Turn it down. >> Good evening. Welcome. I would like tocall this meeting of the Robindale Area School Board to order. Today is Monday,August 17th, 2026. It is 6 p.m. and we are in the educ education service centerboardroom and I would like to have our uh clerk do the role.>> Thank you. >> Director Basset>> here. >> Director Bowman marks herself here.Director Bernes >> here.>> Chair Evans Becker. >> I'm here.>> Director Hillbrand >> here.>> Director Long >> here. Director Wuto is absent at thispoint and Director St or Dr. Stalo >> here.>> Thank you. >> Thank you. We have a quorum. At thistime, I would like to read our land acknowledgement. We acknowledgeRobinsdale Area Schools is located on the homelands of the Dakota and Ajiwaypeople. We recognize the painful history of genocide and forced assimilation ofthe indigenous inhabitants of this land. We honor and respect the many indigenouspeoples who live on and hold sacred these lands. and we stand with membersof these nations to fight injustice in all of its forms. We uphold thepreservation of Dakota and Ajiway languages, land-based education, andtribal sovereignty. Okay, first thing up on our agenda is approval of the agenda.Do I have a move to the agenda? Moved by Director Bowman.>> Seconded. >> Seconded by Director Brenten. All infavor, please. >> Wait, I have a question.>> Yes. >> Um, I would like to make a change to thework session. Do you want me to do that now or at the work session?>> Um, change in the agenda of the work. >> Amend the agenda of the work session.Yes. >> I think we do that at the work sessionbecause this is just the business meeting. Okay. Okay. Thank you. Thankyou. Okay. So, seeing no other discussion or questions, all in favor ofapproving our agenda for the business meeting, please say I.>> I. Oppose. Say no. >> We have an agenda. Okay. Ardell proud.Take it away, Superintendent Stalin. >> Excellent. Thank you so much. Uh,normally during the school year, we get an opportunity to hear about thingshappening in schools. Often, we get a chance to to see students, and I amdelighted tonight to have a group of folks who have been working uh withadults throughout the summer in order to help prepare and continue to improve thecurriculum uh and the work that we're doing in the classroom. So, we have anamazing team from teaching and learning. I'm going to hand it over to MariaRoberts, our director of teaching and learning, uh, to kick off. Thanks y'allfor being here tonight. Good evening. Thank you for having us.Um, Chair Evans Becker and board members, we are here tonight to presentum, some of the terrific work that our teachers have done this summer andreally helping us build coherence around our curriculum documents. um our team ofTOSAs who I'll introduce here in a moment facilitated this work and itreally is an opportunity for us to celebrate the expertise of our teachers,the commitment of our teachers and the products that they produce this summer.Um to my right is Laura Sugerman, Dr. Dan Bordwell,Julie Sonic, and Dr. Megan Schmidt. So the goal of this summer work was toprovide tier one content and pedagogical alignment across the buildings and todevelop and implement guaranteed viable curriculum for all students with tierone differentiation. >> Oh, you got to click it.>> It's not working. >> Clicker is not working there. There wego. That's what I just read. We had quite a few teachers participate withus. Um we had English and reading um at the secondary level, social studies,science, math, English language development, and some middle schoolhealth teachers along with some elementary teachers um in multilingualdifferentiation and Spanish immersion teachers.>> And these teachers volunteered uh their time to get paid, but uh they signed upto work extra uh in um for the most part in June and also a little bit in August.um we invited all the teachers of the subject area and we uh placed anemphasis on getting a representative from each building so that way we atleast had one person from um all the different buildings that were there uhto have um that participation. We were also flexible about when we could do umthe curriculum writing so that we could work in summer school or other needs ofthe working families of of the teachers who were here as well. So we wanted toshow you um two samples of the work that was produced. What you see uh ahead ofyou uh on the screen is some standards from um 12th grade government. And sowhat we have done in all of our departments um at the secondary level istake a look at what the state standards are and making sure that we're teachingthem and making sure that they're placed in the appropriate spot. If you think ofa class like government, um you could teach the 30 or so benchmarks inwhatever order that you want. But what we're working towards is having everyteacher who teaches this class to teach it in the same unit in roughly the sametime period with the same pace. So that way the collaboration can exist with theteachers um with within that process and also by being purposeful with where weplace the state standards, we can actually think about what the depth ofknowledge of that standard is asking. Um so we can scaffold the learning uh andthe teaching for that. So that was the first thing that we did. We did that asa department. It was very collaborative. The next slide you'll see um is somelearning targets that came from that. So state standards are pretty vague. Uthey're very big and to unpack that and to make that into something moreaccessible for a student. That's what's the first task of the writing team isturn what the state is asking us to do and put that into so our students can besuccessful and giving them clear statements um of learning targets there.The next part um that we looked at is some assessments. So what you see hereis some sample assessments. Just because in social studies the standards are newdoesn't mean that we're throwing everything out. We're able to take alook at what we already had in place and then place them and give these asexamples for collaborative teams and professional learning communities PLC'sto decide what are the best ways to assess the new learning targets thatwe've created. And then finally um we have a sample pacing guide. And this issomething that is new and um we're not going to require teachers to say on dayone you have to teach this on day two you have to teach this but it's anoption if there's a teacher who's teaching multiple preps um and this isone section that they have to do this is less work for them because they are notcreating everything from scratch. If a long-term sub is hired in the middle ofthe year it's something that's available to them. So these are still works inprogress. the degrees of what was completed in the summer um is still upin the uh is still um there's still work to be done too. So this is just onesample of it and um we have some another sample.>> All right. So um before we talk about the sample that's up there. So, I workedwith the secondary um EL or English learner teachers um and we worked ondeveloping similar curricular documents to what Dan just showed you for thesheltered English language development um courses at the secondary level athigh school as well as for um some English language literacy courses. Sothese are for our middle school and high school students who maybe are newer tothe country um who are still um really emergent English learners and developingtheir foundational literacy skills where we didn't have courses really for thatat the secondary level. So um developed some scope and sequence documents,identified resources and assessments we could use for that. What I have up hereis a sample of what um a small group of really talented elementary e teachersdid. So we have our new curricular resource witten wisdom um that is ourknowledgebased you know robust wonderful resource that people are really startingyou know starting to get into. It's hard, right? It's rigorous and there arethere are some built-in scaffolds for multilingual learners, but we didn'tfind it was enough or as in-depth as we needed. So, that's what we did. We tookum and looked at the main assessment tasks. So, this is one of them uh focusquestion task um in that like second row there. That's what all students have todo for that task. And then what we did is we broke it down by language levels.What would be the expectation for a student who is what we would say anEnglish language proficiency level of a one? They're really just beginning,right? We still are asking that they're writing an informative paragraph. We'renot just saying one word. We're not just saying a sentence, right? Because thenthey'll never get there. What's different are the scaffolds. And sothat's what we helped, if you want to go to the next slide, put that in there. Sowe talked about here are all the different supports that would be wouldbe appropriate for a student at that language proficiency level. We did thatall the way through to our English language proficiency level four. Um onceyou get beyond 4.5, then students are reclassified as no longer needing thatsupport. Um and so we also linked in there some of the resources that arewithin our curricular resource. So really just drawing teachers attentionto the fact that these things are in the curriculum. It's can be overwhelming tolook at all of the resources that came with it and figure out which ones touse. So, we just were trying to draw their attention to that.And I don't know if there's one more. Yep. And so, and then at the end of eachone, we also talked about um where specifically can we provide academiclanguage instruction because that's part of our EEL services that we are not justsupporting um to scaffold them. We also are helping improve their Englishlanguage proficiency. And so similarly linked things that are in the resourceitself and then um found some other resources to help not just the Yaleteachers but the classroom teachers as well.Uh and then RSI I did work with some um Spanish immersion teachers as well. Idon't have an example of that but they really um were working on balancing outthe English um [snorts] teaching in English and Spanish for language artsand foundational reading. Right. We have some solid resources for teachingEnglish foundational skills, a solid re resource now for teaching Spanish and wedon't want to teach the same thing in both languages all the time because thatdefeats the purpose of dual language and so we really were just realigning umthose resources so that our kids become brilliant bilingual. So >> um some of the one of thelike not measurable achievements here would be our teachers having anopportunity to work across buildings to work across grade levels. Um that'ssomething that they don't have a lot of opportunity to do. Um and what that doesis it allows us to have cross building collaboration. Um we had representativesfrom each building um specifically for math and science. um I think we did forthe other other content areas as well. Um it allows us to outline what tier oneinstruction looks like in those specific content areas and really hone in on onwhat uh what that looks like for all of our content areas. Uh it it also givesthe teachers an ownership in the curriculum because we can um producethese documents all day long but um if they are not something that teachersfeel an ownership in then then they don't often get implemented in theclassroom. And so there was a real like excitement and hopefulness and um joy inin those rooms when we were doing this because it was it was here is our planfor what we're going to do next year and it gives us hope and and joy for wherewe're what we're moving toward and they're part of creating it. Our next steps are to roll this outduring workshop week for the individual content areas. Um along the way we're uhwe meet with the department leaders to look at these make adjustments uh makesense of them so that they can bring that back to their department. Umteaching and learning will continue to adjust them as well. And then nextsummer we're hoping to engage in this process again so that uh we can makefull course documents for all of our courses here in Robbinsdale. And>> thank you. Thank you for your work on this and for sharing what you've beenworking on. We appreciate it. My >> pleasure.>> If you have any questions, uh, email our superintendent that we'rethis is not going to be a question and answer time, so just email thesuperintendent. >> Could we This is our opportunity to talkto him. >> I think you had a hand.Yeah, >> what we wanted to do tonight was toprovide a report to the board for sure. Um I think uh as I look at our districtpriority work, which the board proved uh earlier this summer that this alignsabsolutely perfectly to what we said we were doing under strategic theme A withacademic achievement and really focusing on that universal instruction, the tierone instruction. I think your work around empowering teachers to do thework is absolutely fantastic. So thank you.>> That was my point. >> I had to say thank you.>> What she said was my point. >> Perfect.>> You can see the alignment. >> Sure.>> Totally seated. >> I do have comment.>> Director Bass. >> Thank you. So um one of the things thatI'd like to have maybe when we get the next update [snorts] uh is to uhunderstand how this translates to the students in a in a more concrete way.Multi-tiered systems of support has been a concept that's been around for youknow better than I. How how many years would you say? At least 10 if not more.>> More than that. >> Well,at least 10. >> At least 10. [snorts] Been around for along time and has been practiced in this district for a long time. So [snorts]for me uh un if we're going to continue to invest energyand time and resources and trainingaround it. I think it's great if we're going to tryto align it, but I I there's some things that weknow. So I I I believe I I'm assuming. So, I'dlike to see a presentation in the future talk about what we already know and howthis all relates back to the students because it's great that the teachers aregetting what they need. We want them to have it. No question.It's powerfully important that the students get what they need. And whatare the indicators for that? That's what I'm interested in knowing. So, if we're not supposed to askquestions during this time, which is all of a sudden changing rules on us and notgiving us any heads up about this, then when will we be asking questions on thisthat was just presented to us >> and not just in an email?>> I believe I when I sent the agenda setting update, it said that it wouldjust be a pres informativeformational without questions and we're supposed toemail. And why is that changing? >> And it wasn't even a board discussion tochange around that cuz I would like to know something about whendifferentiation will be added into these because everybody gets tier oneinstruction. Even special ed kids, ELLL kids. I mean, there are questions that Ihave of this team that I would like to ask, not just in an email. No,>> it this why are we changing the rules all of a sudden? What is what you were just saying?>> Yeah. Um so that's obviously an important part. Uh the first part isjust having the clear learning targets that we didn't have systematic orsystemically across. So what do we want our kids to know? And then from therethe discussions that the teachers had is when I've taught this in the past, thisis where my students have had hiccups or they haven't gotten that. So there is aspot on our documents for accommodations and modifications to have um thatcollaboration to start identifying what else we can do um as part of thatdifferentiation. Um there's a spot also that uh for academic language as well.Um that is going to help bridge part of that gap too.>> Yeah, I mean I can just speak to that mostly from like the multilinguallearner side. Um so we at our secondary level especially we have lots ofteachers who co-e um in that in those content areas and so I think once youknow the content area the social studies teacher has a document that clearlyoutlines things which it's been hit or miss honestly so once they have that itis so much easier for a language teacher to come in and say okay this is going tobe a challenge this is where we can directly teach language so I thinkthat's like a next step um at least for teachers who I work with to collaboratewith Megan and Dan's departments on >> um one example I can give is today wehad uh one of our pilot uh curriculum that there was a training we had severalspecialed co-teers and ML co-teers that were there um and we looked at thesecurriculum documents a little bit and looked at where um where those teacherscould add in those supports and those um those scaffolds and that differentiationum because that is part of when we look at this for next summer that is part ofa complete document is going to have that differentiation. It's going to haveum all of those pieces in the document. The document isn't considered finisheduntil it does. >> That's it.>> Thank you. >> So, uh I I just want to say this. I umthank you for this presentation that you're giving today.>> Great. uh when and whatever comments that weresent in the email saying here's just a a snapshot of uh here's some of the thingswe're going to cover and typically because our super the superintendentchair and vice chair have those meetings they set the agenda so they say heyhere's a taste of what's going to happen the purpose of the board is to actuallybe able to identify places that we can understand how the system is or is notworking. So while this is a very valuable presentation,every time anyone comes here and presents to this board, if I havequestions and don't understand, it's my responsibilityto ask questions to make sure I understand because at the end of theday, we have 9,000 to 10,000 students who are depending on this system.I mean, that's that's not news. It's the reality. And so if we can't askquestions, that is would be brand new. So to director Long's point, I'm justwant emphasizing that point for the public, for you, for anybody who'slistening. That is the purpose of the board. This is a board meeting, not awork session for the superintendent to give you instruction.I'm being very serious and I with all due respect to the superintendent. None.I'm talking about my job. >> We are happy to answer questions.>> I I know you are. And so I'm not here to put you on the spot, but I just want tomake it clear that that's really what the role of this board is. And so to toall of a sudden get a new rule that says you can't ask any questions. And thatshouldn't even be contemplated. We've talked about cutting them down toa couple of minutes so that we don't take all day and all night. And I thinkthat's appropriate. But I don't want anybody get the wrong idea that askingquestions from the board table is a problembecause it if it is then we need to go back to the drawing board as a state.That's what the statute says. >> Dr. Bowman.>> Yeah. Just quickly uh I my feedback if we're going to be here asking askingquestions and provided feedback. Uh I really appreciated being able to see themeasurement tools that are going to be that are incorporated in this. One of myconcerns in the last year not concerns but I had wondered how are they going touh sh demonstrate to us the measurement across the board of being in sync uh forthe various subjects and across classes. And this has given me, you know, andit's not my profession, but from the world of measurement and compliance,this has given me a a really wonderful visual of of what that looks like, howit's used as a tool, and and the role that it'll play going forward. So, uh,personally, I look forward to your presentation a year from now when, uh,this will be updated even further. But it is for me, it's a connect the dot. wehave been talking about these things and now I see these tools manifesting. So asa board member that's my job is to make sure that those tools exist. So, thankyou very much. >> And I just would like to say the reasonwe decided that it would just be informational presentation was becauseoften times when questions are asked, our presenters don't have time toprocess and come up with answers and so to be respectful for them, we werethinking that they should be >> that's the suggest>> emailed to the superintendent. That's what>> director W and I talked about in agenda. So, that was the reasoning.your suggestion. >> All right.>> So, I would like to just before we get a picture, um, Director Basset's commentsabout that RTI MTSS has been around for probably 20 years actually. Uh, I thinkI'm aging myself. And I think that we wouldn't have this amazing group offolks in front of us right now if we'd been doing the work over the last 20years that I would expect that we would be doing with MTSS systems. So pullingback to focus on strong core instruction has been identified as a need and a gaparea. So this is truly a celebration of continuing to deepen the work aroundtier one and that definitely means we still need differentiation. We stillneed strong data and systems of support for tier 2 for tier three when studentshaven't quite yet mastered those outcomes. But this truly is acelebration because it has been huge work and the the work that I saw todaywith our teachers, the buyin, the empowerment,uh utilizing their skills and brilliance is exactly the direction that we need tocontinue to go in order to best serve our students. So, I just want to thankyou for that. Um, and continue to support you in however we can.>> Thank you. So with that like a little picture because we've got like this isour proud very proud of your work and proud of what our teachers are doing.Can we add that to a work session that we can have a discussion about this new>> not that was a suggestion they did not have authority in lattering may come upto the role >> I'm just saying that's just a suggestion >> adding it to the work session would onlybe for a presentation just a presentationnarrow thanks Thank you. Okay, let's move on to the consentagenda. Items on the consent agenda are routine in nature and are acted with asingle motion unless a board member wants to pull an item in which case thatitem will be voted on with a separate motion. Items on our consent agenda fortonight are the 2627 meal p meal price increase updates, the monthlyprofessional development report, meeting minutes, um bimonthly dispersementsreport, business office monthly contract report, dispersements for July, uh themonthly budget to actual report, the personnel reports for licensed andnon-licensed staff. >> Uh do I have a>> I'll move approval. >> Moved by director Bowman,>> seconded. Second by director Brenten. This is Do you have a question?>> I do. >> The documents that we just got, I justactually got them today. Item 6B4 >> monthly budget to actual report>> actual. And so gotten that before and had an appointment.>> Just going to abstain. I have >> Thank you.>> Well, I appreciate you explaining why you're abstaining because that is one ofthe things that we do. Okay, perfect. Thank you.>> All right. Um, so this is a roll call vote and we are ready to vote on theconsent agenda. >> Yes. Thank you. Uh, Director Long,>> no. >> Director Hillbrand,>> yes. >> Chair Evans Becker,>> yes. >> Director Brennesen,>> yes. >> Director Bowman votes yes. Director Wutois absent. Director Basset, >> and I will be abstaining from that.>> Motion prevails. Motion carries. All right, we have approved the consentagenda. Next, we're going to move on to unfinished business and we have anaction item of the superintendent goals for 2627. Superintendent Salo.>> Yeah, thank you. Um board members, uh just as a reminder, on July 20th, uh theboard reviewed the superintendent evaluation timeline and provided inputon goal areas. um where are those spaces of priorities in which you expect that Iwould spend the bulk of my time. I used that information to craft the goals thatI brought to you on uh August 3rd. On August 3rd, I shared those. Uh we had adiscussion. Several of you had um input and suggestions. I believe the boardchair also suggested or invited you to send emails to me, the board chair andthe vice chair uh for additional information. and I received that andsome emails and used that to revise um and adjust the goals. Additionally, Icontacted Barb Dorne from MSBA. She's worked very closely with this board overthe two years that I have been serving as the superintendent and she remindedme of a couple things. She reminded me what she had reminded the board andreminds all boards is that every district has priorities at any giventime. districts have high priorities and then it is important for boards to havea laser focus on the highest of the high priorities upon which to evaluate thesuperintendent. Um as she said, if that happens, everything else should fall inline. Uh everything can't be a priority in terms of holding um superintendentaccountable or then nothing's a priority. Uh Barb Dorne advised um asshe does with boards and superintendent that there should be two or three goals.I had three goals in the original document. Uh she also advised that umusually there's only two elements of the standards uh from MSBA for each of thegoals. Um of the three goals, I had 12 elements. Um so I removed a couple ofthose in order uh for the board and myself to be able to um have thatlaser-like focus um on uh those priorities. I submitted on August 13ththe revised goals to the board packet and um per the timeline and the process,I'm seeking board action on this this evening. As a reminder, um thesuperintendent contract does call out that uh board and superintendent uhgoals or superintendent goals need be approved by September 1st. With that, Iwill >> Thank you, Superintendent Stala. First,>> yeah, that's >> Thank you, Superintendent Stala. Thistime I would like to move that the board approve our superintendent's goals forthe 2627 school year. >> Second.>> We have a move and a second. Seconded by Director Hillbrand. >> Director Basset.>> Yep. Well, I uh appreciate uh everything's been said now. Um what Ihave done uh is uh and of course comments were made at our last meetingaround the superintendent's goals and I believe that several of us talkedabout concepts like qualitative and quantitative and metrics.I shared information I'd received from um one of our constituents and neighborsuh who actually serves on the New Hope City Council. And then um you know thesuperintendent's office helped me distribute a link to that report to alldirectors as following that uh director Wuttow and I I because I am consciouslyworking on collaboration. I've been doing that for a while. And uhand so in doing that, we talked a little bit about those goals that as they werestated. And I will want to share because this is just simply a draft of someideas we had. And of course, excuse me, please would you share those? Um youknow, the the reality is that the only time that the board gets to talk to eachother collectively and not break any laws is to talk about them uh at theboard table or in a work session. And uh so he and I worked on these and ofcourse as you know uh cheer I sent that information to you and to thesuperintendent um and I just gave uh copies to the others. So one of thethings that uh director Wu and I talked about was um you know understanding thatwe're kind of in the midst of this but the central question about thisqualitative and quantitative is one we took seriously. So, um, what we talkedabout is respecting what the superintendent has already done andperhaps, uh, deciding if there's a fifth section that we may want to contemplatein that section would maybe look more to the qualitative, quantitative, andperhaps some, uh, some kind of metric system. The three things that we areasthat we focused on where I think you guys have it. Oh, here. I think youalready have it, but here's one, too. Um, fiscal monitoring and reporting wasan area operationsand academic progress dashboard. I I've heard that we have one, but I I have notactually seen it the dashboard that we have or maybe I didn't know when I waslooking up. But anyway, so uh and in these um these three areas, there's somespecific kinds of things that we talked about. Now, uh I'm uh following thepresentation, the these were the thoughts we had. Collaboration, workingwith our colleagues. here's just a draft. Uh we know that two directors orthree directors or even four really can't speak for the board, you know,unless there's a formal vote. So that's not what we're saying here. What we'resaying is that uh I think it's it's uh particularly when I think about thewhole conversation that we had when it came to the umwhen it came to the bonus or whatever you want to call it. Uh we didn't youknow there weren't any any measures for us to determine that it was merited. Ithink there was a lot of narrative, but there were no things that we couldreally point to. So, we really just tried to just>> I would caution any conversation about [clears throat] data privacy and theevaluation of your one employee. >> Okay. Well, I don't think I was doingthat. I'm saying that in this room, we talked about in this room, the last timewe talked about this issue, we talked about and we made to took a public voteon whether or not we were going to give a bonus.It's incentive pay. That's part of my contract. It's not called a bonus.>> My point is this is not adversarial. >> This is this is not adversarial. So whatI'm saying is that excuse me accept your in areas that you don't belong.>> Let her finish. You have a point of order. She gets tospeak of order. >> Well, she did she she didn't have to.>> But everyone else keeps interrupting >> while Helen's talking. Can you just letHelen finish what she needs to say and they can write down their notes likeyou've asked the rest of us to do before and then when it's their turn they cansay what they need to say. Let just let >> just stop.>> Okay. Well, moreover, the the bottom line to the thing is that I don't wantit out in space that we were doing anything that's encroaching on thecontract cuz we're not. We had a public conversation about the incentive payand the question arose how are you measuring it? So, in the spirit ofcollaboration, in the spirit of being uh responsive, we sent down a couple ofdirectors and I and put some thoughts to paper to that point. That's it. Andwe're sharing it with the rest of you. And we even talked about well maybe wecould talk about actually to talk about this at a future work session soeverybody has an opportunity to have some input. So, this is we're notrailroading anything. We're taking care of business.>> Thank you. I was just going to say that uh that to give the our board memberstime to review this and then we can bring it up at a future>> Thank you. >> we can bring it up at a future worksession. >> Thank you. I appreciate that.>> So, all right, Director Hillbrand. >> I would just I would like to point outto the to the uh qualitative and quantitative discussion. If you read theevidence of performance um uh in the revised goals that were presented to usfor tonight's meeting, there is definitely ummore uh I'm trying to think of the word, more robust um and uh measurable umevidence stated in here. And I think as far as I'm concerned, this this when ifI'm looking at this at the end of the year, I'm going to be able to say yes orno and where it fits inside the the um rubric. So I feel much more comfortableand like I could do a better job of measuring to the rubric based on theevidence that is spoken to in this document. So personally, I feel like umthat we've been heard and that it's been addressed.>> I would totally agree with that. I can see in here you writing in thesuggestions that were given by board members and uh I I it it ticks all theboxes for me. Director Long. >> Okay. Could you guys point that out tome then? Where is it that you're seeing this? Because>> I don't see very much change from the ambiguousness.>> Yeah. So if you look at and just off the top of my head or goal one evidenceperformance two just because that one's a little shorter but it says per the SODplan um the unreserved fund balance will go from 9.6 million deficit to 7.47million deficit for FY27. That's very specific and measurableright there. >> Which one are you looking at again?>> So goal one evidence two. >> Okay. [clears throat] And what about forgoal two? So I I mean you can read it foryourself. I mean you've had the >> Yeah, I know. And so Yeah. And I'mlooking at them all and I'm like >> you have to read it and and foryourself, but when I looked at each of these I'm seeing specific she she callsout evidence and I'm not going to read them all out loud here. Um I don't evenknow that that's appropriate for me to do. So>> thank you. Um Director Brenten >> um to answer Director Long's question.So I did go through what was given to us previously and before. So in goal twospecifically um there are there's lines added aboutuh lagging indic indicators of outcome metrics that inform system improvementsthat's more outcome oriented. Um it doesn't give a specific number but it'spointing towards a number. Right. There's also um in the standard 6Dthere's a whole section that was dropped that was 100% qualitative and notquantitative information. In section in goal three there was specific aroundincreasing in baseline engagement from the school board specifically to themeetings uh the anchored to that baseline baseline engagement data thatwas shared with the board on July 9th of 2026.So, um, that answered my question previously of increase from what?Because it used to just say increase. It didn't say it didn't give us a startingnumber, right? It was just very vague from that perspective. Um, nothingchanged. Number two, um, and then, uh, then there was specific about like theto like number of meetings and stuff like that. Like I would say noteverything is quantitative in here. Um I don't think it could be I like there'salways going to be some qualitative pieces to it. Um and the flip side isright if there isn't a quantitative measure that is the super in my viewthat's the superintendent leaving us to some of our discretion then of what thatmeans and it gives us more room to to define and and when that time comesright because if there's not a hard number then then there's more personalopinion which is like the rubric is there I get that right but I I think itRight. But um I do I just want to acknowledge that there definitely ischange. I don't know if it goes all the way to the end, but it's definitelychanged. >> Thank you. Director Bowman, you haven'thad a chance to speak yet. Did you want to say anything?>> No, thank you. >> Nis, I'd like to move the question sinceeverybody's had a chance to speak. >> I'm moving the question requires asecond >> and not and is not debatable andrequires a twothirds vote. And so if it passes, we will voteimmediately. If it does not pass, we'll continue discussing.>> Okay. All in favor of moving the Whoops. And we have to do real uh we have to dotwo/3. >> Let me get a blank. >> Exactly. What are we voting on?>> Closing discussion. Taking a vote >> on what?>> On the goals. >> On the motion to approve the goals.>> Okay. So this is a move to close the discussion calling the question. Ready?>> Great. Um, director Long,>> no. >> Director Hillenbrand,>> yes. >> Dire chair Evans Becker,>> yes. >> Director Bowman votes yes. DirectorBrennesen, >> yes.>> Director Basset. >> Well, I'm going to vote no.>> And Director Wuto is absent. Motion prevails. Okay. Uh four to two that is a2/3 >> four votes out of six is a 2/3 majority.So now we are going to >> point of information.>> Yes. >> And so as we were having thisdiscussion, the discussion was to put these uh suggestions into a worksession. I just want to make sure that lost.>> We got that. >> All right. That's all I asked for. Theneverybody went back into big long discussion.>> Ready? All right. So now we move immediately to a vote to approve thesuperintendent's goals for the 2627 school year. And this is a voice vote.So all in favor of approving these goals, please say I.>> I. Oppose say no. >> No.>> Okay. We have I mean agreed.>> Which way did you want to go? >> I'm going to abstain. Thank you.>> Until we come back and talk about So motion carries. Great.All right. >> Thank you. Uh, new business. We have aresolution accepting the donation. Resolution accepting donations. Is therea move to accept these donations? I believe it was like was it 3,000something? >> I'll second.>> Moved by Director Basset. Seconded by DirectorHillbrand. >> It has to do with money. So, it is aroll call vote. >> Great. Thank you. Director Basset.>> Yes. >> Director Bowman votes yes. DirectorBrennesen, >> yes.>> Chair Evans Becker, >> yes.>> Director Hillbrand, >> yes. Yes. Director Long,>> yes. >> And Director Wuto is marked absent.Motion prevails. >> All righty. This means we're moving onto the Brooklyn Bridge Alliance for Youth Joint Powers Agreement. And I'mturning it over to um Anthony Williams, >> executive director of communityeducation, >> athletics, and activities.>> Thank you, Chair Chair Evans Becker, um Superintendent Stylo, members of theboard. Um, I am here um to ask that uh we renew the Brooklyn Bridge Alliance umfor youth joint powers agreement for um for five additional years from January1, 2027 through uh December 31st, 2031 um to fund our participation in theBrooklyn Bridge Alliance. Um the Brooklyn Bridge Alliance for Youth is acollaborative initiative between the cities of Brooklyn Center and BrooklynPark as well as the four school districts of Anoka, AIO, Brooklyn Centerand Robbinsdale. um uh Henipin County uh Henipin County, North Hip CommunityCollege and Henipin Technical College um to serve students within those regions.Uh our goal has been to increase high school graduation rates or [snorts]their goal but ours as well um and path to college and career. So I'm here toask for uh a renewal of that joint powers agreement.>> Thank you. Is there a move to approval? >> I'll move approval. Can we wave the wavethe reading? >> Wave the reading of the resolution,please. >> Is there a second? Seconded by directorBasset. >> Okay, seeing no hands up. Seems like agreat idea to vote. >> Is it a>> It is a roll call vote because it's a resolution.>> That's right. >> Uh, director Basset,>> yes. >> Director Bowman votes yes. DirectorBrennesen, >> yes.>> Chair Evans Becker, [clears throat] >> yes.>> Director Hillbrand, >> yes.>> Director Long, >> yes.>> And director WTO is Mark Gabson. Motion bills. Thank you very much. All right,moving right along. Uh, no policy for this evening, but I did see that thepolicy there is a policy meeting scheduled on>> Wednesday. >> On Wednesday. Okay. Um, administrativereports. Do we have any administrative reports?>> Um, I do have a report, but I'm going to grab the clicker first.>> Okay. >> Yay. How do you visual?>> So, no, because there's an administrative report and then asuperintendent report. So, no administrative reports.>> Correct. >> Okay. Thank you. So, thank you and good evening, ChairEvans Becker, school board directors, those of you in the room at the ESC, andthe viewing public. At [snorts] Robbinsdale Area Schools,our mission is to inspire and educate all learners to develop their uniquepotential and to positively contribute to their community. Our collective workis focused on this mission. And tonight, I would like to share some of the workin which we've been engaged. As you know, the school year is rapidlyapproaching and in the area of staff investment and impact, we've beenintentional about making sure our leaders are prepared, aligned, and readyto start this the year out in a p fantastic way as staff return. On August3rd, Dr. McDow brought our principles together and assistant principlestogether for operational leadership development. The day combined leadershiplearning with the important operational nuts and bolts for our principles tohelp to make sure that they understand, implement, and communicate things withtheir teams. The following day, members of the executive team joined me at theMinnesota Association of School Administrators and Minnesota Departmentof Education welcome back conference uh learning and networking with educationalleaders from across Minnesota on topics ranging from legislative updates tostudent safety. On August 11th, our K12 administratorscame together for an instructional leadership professional learning day,contributing continuing to strengthen their capacity to lead teaching andlearning across our schools. On the same day, the special education leaders andcoordinator coordinators also met for training and system alignment work. OnAugust 12th, our system leaders gathered for our annual advance with a majorfocus on creating stronger, more consistent learning experiences forevery student across Robbinsdale Area Schools. We spent time aligning arounddistrict priorities, shared instructional practices, leadershipframeworks, and our district's system of continuous improvement. This work isreally about building shared responsibility, making sure thepriorities we establish as a district translate into meaningful action inevery classroom and in every school. [snorts] Together, these experiencesreflect our commitment to staff investment and impact, investing inleaders who are prepared to support their teams, strengthen instruction, andlead a successful start to the student year to the school year. And this week,the excitement really begins as we begin welcoming teaching staff back. A team ofsecondary math educators, as you heard earlier, were in this very room all daytoday, being trained on one of the math curriculums that will be piloted thisyear. Our new teachers begin tomorrow, Tuesday, August 18th, with a dedicatedworkshop day to help them get connected, oriented, and ready for the year ahead.Wednesday through Friday are flex work days providing our teaching staff tobegin preparing for their classrooms and getting ready to welcome students. Andthen on Monday, August 24th, workshop week officially begins with our allstaff district kickoff at Armstrong High School. Staff should plan to arrive at7:45 with our program beginning promptly at 8:00 a.m. and running till about9:30. All Ardell staff are invited and encouraged to attend. Staff who arescheduled to work should attend as part of their regular workday and educationalassistance and child nutrition staff who are not otherwise scheduled to work willreceive uh compensation if they choose to join us. This is the one time a yearthat our team gets a chance to come together to celebrate our people,reconnect around our mission, and set the tone for the beginning of the year.In the realm of collaboration of partnerships, I want to remind familiesthat we've made our key back tochool information available in one place atardale.org backward pts. There families can findschool supplies, open house dates, and other information to help everyone feelprepared for the first day of school. Families should also watch theirmailboxes beginning um now in mid August for our back to school mailer uh theArdale roundup. Actually, I think board members, you have a copy of that in yourboxes, which includes important information about transportation um andapplying for educational benefits and more. Our open houses will take placeacross the district August 20th through the 27th and schools will communicatethe specific dates and details with families. Uh we know that the start ofthe year brings a lot of questions and details and it's our goal to make surethat information is as readily acceptable as it can be. And of course,the moment that we're preparing for are the first days of school. Students ingrades 1 through five, six and nine begin on Monday, August 31st. Startingour sixth and 9th graders a day ahead of their peers gives them additional timeto become comfortable in a new building, learn routines, and make connections.Then students in grades seven and eight begin on September 1st, while grades 10through 12 will have an asynchronous learning day on August 31st beforereturning in person. Kindergarten students have a little bit more of agradual start being with one-on-one uh welcome meetings with their teachers.So, half the students, the kindergarteners will start September 2ndand the other half on the 3. And they'll all come together on September 4th.There's also different start dates for some of our early learning and otherprograms. So, again, we encourage all families to um to go to the website tofind information. In the area of collaboration andpartnerships, we've been taking our building better together conversationsdirectly into the communities we serve. We presented to the Plymouth CityCouncil on July 28th and Brooklyn Center Council on August 10th. Coming up, we'llconnect with the Brooklyn Park Rotary um on Wednesday, New Hope City Council onAugust 24th with many more conversations and meetings plan, including staffmeetings in all of our buildings and with all of our departments over thenext couple of weeks. These meetings give us an opportunity to share factualinformation about the 2026 bond referendum to answer questions and heardirectly from our community partners. Um what we have heard to date helps us beresponsive to the key messages that we continue to uh send. So um we uhappreciate all the conversations that we've already had. We're also creatingseveral opportunities for community members to join us, ask questions, andlearn more about the referendum. Beginning September 9th, we'll host fivereferendum talks at schools across the district. Two of these events willinclude include tours at Cooper High School, giving residents an opportunityto see our facilities firsthand and better understand some of the needsincluded in the proposal. Uh our goal is to make information available inmultiple ways. So, I encourage families and community members to watch theirmailboxes again for that back to school edition um of the Ardell Roundup. Again,it is our intent as it was with the the previous Ardale roundup mailing thatevery single resident gets that delivered to them. So, please if youdon't, let us know and we will be sure to uh get one in the mail for you um sothat you have that information uh especially as you consider November 3rd.There'll be opportunities between now and election day to learn more and weencourage um our community to get involved. So, with that, thank you verymuch. We've got a lot going on and we are excited for the next couple of weeksas we gear toward uh bringing students back into our buildings. Thank you.>> Thank you very much. All right. Now, the next thing on our agenda is a closesession pursuant to Minnesota statute 13D.03 for labor negotiations. Is therea move to move to close session right now?>> So moved. >> Uh we'll take it with uh Bowman andBrenten. >> All in favor, please say I.>> I. >> Opposed. Okay. We are going to move toclose session. So what will happen is we will move out of this room and then whenthe close session is over we will come back here to adjourn this meeting andstart our study session. Got it? All right.>> We are done here for a while. >> We don't need our computer. And we are back from our closed sessionand it is I will now entertain a move to adjourn this meeting.>> So moved. >> Moved by director Bowman.>> Seconded by director Basset. All in favor to adjourn please say I.>> I. Oppose say no. Okay, we are adjourned and we will start our study sessionshortly. Anybody need any time before we start the study session?>> Okay, how about like 5 by 52? It's four minutes enough.>> Yeah. Are we sitting here? Are we moving? Okie dokie. Welcome to the studysession. It is almost 8:00 on Monday, August 17, 2026, and we are still in theboardroom. I'm Gita Evans Becker, board chair, and we'll introduce ourselves aswe traditionally do in study sessions. Going to my left,>> Terry Stall, superintendent Bass, school board member.>> Caroline Long, school board. >> DJ Brennan, school board.>> Renee Bowman, school board. >> Aviva Hillenbrand, school board.>> Amy O'Harn, executive director of human resources. >> Perfect. All right. Purpose and agenda. Um purpose of board work sessions is souh school board members can discuss information uh to make efficient umdecisions at the board table. And tonight it looks like there's only twouh items on the agenda under board governance and superintendent relations.>> Okay. We don't have anything under district governance and policy oroperations. And you have your hand up. >> Yeah. I wanted to make a change to theagenda for work session. >> Yeah. Do you want to move it?>> Sure. So I move to strike 7A and ask that uhthe agenda team to place it on a further work session as the board has not hadtime to collectively discuss renewing of the superintendent contract. Nor have wegathered comparative contractual data to begin negotiation discussions. Is that a motion?>> I did not hear a second. Do I hear a second? Okay. Um, that's this is initialdiscussion. This is not far-flung discussion.>> The motion, >> the motion was to not was to strike 7Afrom tonight's um agenda and put it on a later one. Okay.>> Discussion. Yeah. >> Yeah. So, um I think if we have a datecertain, you know, I mean because I think we have some responsibilities toour >> we do,>> you know, that are coming up here. So, I I don't think it's something that justfloat, you know, float around. >> Okay. Um, I would like to point out thatwhen I put this on here, I put it on so we could discuss and then um, let youknow that I was planning on making a motion at an upcoming meet at theupcoming meeting. >> That is why that is on here. This isdiscussion >> to me.>> Well, I I mentioned it in my >> I'm just saying to me.>> Okay, fine. >> Clear. Uh, Director Long.>> Yeah. So, I just I have copy two of the um the superintendent's contract here.So is it a possibility then we could change that to instead of uh thesuperintendent's contract negotiation discussion to um notice of intentbecause it says here we have to have a notice of intent and uh then we haveuntil October 31st to give that notice of intent based on this um contract.So, could this be our discussion about intentversus a contract? Cuz, you know, usually we getcomparables and stuff like that when we were talking about negotiations. Notthat I'm trying to talk about close session stuff,>> right? Um, I guess I was thinking uh notice of intent.>> Okay. >> I I wasn't thinking that we were goingto be talking parameters or wording or anything like that. I just wanted to getlike it out there so that we could get a team going to start figuring things out.>> Okay. So, I would be willing to withdraw my motion if we can have that be more ofan a discussion of intent versus contract. >> I can live with that.>> Can you live with that? [clears throat] come back to me because you know there'sa part of me that's my intent wait can I look you asked you pointed and asked I'msorry >> if what we're here to do tonight is totalk about contract negotiation discussion we have to have a startingpoint we need a place from an organizational perspective as we're aswe go through this it seems to me that we will compile a list of thing ofinformation that we're looking for uh or establish a timeline to me that's theelements of the discussion of the contract and I would like to see usstart at the beginning which is the elements of discussion of the contract.What information do we need to collect? What information are going to be lookingfor? And if we don't have that contract, if we kicked that discussion down theroad for two more weeks, it just continues to set us back. So, can we atleast set our needs, some parameters, and get some things going on this so wehave something to work on and I think your point is cart before horse.My intent is to renew the superintendent's contract for threeyears. That is my intent. And so when we get down there, we can talk about ourintent and >> director Basset. Well, quite frankly,that's a different discussion because what I hear is that if we're talk firstof all, the contract we we've got till October 31st, so there's not like afire. What I hear one of our directors saying is that there are some Well, ifwe go back now, we go back to the contract. We've talked about thecontract in recent times. I know we've been reminded of some stuff from oursuperintendent. So that's why you have a contract and you refer back to it to dothings. So because you would like to do it sooner is what I hear you saying. Andyou you're signaling how you intend to vote. That's your right. Everybody elsemay not be there. You you you're one of seven, you know, and so um and so not toeven get into that debate. I think the more healthy the more productive debatediscussion is a discussion and I think some of the elements that directorBowman talked about what are some of the things that we want to do what are someof the things that are important to us that's a reasonable conversation>> so can we leave this on the agenda and have a discussion>> for tonight >> you withdraw your motion>> I said I would withdraw my motion if we could change it to more of not contractnegotiations because >> amending it Yeah, if we could Yeah.amend it to I don't know more of >> Excuse me. We're not talking contractnegotiations. >> Well, I put contract negotiations on theagenda. Perhaps I meant >> uh re>> I mean, >> how about we discuss the contract?>> May I have Yes. >> an opportunity to speak. Thank you. UmI think that it [snorts] is important to talk aboutour intention to renew or not because the contract>> depends right October 31st that's actually only we're already on oursecond >> right>> so our only meeting in we're done with August right>> there's four meetings away >> four meetings away that doesn't give usa lot of time >> thank you>> so we actually do need to start that conversation today um in fairnessfairness to our superintendent. Um, and in fairness to our public umbecause if we for some reason do not intend to renew, then that needs to beabove board. That needs to be communicated and it needs to becommunicated in a fair timeline to the public, to our our our uh superintendentand our administration. So, I think that this isn't getting ahead of anything.This is actually right on time because we only have four meetings and only whattwo of them would be have work sessions. So we don't have a lot of time availableto [clears throat] discuss this at all. >> So>> I can I ask one one more comment because it's a work session and I would feelmore comfortable also if when we get into like discussion of intent ifdirector WO was also here. >> Well, we're not going to have>> Right. But I mean you were just having >> right I mean because director W inunforeseen circumstances couldn't attend tonight's meeting because we're reallygood at planning when people plan to be away we accommodate that. Uh if we delveinto really big discussions this evening. I think if we look atparameters then it's inclusive to director Wuto. Uh if we start theparameter work and go from there and make sure that we're fully seated as aboard. Okay. So, did>> you add something hand just to clarify, we're not tryingto set parameters tonight or anything like that. We're just talkingconversation. >> Yes.>> Okay. >> Well, and parameters would be what do wewant? >> We can talk language individually, butwhat do we want though? >> We're not there.>> Great. Fantastic. >> Okay. Thank you, Director Long for theclarification and uh we will have a discussion when we get to 7A about>> a discussion about it. Yeah. >> Okay. Then I will have my motion.>> Thank you. All right. So, we have the agenda and we don't have to approve theagenda. It's now going Anyway, moving right along. Uh number six is schoolboard goals. >> We talked about these. I um we worked ata work session on these. It's a living moving document. I wrote the the twothat I was requested to send to you guys. I sent director B direct sorrydirector Bowman uh also sent another one. So the ones that I sent you werecreate conditions school create conditions districtwide for student andstaff success through building trust and engagement. Um and then build trust byengaging the local community and representing the values and expectationsthey hold for our schools. And director Bowman's suggestion was be a schoolsystem that builds bridges to successful future. And I know uh Director Bindesen,you had some thoughts. >> I sent you a bunch of stuff. Yeah.>> Yes. >> You want me to just go? What What do youwant me to do here? >> We're going to discuss.>> Okay. All right. >> So, you can lead off if you want to.>> Um so, what I did was um and I I tried to do it for goal three. I wasn't 100%[snorts] sure, Director Bowman, where you're going with some of that. So wecan >> well in and in all fairness it was moremaybe in passing with between Gita and I and you're absolutely right when Ilooked at that I went well this is an incomplete sentence and thought so Iagree completely with that. Sorry. No, you're not going to do anything that'sgoing to go. [laughter] >> All right. So,>> so >> I'll start on goal one.>> Okay. >> And and I'll these are the things I whenI >> Gina said, "What does this mean to you?"Right? I started writing down things that that this statement meant to me,right? And I was trying to look at this through the lens of having we talkedabout before smart goals, things that we can measure ourselves against as well,right? So certain things that would fit under here. I wrote down um thatthese are in no particular order. So let me just say that board members commit tox number of inschool tours per year with the superintendent/administration.[snorts] Um that we hold x number of listening sessions in the buildings. Sothat could be with community or staff. So outside of this room or whereverwe're going to be in the future, [snorts]um that we should have a standing agenda item recognizing staff achievement.So something that right monthly, right, some sort of you know beyond art likeArdale proud typically is about kids like a staff specific one and a kidspecific one and maybe it we I don't know. Umwhat else did I write down here? um said the uh oh assign board I don't know ifwe can do this but assign board members as a standing liaison to one or twospecific PTO's so basically>> Hopkins did that >> right Gita you should go to all the PTOmeetings for these two schools right or go to as many as you can that kind oflike >> um and thenum yeah so those were the big items I add in that category.>> Quick question. >> Yeah.>> Um, when you say hold X number of listening sessions in buildings as an asan as a board or as an individual, what do you think? I>> I was more thinking of a board. I was more thinking as and it may not be thefull board. Maybe because we don't want to deal with like quorum and all thatkind of jazz. Maybe it's three members, right? But trying to we talk aboutlistening session and it's awesome that we have it and people who can make ithere on a Monday night. Fantastic. But like would it be possible to do onethree times a year in a building right after school or something? You know whatI mean? So that we're they're not coming here 5 hours later of their day, right?Or something. That was and again these were just ideas I was having that waslike what are things we could do that would help us with student and staffsuccess through trust engagement. Those were things that jumped into my mind.[snorts] >> Thank you. Excellent thoughts. Otherthoughts? >> Thank you for concrete uh Dr. Bredesen.Thank you very much for those concrete uh items cuz in uh as I worked on thisassignment, one of the things to me I got stuck on the actual sentences of thegoals and rather than filling in those gaps with concrete things that I couldhave done and I I like all of yours. Uh some of the things I worked on that areproblematic for me in the goals are you know like what works is createconditions is very appropriate for a governing body uh district-widecommunication student staff success where I have some problem with is thephrase of through tr building trust and engagement uh makes trust and engagementsound like the purpose rather than the mechanism and um also staff success isis vague. student success is an outcome but staff success is more of a conditionor a capacity. uh for me it's not necessarily wrong but the words could becleaner and that's what I would like to you know most importantly I would ask uhthat we ask ourselves when we make we make these is what would the board beable to point and say yes we accomplished that and what we have inthat sentence is nothing that says yes we accomplished that because we haven'tnamed and it sort of goes back to the other stuff that we've talked at theboard when people have said well Well, I'm not going to use that asexample. It's just that it's way too vague. So, like I would consider createdistrict-wide conditions that support student and staff success bystrengthening trust, engagement, and shared accountability if we're going touse it as a goal. Um, uh, it's not a squishy goal at thatpoint. So, um, and I think, you know, that's just my thoughts on the firstgoal. There's not enough there. Repeat that. Can you repeat that?>> Repeat that. >> Create conditions.>> Yeah. And I can actually give this to you afterwards. Create the conditionsdistrictwide for student and staff success through trust, engagement, andshared accountability. I'm reading this because I was really intent when I wasdoing my homework. That is probably my favorite of the variations because itretains the spirit of the original while making it more board level strategic andmeasurable, which is what we really need to do. There's an in uh also animportant governance question underneath it is that what specifically is theboard board's role in creating conditions?Um uh this could be a really powerful goalrather than simply a nice statement. And so what conditions do we what are theconditions that we have control over? What can we create in those conditions?So, I would advocate for getting rid of the squishy, be a lot more intent withaction items because I don't want to have a one-s sentence goal that turnsinto 42 t pages of matrix collecting that means nothing in theend. It doesn't in it doesn't build trust. It doesn't create moreaccountability. So, I think we need to go back and Ithink we need to be back at the drawing board and word smith both these goalsbecause I'm just taking my first swipe at the first goal and I do have uh uhpoints to make about the second goal because I think that the second goal ismore problematic than the first goal. So, but I'll hold and let someone elseshare. So, that's my idea of the first goal. We either make it a goalor We we need to make it concrete in acomplete sentence. I think for with complete stuff with it.>> Do we need two goals? >> Pardon?>> Do we need two goals? >> Well, I mean we can talk the merits ofyou know um biggest issue uh let me read what I wrote. Uh biggestissue is that it sounds like a bo the second one board activity orcommunication objective rather than a strategic goal for the district. I havea problem with that. uh where I see the problems is thatbuild trust is an outcome but it's not defined. Uh trust is important but trustin what the board administration schools decisionm transparency without definingthe underlying these underlying conditions it's difficult to measurewhat we're doing under two of engaging the community uh is a means not a goalengagement is something the board can do as Dr. Brennes um director Brennanpointed out the question is what that engagement is supposed to accomplishmentaccomplish uh representing the values and this is an important onerepresenting the values and expectations that hold our schools concerns me themost >> because it sounds democratic on thesurface but a school board has a responsibility that goes beyond simplyreflecting the community's current wants. A board must balance communityexpectations, student needs, educational evidence, legal requirements, fiscalresponsibilities, the interest of individual students and groups, and themost important to me is the district's long-term interests, not immediatedemands. There may be times when what the community wants and what the boarddetermines is in the best educational in interestand what the board determines is in the best educational interest of studentsand they are not the same. We need to be cautious when we talk about representingthe values for and expectations they hold [snorts] uh uh as a boardobjective. There's also the problem with governance. community tells us what whatit wants and the board represents it. I'd argue that effective effectivegovernance is closer to and you can smile because this is a good one. Boardlistens, understands, considers evidence and competing interests, makesdecisions, explains decision, and then builds public confidence from that.That's that's how I consider the role of the board. That's what MSBA talks aboutas a role of the board. That is very different uh different concept ofrepresentation. Uma a update to that would be strengthen the goal to say strengthen public trusttrust through meaningful which again would have to be defined because weleave these words hanging out there that have that don't go anywhere and theydon't take us anywhere and they don't drive us to make changes. [snorts] So,meaningful community engagement, transparent decision-making, and clearcommunications about the district's priorities and decisions. And again, weshould be able to define what transparency looks like. Right now, wethrow that word around in this community and it has no meaning anymore except forthat it's a war term. Can we define transparency to mean something for thisboard? Can we define engagement and communications in meaningful ways thatmean something? That's what I'm going to ask for out of the board goals that wecreate for ourselves. And [snorts] I got more, but I'll stopthere. Thank you very much. >> I had a problem with representing thevalues and expectations that the community holds for ourschools. I had a it's like how would we even determine that? And maybe thatwould always put us on the right track. Director Hill,>> I have a prop different proposal. >> Okay.>> I think that it is best when we work in alignment with things that are alreadyexisting. And so whether [snorts] that's the strategic plan or in this case, Ithought superintendent has three goals. What if our three goals reflected herthree goals? >> And so the first one is about securingfinancial recovery and future stability. The these are the superintendent'sgoals. And then ours our our measurements would look different,right? Then the second one would be about providing oversight. Obviously notsupporting she supports we'd be providing oversight of the districtsystem of continuous improvement and the district strategic plan. And then thethird one is about providing increased opportunities for community engagement.and then maybe have like two things underneath each one and we can talkabout what those look like. But off the top of my head for um securing financialrecovery, it' be something like ensuring that that we do our part in meeting theSOD plan, which would be things like negotiation strategies, um financialoversight of the monthly budget, things like that, right? And then um thorough.So those would be some of the possible things on our list. I'm again I'm justspitballing here. So um and then for the providing oversight of district systemof continuous improvement it would be um ensuring that the superintendentidentified steps are taken right so knowing okay you said these things weregoing to happen tell us more about how they're happening um reviewing themeasurements um that we do receive. So, how did the fall fast testing go? Whywas why did we see improvement? Why did we not? Um, and and understanding thosethings, making it our job to learn and understand those things. And then thethird one, I mean, and actually you DJ said a lot of things about thecommunication. So, holding the board, holding board listening sessions atschools. I mean, I think we should meet as a board instead of holding listingsessions an hour before. Literally go and be at,you know, whatever school, you know, Plymouth Middle School at maybe it's atI don't, you know, people work, so I get maybe we can't do it at 4, but we can doit at 5 or 6 at Plymouth instead of here and hold the listening session, right?Um, and do that monthly at a different school. Um, and maybe we conduct annualsurveys of different stakeholder groups with our questions. Um, so that we getfeedback from all community members. Um, and that way not just the people who canshow up um, and not the people who are able to or to take the time to email us,but maybe we that's another way of reaching out. So, a couple of thingslike that. So, that way we are tied to the same goals. Um, and that way we'reall aligned and working in the same direction. So that's my suggestion.>> This ties into your thoughts a little bit, director Basset, with the um in theproviding oversight of district on your papers, I think. Right.>> Yes, it does. And and I guess I was going to further say on the very backpage of the thing that I had what I like that director Hill said that you saidwas tying into the superintendentbecause when I was writing what I was writing I was thinking about both of usyou know it's just it's a partnership you know and so and and I went highlevel and thought fiscal reportingoperations academics and Then um I think under that to talk about what does thatmean is a joint discussion. So but I think I would like us to have agreementabout what are the big things because just like we say we don't want to have aplethora of we don't want to give the superintendent a million goal you knowgoals and objectives and things to do. We also have to make ours reasonable youknow and so uh I think fiscal reporting is right up there but what does thatmean to a body like this? I'm sorry, pardon.>> Oversight. Did you mean oversight? >> Well, yes, but fiscal re what I I justput them in buckets. Okay. You know, for for the sake of this discussion and theyin my mind, I like the thought that they will align with the superintendent andthey may be they will be different because we have different work. Uh sofiscal reporting because sustainability fiscal sustainability is one of ourresponsibilities is to have oversight and longevity and look down the road andthink about those kinds of things. Um our work is different in that we're nothaving oversight over CFO hold you know that's not what we do. We have asuperintendent who does that. But what we do is we we uh identify what are thereporting what are the two or three reporting um what's the cadence what'sthe data what are those kinds of things that we want to have in terms ofoperation I'm thinking at least one or two and I think it's just you knowin terms of operations I think there are one or two board identified operationalareas of the district that receive increased reporting and monitoringannually and maybe it's by annual every two years. But I think we need to have acouple of things that we are taking a look at and paying attention to. One ofthe things I'm I'm very sensitive to and superintendent Stalo talks about it andI have my own thoughts about it and that is when we hear things like we haven'tdone this or we haven't done that for x number of years. Well, I happen to havesat and heard different superintendents talk about those things, differentleaders uh of teaching and learning talk about those things, some actualdocuments that shared what they were doing in those areas. But maybe what'slacking is we haven't had a systematic way to actually assess it and that'swhat's missing. Now having said that I think most people know that there's nodata that gets generated in a school district that's not public cannot bedestroyed. It is here. So I think we have to be mindful of whatwhat we think is should be monitored and cared about. I think we have to becareful about saying we've never had this or never had that. But we need tohave data to back it up so we can talk about trends because theydo exist. And if we don't have it in thisbuilding, then we're going to be on the news like everybody else because theDepartment of Education has them. They generate certain data for us every year.They they generate reports annually that track and tell us where we've been.So, it's up to this board to determine what is it that we think we want totrack. So, I'm not trying to fill in that, but I'm saying for academics,operations, and fiscal reporting, those are the things that are most importantuh in this moment for me. So, and we can talk about what that might look like.And I've heard some pretty good ideas here tonight, you know, but um and thenthe other question I have is if we have goals, will we have some uh objectives?Because objectives bring even more definition to what it is we say we wantto do. And so that suggests a little bit of work,you know, uh that may be a little bit more ongoing.So, I don't know who's next, but >> I'd like to say I really appreciatethe refocus and pairing it with the superintendent's goals and only makingit board goals along that it totally makes more sense than the direction thatwe were previously heading on our own. And I think that what director Brentenhad said for those metrics are perfectly aligned to them providing the increasedopportunities. So, [clears throat] I think that we arehoning ourselves in on a better track right now than we have been in the pastsince we haven't had goals in the past. This is kind of new territory for us,but >> I think the track that we're on now,>> I'm excited. I think that's good. >> Yeah, we need them.>> Anybody else have a thought? >> Yeah, I'm wondering how does this allline up with our strategic plan? That's a good good lens. So,>> I would just I would offer as I look at uh again, these are the ones that Iwrote that you approved tonight, not yours, but I would say that especiallygoal two, all of those member measures arespecific to the strategic plan. So that for sure does. I think that as you thinkabout the umsustainability and viability of the school district that number one with thefiscal accountability. You know what what our strategic plancurrently doesn't have is um a place around like operational excellence. thatmight be the place that a fiscal reporting would go because I feel like, you know, we don'toften talk about our strategic plan and how do we mesh all of this stufftogether along with that strategic plan. >> Well, it's important, right?>> Yeah. Every time for the last two years when you'vegotten reports on the monitor the monitoring of the oversight of what whatis goal two here it's all aligned to the strategic plan and even tonight as wetalked about the tier one instruction that's all and that one literally wasn'taligned but that is aligned to what the priority work of the strategic plan>> so I guess I would like to see, you know, since the strategic plan issupposed to be the board's vision along with community, right? That we kind ofmake sure that we're addressing some of those things in there and work towardswhat we think a new strategic plan might be for this district along the way, likecollecting a running record of what that might be along with including financialsbecause financials are super important. We don't ever want to have our districtonce we get out of SOD be in a spot where it's back there. Like what aresome things that we can start thinking of now to put in place so that ourdistrict doesn't get back there? Some forward thinking that we could have as agoal in finances. >> Response.>> Pardon me. Director Basset. >> Yeah. Um, so I think that, um, I guess Igot a question for you, a comment for you and maybe for Molly. I think thatwe've had good ideas that have come right down the line. Everybody's hadsome good things to say. I think when we see that reported back to us in theminutes or the notes, that will kind of help us go to next steps because Ithink, you know, there's no way we're going to talk about all these ideas, putthem all together tonight at a work session, you know, and then, uh, alignthem to the strategic plan. I mean, and then because I think that was anexcellent uh comment is that we need to be talking about when are we going torefresh it, you know? So, I think everybody has made some really goodpoints and I think an opportunity to come back and kind of look at what we'vesaid would help us, you know, that's my thought. >> I would say we just approved these newgoals or they just got approved >> these goals. Mhm. But we talked aboutaligning. >> Talking about aligning with these goals,>> right? >> Is this as far as you want to take ittonight? Give >> some more. What would you like to say?>> I was going to say a suggestion might be is next time we talk about them maybe tohave someone who could facilitate um >> so that we could um work throughprobably need some big post-its and people putting stickers on it and allthat until we get it honed down into one thing. But it would be helpful if therewas somebody who could facilitate have to do it.>> Could even be a a district staff person who's a great facilitator. It doesn'thave to be someone from the outside or anything. Just someone to help us umcoales it into one, you know, set of goals.>> Okay. Anybody [snorts] else have anything theywant to say before we move to the next topic?>> I've got them written down. Do you have them written down?>> Right. No. >> Okay. We'll talk.>> I I'll send you because I got other things I put too. I'll just send youeverything that I had for both [snorts] because I didn't even say them all. So,>> excellent. All right. This brings us tosuperintendent relations. And as I mentioned,our super well, our superintendent recently was I reported to the communitythat we scored her as highly effective or effective in all areas. And so it ismy intent to for us to enter into go into offering her three anotherthree-year contract. The the state of the the way it is done withsuperintendents is three years at a time. And I would like us to get movingon offering her another 3 years because I believe she came in,saw the mess that we were in, and has figured out a way to get us out of itand is writing the ship. She has a vision. She has a plan. I do not want tochange horses in the middle of this when she is doing a highly effective job assuperintendent. We need her and we need her to follow through. And so those aremy reasons. Dr. Passet.>> Well, I will say this. Um I think that uh I would like to see someexploration of u maybe a one-year extension of the contract she's got. Umbefore we enter into a conversation about 3 years. That's just what I think.And um because >> I just think that that would be a goodidea. >> I And I am not interested in a one year.I wanted three years. Okay, >> that's just just a different opinion.>> Rene was first. >> Got director Bowman, Director Long, andthen Director Helbr. >> Um,>> I'm very happy to look at uh a new three-year contract. And what I wouldlike to what I would like to see done between now and then is what are theaction items that need to take place to engage that uh to make that happen. Sowe need a list kind of of an action items who who has to be involved in thatwhat kind of work needs to be done. Uh because of I recall when the contractwas negotiated a couple of years ago. Um we could have done a lot better in wewere just up against the wall. Um but now that we know how dissatisfied someare, now is the time to take a look at what is that process? What does it looklike? Who's going to be doing it? and uh you know statutory things.>> Some are with the contract. >> Pardon?>> Some how dissatisfied some are with >> right>> the contract. >> Okay. And we can correct that.>> Not with the performance. >> Not with the not with I mean>> I was just clarifying. >> No. Well, then we've muddied the waters.Excuse me. Um what I know is that it's going to be we have to create that acontract. So, there's going to be activity and action to get a contractcreated that would be reviewed by the board. So, I am looking foruh the mechanics of who's going to be involved, what does that look like?That's what I'm asking. >> So, you're supporting a three-yearextension? >> I support a three-year extension becausethe thing about it is is one of the biggest problems if we really believethat uh financial stability and accountability is important. We had sixdifferent superintendents in here in 10 years. Tell me that that did not impactwhat happened in this district. And the the thing I ultimately know and Ibelieve 100% is that stability is going to save this district under those 10years. We never knew if anything grew or improved because there was alwayssomething new happening. And uh stability, I've heard it from thecommunity, number one concern is let's get that stability in there. So,I mean, unless I mean, I cannot see a compelling argument to not look for athree-year contract. To me, it doesn't even it doesn't even bear value to lookat only a one-year contract. And I'm sorry, Director Basset, but we're inthis for the long haul. We have a long 10 years in front of us. And I believethat as a school board, we need to decide right now if we're going to uh ifwe're going to actually stand behind that statement and knowing that we havea superintendent who two years in a row excelled in her performance. And I'membarrassed when we talk as if we have concernsa about performance because we've had our per the performance has been proven.And so, you know, I'm I'm all for talking dislike areas of improvement,that kind of stuff. If we can keep it positive to look at what needs to beimproved again specifically, I we can't talk about,you know, I just don't want it to unravel into chaos, which is always whathappens in this district. And we need to really decide if we are going to stepout of that chaos or if we're going to continue that chaos with anotherone-year contract or we don't like this or we don't like that. I think thequicker we get to moving on the reality of the fact that we need a contractedexpert here to be compliant to the state and our SOD goals, I think that shouldbe our motivator and we should do it right away.>> Dr. long. >> So just for knowledge sake, what what isthe smallest terms of a contract? Is it a year? Is it 6 months? Is itstate? Superintendent contracts across the state are three years. Very rarecircumstances is a superintendent offered a one year and that would bepretty much like insulting. And then um so there would never be likea six-month or a one month superintendent contract.>> Okay. But there could be a one year, a two-year or a three-year because threeyears is the max, right? >> Typical.>> Yeah. >> Is it what I said correct?>> Yeah. >> Okay.>> Okay. >> But the the gold the standard across thestate >> is three years.>> Okay. >> Do you want to go?Well, yeah. I mean, I had that follow-up question, but I guess yeah, you can comeback to me and I'll >> It's director Hillbrand next.>> Yeah. And then you can come back to me after somebody else, whoever else.>> All right, then. Just a second. It's Hillenbrand. >> Um,>> I'll let Director finish that. >> No. Okay. I I thinkthere are multiple multiple factors here and aside from the fact that Ipersonally think that she has done a very good job and that we're very luckyto have her here um forstability for going into a referendum. I don't know what would scream don't votefor the referendum more than us showing no confidence in our leader. I cannot II fathom why would >> why would why we would sabotageourselves in that way. Um >> you don't support>> but um to be clear I completely support the superintendent and the bondreferendum just if anybody's listening. Um and II mean that would be we would be shooting ourselves in the foot. Soregardless for continuity for for trust in our our communities trust um I cannotsee why we would not offer her a continued contract and shehas shown that she deserves uh another three years to continue to to get achance to build. I mean, in in the first two years, you're really only the firstyear is about listening, learning, getting your feet under you, knowingwhat the culture is, knowing how to knowing the lay of the land. You canonly really then start um to really put things into motion that will eventuallymake the big changes you want to make. We have to give her the opportunity tomake those big changes. Um and so, and I wasn't on the board when you guys whenthe board voted to hire her. Um, and uh, I just want to say I'm glad that youguys made the right choice and um, I'll I'll I'm definitely behind you andpursuing the three-year extension. >> Thank you.>> For renewal, whatever it is. >> Uh, I think it's director Basset.>> I thought, go ahead and then I can go after youunless you want to. I'll just say that I think that the kinds of comments thatcome from directors,each of us, sets this tone and the stage. And the reality is that issuggesting because I would like to have the same energy you're going to put intoidentifying what the steps are for a three-year contract without a bunch ofrhetoric. I'd like to see you get that same information for a one-year. Uhbecause um for me uh I have my own reasonsand I don't need to parade them all out hereand I think it's I don't know if it was actually recorded or not when youreported out uh some things but I think it's fine for directors to say themajority of the board felt this way. >> You said that>> I didn't say you didn't. I'm just saying I think that but respect to the balanceor some others on the board who may have a different opinionis okay if it's true. It's okay if it's true and it's notdenigrating anyone. reasonable people can come to differentconclusions. And so for me, you know, to suggest thatwe get information about a one-year contractis perfectly okay. And I have a perfect, you know, you know, of authority to askyou that as the chair to kind of look into that as well as you're going tolook into three because we have not taken a vote. I respect what otherdirectors are saying. I'm they get to say what they want, youknow, and others can have a different opinion or the same opinion, but mayarrive at a different conclusion. We don't know cuz we're not going to talkabout some of those things in a public setting. So, we really don't know. >> And I think>> um >> Director Long,>> Director Brenson, you haven't had a chance yet. Did you have anything youwanted to say? >> Okay. I want to>> No, that's okay. >> And then Director Long.>> Okay. Um, can I just get clarification in terms of timeline because I just wantto make sure. So, we have to by October 31st give direction,right? But does that my only let me start off by saying Ihave no problem with us doing a three-year contract. Okay. My onlyhesitation is the composition of the board comeNovember, whatever, may be radically different than it is right now. And Idon't want to put the superintendent in a position where they are locked intoa board that may not support them. That makes sense. But I don't know what theelection will will be, right? So like if we say hey we want to renew you off tothe 31st but then like that we don't have to have the contract done by thenthat's just negotiation and then later onyou we can still say whoever the board or you can sayhaving seen the results of position of the board whatever the case is thingshave changed we can still walk away or the board can or you can I I That's whyI don't understand how that process works. So I just I don't Does that makesense what I'm saying? Like since there is an election and there's four seats upand the composition could radically change on this board,>> but it's the responsibility of this board to make that decision,>> right? But my my flip side is right, the thesuperintendent [clears throat and snorts]told us, right, she wants to work with an enthusiastic board, right? I wouldn'twant to put the superintendent in that position if the board wasn'tenthusiastic. >> I'm enthusiastic, but you know what? Youget what I'm saying? Like I don't want to There's that flip side. That's allI'm saying. >> Okay. I have Director Long and thenDirector Bowman. >> Thank you.and [clears throat] then director Basset.>> Okay. So, did you need an answer for that? Would that be our HR directoranswering that or >> I have no clue who would answer thatquestion. >> I'm looking up the language right now.[laughter] >> I'm just going to intervene for onesecond. So, the Dr. Salah's contract states that you will need an intent byOctober 31st. meaning that by October 31st you will need to state if youintend to go forward with a contract with Dr. Stalin. Okay,>> that is what needs to be put in place. >> Okay,>> by October 31st. The negotiation piece does not need to be completed by October31st. >> Okay,>> so it's it's possible in a world that negotiation never finalizes, right?Theoretically, >> theoretically it will need to befinalized. by June 30th.>> Right. Right. Right. But I'm saying but the the finalization could be both sidesagree no >> even you say the intent>> like theoretically the board could be seated and the board might vote 43 notto ever accept a >> contract. Once this board once the boardthat is seated currently agrees to move forward with the term of the contract.that term of the contract then will move forward.>> Okay. >> And just so by October 31st, whateverterm this board agrees to, that term is what is carried forward.>> But the next board would be the one who approves the contract itself.>> That and potentially the contract could be approved prior to the next board.>> Sure. I guess. Yeah. Theoretically. Okay.>> Now, just to clarify, that doesn't preclude Dr. from saying I don't likethese terms and I don't accept >> correct>> that's all I just wanted >> that's anybody's terms that is wherenegotiations would come in so the actual language and Amy I'm sorry if you readthis um since section 4 notice of intent the superintendent will notify theschool board in writing of their intent not to renew this contract no later thanOctober 31st 2026 failure of the school board to takeaction ction authorizing the negotiation of a subsequent contract by October 31stwill serve as notice to the superintendent that the school boardwill not enter into another contract. So by the way I read this by October 31styou either have made a decision that you are authorizing the negotiation. Yourplan is to maintain me as your superintendentand yeah I suppose there could be a failed negotiations that would takeplace but I certainly would hope that wouldn't be the intent of the board withthis. >> I wasn't making that suggestion.>> No I wasn't. Yeah I wasn't suggesting you were. Okay.>> Or I need to let you know by October 31st if I'm not interested.>> [snorts] >> It's been the back always was good.>> Okay. After Printen, it was long bow and basset.>> Okay. Okay. So, um you know, I've I've been hearing from a lot of constituents.They are not happy. They are not happy. There's a lot of trust lost.Uh even staff members I've told have been told that they feel like it's asuffocating work environment to work in. Um so yeah, what I've been told fromconstituents is they're not interested in a renewal of the superintendentand I feel like my constituents are my boss. So that's kind of where I wouldbe. Um, people are really, really not happy. And I don't want to go throughand say all the things, the negative things that people are saying to me asI've been out there, you know, in the public, but they are really not happywith what has gone on with this district, how they've been treated, howthey've been threatened when they've come here to say things during listeningsessions. Um,they've just not been happy with it. We we've gotten even several emails wherewe never even addressed or the chair never even responded to people'sconcerns about what was happening around the superintendent. Yes, we havebecause I've even emailed you and said, "Are you going to respond to thisperson?" And there was never a response to that person.>> So that's on me, not on the superintendent.>> It was an email about the superintendent,>> but it's on me. >> Yeah. And you're the chair. So, right,you're supposed to respond on behalf of the board. Yeah. So, um, so that's kindof where I am without going into all the details is I, you know, I don't evenknow. One person even asked me, can we just do a one-mon renewal? I said, Idon't believe that's possible. So, I guess that that's, you know, where weare right now with this answer. So, um, yeah, from what I'm hearing from myconstituents, it's a non-renewal. Dr. Bowman. [clears throat]>> Well, I don't even know how to unpack this. I don't know that there are anybenefits to a shortened contract, and I would be interested in knowing what thepotential benefits of a shortened contract would be. That would be firstand foremost. Second of all, um I do not understandhow a board that made a unanimous hiring two years down the road is ha havingthis conversation based on informationthat's hearsay or maybe hasn't doesn't I I don't I getthe sense that we have people on this board that want to see failure out ofthe our superintendent and our referendum. I get this sense on thisboard when I first came on this board, I had a sense that regardless of ourdifferences, we all supported public education and we all supported the wayto get there. We sat through cruy, you know, uh, excruciating rounds of lookingfor a superintendent with talent that would take the job at less than marketpay for her experience. She dedicated immediatelyher dedication to this district by coming into the district having watcheda year worth of of school board meetings, having done all this uhbackground information which we never heard out of the voices of anyone whointerviewed for this position. So, um, uh, the the whole point about a contractis that any given time, any single board can fire their superintendent forgrounds, but the stuff that we're not that we're implying here tonight aboutthings that the community are saying are not grounds. It's hearsay from thecommunity. I get people I have people that I talk to in the community thatrave about the differences. I've talked to staff who are very happy. Now, we canhave these two different arguments and people could say that one or the othersof us is a is a liar, but the reality is is have we sought the truth? We've seenwe've seen the EV evidence presented about the work that has been done. I Imean, I here's where I'm at this evening. I get the sense that we haveboard members that want us to die. And I am reallydumbfounded by this conversation.Is this funny? >> Me?>> Oh, I thought I thought you were I'm sorry.>> I I'm trying to read language, but I am very dumbfounded by the fact that we>> we have a pathway. We have we have more today than we havehad in this district in 30 years in the way of a pathway for success andachievement for our students. And we want to have discussions that don't seemto me to be based in the truth. And the only truth truth I can gain fromtonight's discussion is some people on this board want us to die. They wantTerry Stallow's failure. They want my failure. They want your failure and yourfailure and our kids' failure because there's been no respect granted to thissituation with our superintendent. She came to this thing and almost from theget-go, we had huge problems with this board because we had board members andand all and director Long, you said to me a couple of board meetings ago thatyou wanted the listening time uh changed when I was chair and that you came tome, you said this during a board meeting and you came to me and said, "I wantthis changed." And I did not respond because if I respond at this table withwhat I knew as the truth, it would have just been poo pooed away. The reality ofit was is I didn't have that authority as a board chair. I don't have thatauthority as a board chair to just arbitrarily change a process that's beengoing on for 30 years. And we I didn't put it on the agenda. Okay, cite me forthat. But it wasn't that I didn't do something. And I've not seencollaboration in this board. And the factthat we have people up here that want us to fail, who want us to then pull backcontracts, make short contracts, do those other things without putting theevidence on the table that could be looked at. Because I'm here to tell youthen if this is all so terrible, then maybe what we should be doing is writingher for cause. Is that what it is? But we need I we need the evidence. I'mtired of the implications that there is something wrong up here. For the firsttime in 20 years, we have leadership. And if there's something wrong withthat, well, then we deserve to fail. Then wedeserve and and I'm what's more disturbing for me about this discussionis that out in the community there are people are saying, "Well, let's justdivide it up. Let's just send it out. Are we going to divide up the schooldistrict?" There's always this sense of, "Wow, wouldn't this be fun?" I'm here totell you it would not be fun. And we don't also don't have thoseconversations of what it looks like if we go back to the ages of not havingcompetent leadership. So, and I hope this meeting is over fortonight because I'm so angry by this conversation. I think I almost need tojust go home. >> Okay.>> Great. >> We have director.>> I don't know that I can listen to much more. It's too painful. We have workedso many hours. >> Oh, Lord.Okay, on my list I have Basset Hill and Brand and me.>> Well, um I just want to say that um I am mindful that we've said we want tolimit comments to a couple of minutes. Uh so I've been really actively tryingto do that. Uh but I further want to say that my suggestion that there be aone-year extension is really a positive. Now u I have viewed it that way and andI really take exception to having my suggestion characterized>> me too in a manner too. >> Wait, stop. Stop.>> I take exception to having my comment characterizedas being something that is bad, uh malevolent,willful, destructive. And these are my wordsbased on what I heard just said. That could not be further from the truth. I'mnot here saying that. No, that's not what I said. I said I would support aone-year extension. And if you're seriously if there was a seriousquestion in there about why is because we are at the place that we're at.There are some additional things I'd like to see.I'm not pleased with the kind of way certain things have happened with regardto information sharing. I'm not uh and I'm very concerned about if we aswe get to a place where we're going to be looking at what we're going to dowith the real property of this district. I trust uh Superintendent Stalo and herteam to work through that should we get a referendum passed.But I want to see it. I am, you know, and that's as much as I'm going to saybecause I have been supportive of the superintendent since she hit the in myopinion since she hit the door. I have adhered to every rule,every cultural thing. I haven't snickered. I haven't harassed you. Idon't come just show up. We've had we've had people who just showed up and stayedall day in the district office. There's never been me. I mind my own business.But when I come as a director who has the same election certificate aseverybody else, I treat our superintendent Terry Stello as I havetreated every superintendent before her with respect.But I'm allowed an opinion that is based on my experience and my observations.It's not there's not just a whisp of the wind and whatever people say to me andit's not here safe. these I'm b I'm saying this based on my experience >> done no think I didn't hear you say donea few minutes ago you know and so norms have changed they've been changed allover the board and with little notice we almost had a change tonightI'm I'm just saying and and that and that's a collective it's a collectivething it's the entire board Every bo a board director has the sameresponsibility to be colleialto be cooperative to be honest and to serve with integrity. And I'm not goingto denigrate and I haven't sat up here and denigrated somebody else's positionand made long speeches about what people said.I haven't done that. And I have respected the closed sessions we've had.And I'm saying that I believe that this next year is a critical year. And if we have the architect of who kindof has been driving that bus, I'd like to see the bus get driven and landed.And the community is going to tell us which way we're going to go. AndDirector Brennesen is correct. We have an election that's coming up. A lot willbe determined based on that. And so it's responsible for me to say I have enoughconfidence and faith to say let's do another year. Let's see where thecommunity comes down and let's go from there. And I don't want to be denigratedor said that I'm trying to do this or trying to do that or characterized insome kind of strange way because I'm saying this. It takes a lot of gutsto sit up here and say what I'm saying, but I'm saying it because I happen to Ihappen to like the superintendent. I don't dislike her. I don't dislikepeople. I don't dislike anybody. We're not in the same family. I go home andmind my business. I don't sit up and write notes and throw darts. I don't doany of those things. I mind my business in my home.And I do what's expected of me. And I don't try to get a crowd to do anythingelse. If I have an opinion, I share it. And I share it openly. No secrets.But I'm not going to be denigrated for having an opinion that's different.because my opinion has just as much integrityas anybody [snorts] else's. So my suggestion is a one of hope. >> Okay, Director Hillbrand and then me andthen DJ and then Long. >> I appreciate that everybody's opinionhas the same value. I would also appreciate not being told that everysingle time. Um that we're all equally elected and all that like that would I II do understand that and I appreciate that. So thank you. I will say too thatlike the community isn't a monolith. I also get told all the time that peopleappreciate the things that I'm doing, the things that I am saying and our ourviews um director long are completely different and opposed right and and thatthe fact is that the community is made up of many many people with many manyopinions that come from different backgrounds and have differentexperience life experiences. And so you're hearing from the people who alignwith you and I'm hearing from the people who align with me because that's thenatural way of things. people who disagree with you are probably not goingto come up to you and say, "I disagree with you in the, you know, at thegrocery store." And people when I'm at graduation parties or or, you know,aren't coming up to me and saying, "I thought that really sucked when you didthat." Right? Like that's not the way it happens. So, I think we have to alsoremember that we're hearing we're we create these um like echo chambers,right? And we hear from people and we run in circles with people who are thislargely aligned with us. And so that's important to remember that we're we'rehearing from our own echo chamber. And we have to remember there are a lot ofpeople out there who are not aligned with us and that what our what our jobreally is to do is to think about what's in the best interest of students and notindividual student A, B, and C, but the students as a whole. And so that's whatI'm trying to do, you know, and so I think we really need to be thinkingabout what is in the best interest of our students. And I think stability is,you know, we I cannot imagine a world in which moreinstability is valuable to our students. We already are dealing things with metrosurge and COVID and, you know, all sorts of other things in our community. If wecan avoid instability when we have no good reason to create instabilityto me that seems like a huge value to our students and our staff. So that isthe other thing that's going through my mind as I think about this because I'mnot saying you're not hearing those things director long. absolutely areright because we are each in our own kind of circles, right? And so I it'sjust something I was thinking of as I was listening to what everybody wassaying is that yes and we need to provide stability for our students andnot only stability but I think I think um uh Superintendent Stalo will provideactually not more more than stability but actually growth and opportunity. So,>> okay, I'm next. And I totally agree with what you said. And also, I want to justpoint out that there are four board members here who said that they wouldsupport an a three-year extension. And I just want to tell you I am going to putit on our agenda for our next meeting since uh four four people who are herehave said that just so that you know. Okay. Um Director Bridgetes.>> So, two things um off of that. What What does that mean? I guess from a so we puton the agenda is that what is the next what is the next>> I'm going to move that we offer her a threeear we work to uh we move tonegotiating a three-year extension >> okay trying to understand>> that's going to do >> okay all right I was just trying tounderstand the process >> right move to negotiate a three-yearextension >> okay the the second thing I just wantedto say um I I I believe that we all want the best forthe kids I believe we all want what is best for the district and I don't thinkI hope no one is hoping for the downfall for anyone. I think it's very possiblethat we all hear from different I've heard people who think thesuperintendent's great. I've heard people who say I don't like thesethings. Right. So I think I think everything can be true at the end of theday. Um and that's all I want to say. >> Thank you.And then Dr. Long. >> Yeah. So mine was around kind of whatyou were saying. So now what what is the information that we need to gatheraround um salaries and stuff and who is the person that gathers that informationand other contractual things that we'll need to gather.>> Okay, first things first, we have the motion to form the negotiation committeefor a three-year extension. Then there would be a committee of three probablyofficers umto negotiate to to like you gather the information, you see what otherdistricts are doing, what's the market rate, what's what canwe afford, that kind of thing. It would be a subcommittee.>> And um two, yes, I have not liked the way we've done listening session. And Ithink I've made that very clear. >> So I have talked to everybody aboutthat. So >> sort of>> and I don't run in just one circle. So it's not just, you know, I have avariety of people who come and talk to me, not just people who and yes, I'vebeen hearing lots and lots of not good things.>> You made yourself clear, >> director Long.>> Oh, sorry. Bazette, >> I know you I know you know who I am. So,um, again, uh, I I just want to say Ipersonally didn't appreciate some of the characterizationsthat I've heard here tonight that I felt were low level in me and um, I takeexception to it. And I would go further and say that I think if we're going toestablish a negotiation committee, I would like to be on it. And I will gofurther and say that um, people talk about an echo chamber. I think that ifwe are all operating in good faith, if we want to believe that we're alloperating in good faith, then I think it should not just bebecause it has not been in the past only the officers who negotiate the contract.>> Actually, last time it was just the chair.>> I'm just saying over the 20 years I've been here, it's not always just beenofficers. That's all I said. That's it. So the last time I think dire or uh>> it was just director uh the last time I think director is the one who negotiatedit all by yourself. >> I did not negotiate it by myself.>> We had attorneys what you told us >> we had discussion also everyone gotcopies of everything. >> I understand that we're not thereinitial discussions and negotiation were carried out by you.>> Okay. Let's just bring it down. >> Know that I'm just>> know what my plan is. >> There's nothing else on our agenda. Youhave one more comment. >> Yeah, I have one more question about Sothen what exactly is the data that then they will be collecting so that then wecan all see what this data is and then will we be having to choose.>> Will we be having closed sessions then to talk about the data that we see likewe do with other contract negotiations or will it belive streamed. >> Sorry, that's a couple questions.>> See, I don't I don't know that far ahead. I have to talk to attorneys, HRto find out. I can't just say, "But it's going to be this way because it's likemaybe not." >> Okay. So, then our next meeting, do wehave a work session on that? >> No, it's a listening session and then ameeting. >> Okay. So then will it be that nextmeeting that you'll bring something back or will it be a possibility at the nextmeeting you'll bring back a discussion on the business meeting about how we'regoing to go about setting up the parameters and getting the theinformation that we need. >> Unsure.>> Okay. >> Oh, you are unsure.>> Taking this one step at a time, folks. >> Using her magic and said unsure. No, IYeah. >> Yes.Great. >> Okay.>> We got coins we can flip. >> One step at a time.>> One step at a time. >> Okay.>> All right. >> I don't have anything else on ouragenda. And we don't have to have a>> approval of We don't have to have a move to adjurnn. We can just adjourn. We'redone. >> We're done. Thank you. Thank you.