite intense and robust. So the way that we looked at it is we picked three areas um when we did our board goals of things that we wanted to focus on and then we kind of aligned the superintendent goals with that and then made the rubric based on that. since he was a new superintendent, we were working on um you know, community engagement, being out in the buildings, um working with the board collaboratively, you know, finances was one because of the um unassigned fund balance dropping below a certain percentage. So, it was like based on the things that we were experiencing at the time. Um the document that I submitted was based on um the discussion that the board has had around things that are happening within the district. And so then I took all of those components and then kind of pulled things from the MSBA um areas and made like three areas, three goal areas for the superintendent. Um like I said, it was just a draft just based on input that that board members had put forth and then I kind of combined it into one and and made it a rubric. um based on how you would evaluate um your president of your company or your key player, you should have like a rubric that so that they know what your expectations are. And then um maybe some some points of like key performance indicators that go along with that. Like so if we're doing finances, one of the thing was the financial dashboard and that we want to make sure the board has this information and that you know the levy you know putting forth information into the community about the levy like those were some those would be some key performance indicators under finance, right? Um but then like things that we want him to do on a broader scale. So, um, the check-in would be like him telling us at that first check-in after we provided that rubric and those those goals and that rubric to him how he's progressing on those like things that he's working on, things that maybe he's struggling with or things, you know, how that is going within the district. And then we're like, okay, you know, either we can say, yep, we like the direction you're going or pause. Let's let's let's say that's not exactly what we had in mind. you know, then we would say give him that direction at that point during that first fall check-in so that he can change his direction for how he wants to go. And then I would say like February or so, February, March, we would do a second check-in. And then again, he would meet with us. He would go over the the rubric. He would go over, you know, the things that that relate to those goals and how that's progressing. Um, and then again that that's another like temperature check for the board to say, "Yep, we like how you're doing things or or we appreciate this direction or nope, we want you to go this direction instead." Um, so that there's no surprise when it comes to that July evaluation where the board fills that out. So how that happens is that every board member will go through the rating rubric and rate the superintendent how they feel. that should be like anonymously given back to the chair and then um they we kind of the chair then takes all of the information that he's gotten from the board members and gathers that into one document. So it doesn't identify any one board member saying one thing. It's one board voice on how we feel the superintendent is doing. Obviously, um I included on the rubric that I made some opportunities for the board members to write like strengths, um areas for growth, concerns, so that you have some ways to add in some different things that are not quite in the um metrics of the the goals that that they're identified. But all of that's feedback that the chair would then gather. We'd have a closed session. We go over it with the superintendent and then afterwards um the chair would read a summary at the next board meeting. And that's kind of how the process officially goes and how it's um structured through MSBA. And when you look at statute, that pretty much follows the law. >> Dr. Carbone. >> Yeah. for the previous three board members when when you were hiring Superintendent Bowman and I think that was in the fall or December, whenever it was, >> were there any specifics that in the interviewing process that you gave Superintendent Bowman that >> that should be on and so that's what I'm trying to ascertain if there are things that have been percolating or have been suggested or have been laid out I you know that should be part of the evaluation. Um, so when we hired Superintendent Bowman, we originally hired him as an interim superintendent, which an evaluation for an interim isn't really something that happens because it's supposed to be for a short period of time, right? >> Um, and then shortly after that, um, the board was looking into hiring a new superintendent and superintendent B shared with us at the time that, um, he was interested in that position. So, the board kind of changed direction with that. Um, and then we obviously had an election. So given that it was no longer a short-term contract, it was a long-term um then we have to kind of re-evaluate how we're doing things. So at the time I was chair, I was meeting with um Superintendent Bowman and one of the things that the board us that were that were on it at the time had asked for was just kind of like a a temperature of the district. Like tell us how things are going in the different departments. Um what do you feel like are things that need to change? And that was just based on the fact that we had a previous superintendent. Um, and so now we're having another change of leadership and we kind of wanted to know what are the things that we need to work on within the district like because he's been a superintendent in this district before. So he knows what we were like several years ago and now what we're like now. So we kind of wanted his expertise and opinion on um the different things that are going on in the district, the different departments and the direction and his vision for what he wanted to do. That was our direction at the time. Um, as far as like because it's your first year, we changed. It's hard to like do all those metrics in there. Um, that was what we asked for for his first year. >> Director Anderson. >> Yeah. The only thing I'll add, I mean, this is just for consideration, just it is a rather robust process where, um, the DO staff s are surveyed as well so that we have that information. Um, and so I think it would be good to kind of collaborate behind the scenes probably like how that was done last time around because I liked having the information from the deal because I feel like you know we have some interaction based on board meetings but for those of us who are not chair and vice chair you have more limited interaction and so it's nice to see kind of what the staff how the staff feel things are going and so um yeah maybe some collaboration with the two of you behind the scenes just to kind of create a process us that I thought it went really well just in terms of getting all that information and being able to discuss it and make a plan and be able to evaluate it in such a way. So, >> Director Thompson, >> um I I don't recall we set uh objective metrics with with him, right? So, it it was more of having him come in as an interim and then we made that conversion. We didn't say, "Hey, I need you to improve MCA scores by 10%." It was more of like let's recalibrate and revitalize kind of how things are are going. And so when we do this upcoming evaluation with the superintendent and the MSBA metric uh um evaluation form, it is the first time I think going to be more subjective. And so it's going to be how do I Brian Thompson feel he's been doing in this capacity. And so getting feedback from other stakeholders uh like his leadership team that feeds into that I think would be helpful. But I want to just be mindful that we you know we haven't said go do this and go and change this and and improve metrics. So it's going to be the first one will be subjective but that will give I think us kind of a temperature check of how does every board member here feel how he's performing subjectively and then from there we can decide are there uh measurable metrics that we want to add uh for the following year uh that he can improve upon if there if there's consensus in that direction. So those are my thoughts. any objection to postponing this discussion to another meeting since it's now after nine o'clock. >> I would more recommend that the two of you kind of yeah bring something to the board as like a this is the process that we're going to use. I think like instead of us >> I'm just thinking about the the items that will be within the evaluation form for board discussion. >> So >> yeah, there's there is a template though, right? Or did you create Yeah. Um there's a template that's given on MSBA and then the one that I created this time and then the one from last time we both um both of those we we took the template and we used it as a >> starting point kind >> right a starting point and then >> yeah changed it and and amended it to meet our needs. George Cameron. >> Yeah, I was just going to say I think on the MSBA website um all maybe most superintendents have the same job, right? It's to run a district and so they have a template that would list the major functions that Bowman needs to um oversee. And so yeah, then I think adding like specifics of course to our district, but I think I think looking at the tools that they have would be a start. Motion to adjurnn. >> Second. >> All in favor? >> I >> I no. >> It is adjourned. >> That's what they're