2019-02-05 PPS School Board Work Session

District	Portland Public Schools
Date	2019-02-05
Time	missing
Venue	missing
Meeting Type	work
Directors Present	missing

Documents / Media

Notices/Agendas

Agenda 02-05-19 (3225c2ca9da00c03).pdf Meeting Notice

Materials

V2 HR Report to Board Feb 5 2019 (97b255477ac4c9a7).pdf Human Resources Workforce Metrics

Minutes

None

Transcripts

Event 1: Board of Education Work Session - February 5, 2019

00h 00m 00s
yes I am are you okay all right we're just waiting for Scott okay never wait for me yeah let's start okay well um I have 30 minutes actually probably less than that now and uh about 36 or 37 slides to get through so what I uh what I'm gonna do uh is um uh hit some highlights but I'm not gonna go through each slide in detail I'm happy to pause and uh answer questions as we go through so uh Happy Lunar New Year and Black History Month um you wanna say that louder let's hear it um your intern Chief HR officer and have been uh since July or so so we're gonna walk through first some Workforce metrics there's a lot of data here and then I'm gonna move into a very brief focus on what is uh HR doing and how are we prioritizing work uh and then I'm going to end with some information about our leaves uh because this has been a topic of interest and when I asked what do you want to hear about this is one of the topics I heard um so we're gonna walk through this pretty quickly um okay just uh very quickly we consider our hiring year to be October 1 through October one so the data that you're about to look at is in that time frame slide three here is really the definitions of employed groups so as you're looking through this uh looking through this data and wondering what it means when we talk about Educators or classified reps or a non-represented you can come back to slide three as your definitions on slide four uh what you see is our overall employee population by work group so you see that we have as of October 1st 8400 employees that name that number is actually dropped down a little bit since then I told you I was going to go so fast so you're gonna have to stop me if you have questions Slide Five um you see as an FTE change from this year versus last year that is mostly flat a little bit lower except for educators and we went up uh a 118 ftes last year an educator the scrap on the right there shows you what's been the change uh changes since about 2010. so where has GPS decided to invest its budget wait can you just stay there do you have a question okay thank you um okay so here we have uh some demographics I just want to make sure it didn't go unnoticed that we're up over 100 Educators yeah yes yep 118 to be exact that's not a small number year over year but do you know how many of those are temps or the percentage of temps I don't um but it's not lots of them fifth woman is it safe to say that's really attributable to our staffing formula it's not doesn't have to do with contract overages that was negligible a significant factor is yes okay slide six uh we have age and gender to the left there and we're gonna know that uh we looked back I had a diff I had another slide on gender that went back eight years and and uh Roseanne Powell pointed out to me that it was exactly the same for the last eight years so you can look at that representation and uh be confident that it shows you about eight years of data and then of course our race demographics there on the right so we're going to spend more time with those in different groups as we move forward superintendent when are we gonna address that Gross Texas the gross sexism as your as your uh Chief HR officer I'm going to advise you not to answer that question so age demographics what I think is
00h 05m 00s
interesting moving on what's interesting about that is uh when the years that our youngest population our oldest population switched right so uh in between 2013 and 2015 um we had the first shift to the uh older population or our oldest um quartile being fewer than our youngest and then we switched back to 2016-2017. true amazing retirement incentive okay so here's where um we are looking at the racial makeup of our students versus uh all of our employees our regular employees of course as we all know we have aspirations about our Workforce demographics uh and how they will attract to our student population and you can see where our gaps are there I'm going to flip through some more data on that so here are employee demographics specific to that boy groups ified rep I'm on Slide 10. and then moving on to slide 11 how have we done over time we also when you mentioned aspirations uh slides ago I've been tracking this data to what started out as the minority teacher act and how it's changed I forget what it's called the newest recording for almost 20 years you know and the Gap just continues to widen between the percentage of kids of color and the portion of teachers and the white teachers right the kids so aspirations is one thing but again we keep talking about this it has to be an intentional plan right absolutely yeah and so um we are actively working to diversify our Workforce and in support uh diverse Workforce and have retention strategies um so that our employees are working on behalf of our students and I appreciate that you I got a comment today from or a couple days ago from our department at the school saying that we got direction from UPS that we won't be doing you won't take as many student teacher placements you know and I don't know where that started but I know you're going to look into that I really appreciate it because the viewer that we do then we can't if we can't place those teachers of career to be doing their student teaching here they're not going to want to work here the next I know the system that's right I am I'm not aware of where that rumor has originated so it's changing what we're doing there in practice so it's pretty significant okay okay well that's important and we're gonna run that to ground because I'm not sure where that comes from okay we'll come back will you let us know or Roseanne will you kind of track that would be nice to hear back if it is in fact true then what's the reason and yeah I'd like to know yeah you should know make one observation from all these pie charts yes here's glancing at it that the only category where the district is demonstrating a greater representation than our student demographic is black school administrators yep right yeah every other category is less than right right okay so educator versus students now I am on to new higher demographics so this weekend was new hires as of October 1st of 2018. five race and then you can see that broken down by employee group administer classified and non-represented you see that number again foreign [Applause]
00h 10m 00s
well there's a narrative in the community that I think it's it's about looking at that data because representative non-represented is a huge we should have rattled it off at that meeting at night well I want to see it disaggregated because well we could have wanted to hear what she had just saying the four top educators of our four top people in charge of the academic side in this District or Latino but I think what the demographic I'm speaking to is there's a lot of conversation in the community about the lack of senior African-American leaders that either have left you know retired or perceived as forced out so helping them so yeah um can you talk about educator new hires versus educator applicants yes I can so that's slide 15 correct and what you can see there right is the um who did we hire out of our applicant pools I'm going to be clear I think it's important to note that in our educator applicants this doesn't screen uh out uh anybody any applicant who was deemed to be to not meet minimum qualifications right so you're looking at anybody who put in who played in an application but what you can also see is well how did we pull from those applicant pools what was the outcome so I consider this uh pretty strong perform but a not a strong performance indicator an indicator what our um performance is with regard to being able to recruit diverse applicants um and I'm going to talk a little bit later when I talk about HR initiatives some of the work that we are doing on this hypothesis for too I I would say that this data gives you a lot of breath and very little depth so what this uh says to me is that we need to dig deeper to understand why we are currently in process of running um our processes uh through our racial equity and social justice lens so that's part of the work effort but why are we not being able to why do those pie charts not look exactly the same is the question and I uh that's going to require some Digger deeply so so if you look at like the new hires and applicants for the Latino population so if there were 161 applicants yet saying only 46 were hired so you wonder were there that many that were not qualified or that seems like a really low percentage of hires from that right and it's difficult to say without being able to dig down well the same for Asian I mean 492 applicants and 25. but that also includes people who rejected offers of employment too yes that's correct yeah so yeah I mean the other piece of it is proportionately though 50 of applicants is much higher and it's actually the Congress room routines but yeah so right because 46 out of 161.20 29 okay moving on uh let's do another indicator of how well we are doing uh with regard to recruiting employing and supporting uh diverse Workforce is Right Here Right how are we doing educate our promotions these and you can see broken down by race uh what among our educator population who gets promotions it's a relatively small numbers it's hard to include very much from this so do we have some strategy in place to um if you look at the providing the sort of career ladder from these specific steps
00h 15m 00s
of instead of my sense is it probably now is self self-selected um I want to try and move from this to this but right how much are we sort of providing scaffolding support or you know actively initiating conversations with people about moving it so they're not taking the next step right okay well and and second part of that is and then about the communication strategy because I did have a Native American teacher in one of our schools asked about you know is there a pipeline or how does one move from teacher to Administration so we have a strategy nobody knows or very few I would say that this is an area where we need to spend our time and energy because I don't think that there is a system-wide strategy I think that there are efforts uh and I'm not I would not call them coordinated across the district I certainly individual principles do a lot of work in supporting their teachers and recommending folks for promotions uh but I think that this is an area of opportunity across the district how do we grow our own I think as you know it's been the subject of a lot of conversations Coastal work groups Workforce Development and diversity so certainly the students recognize that career lattice opportunities for recognized teachers could be a lot stronger especially educators of color for instance and act leadership generally you know at least certainly from everyone I've spoken to is an area that needs a lot of development in this state okay slide 17 through 20 uh address attrition slide 17 is when we say separations what do we mean we're talking about volunteering involuntary and then as you move on to slide 18 uh that breaks it down into a lot of detail why was there a separation uh based on how many numbers based on it's aggregated by race in most of these cases these are pretty small sample sizes but it's part of the uh story uh that's feeding our work into where do we need to focus and where are we where do we need the additional effort in supporting employees yeah that's my recollection that personal is not defined and if employees don't want to indicate a reason they just lump it into that of course that's the only category that's gotten any real meaty numbers and that stuff that's correct okay so slide 19 uh is um specific to Educators excluding uh temporary educators with separations based on percentage and then slide 20 is the rest of the employers yeah are these members related to they should be uh yes so uh slide 18 uh it should be all employee groups together right and then slide 19 is specific to Educators without tests okay you're still going to be small numbers so yeah so let's see so the exercise right now in a lot of cases is you're presenting data that really hasn't been lies deeply in terms of questions so yeah I mean I I again I would say this is a really broad um uh brush of different kinds of snapshots to give an understanding of different possible points of view right of how do we understand what the data tell us what we know is we have a lot of work to do and to meet our original racial education Equity policy in terms of how that reflects Talent diversity yeah so
00h 20m 00s
back on slide 19 for example so just kind of looking at a couple categories Asian and Latino it looks like the separations are I think it's 75 percent of their percentage in the total population I'm sorry could you say that again well it looks like so say we have like 8.4 percent of Latino teachers but there are separation is 13.5 so it just looks like even the ones that we have are retention right of them right um Asian right at what rate foreign [Applause] 20. same point of view with the different employee groups license you'll note that for Black and Latino School administrators they're they're leaving disproportionate rate and so huge this is why having a robust ability to coach and mentor and guide and from our principal supervisors certainly giving them the adequate attention and support to keep those retention numbers higher is going to be important What's the total number here uh the total number for what a licensed School administrator I'm sorry I I don't have that up there I thought I did I think I had a slide earlier with that number um 169 total licensed School administrators but that doesn't say what this is right yes the license School administrators is a very small number what are our strategies around Exit areas uh we offer an exit interview uh and an exit survey uh to all employees to depart uh that's more successful when we have noticed that they're departing because it's sent to their email and we have almost nobody who takes us up really yeah on the um on the exit interview portion but they do the surveys some of them do the surveys it's actually been quite some time since we looked at the exit interview uh information uh um that's an issue of capacity and time and uh what we're really interested in representing whatever say what our candidates saying okay moving on to substitute slice 21 through 23 this is our number of substitutes broken down by type and then how did those what's the disaggregation by race on 22 for teachers and para Educators on Spotify three okay I'm going to enlist their questions about substitutes I'm going to move on to HR priorities for this year any questions about that before I move on so um the general questions before we move on to the next piece but do we also have our Workforce broken out built into the purge steers um we must we must because we look at that for a budget eyeglasses yeah I I know that I have seen that in years past I I know it's there right and we could get to it um be really close to it based on tenure tiny as well although not the same and were there things in the um the state audit that um you've that they called out I mean whether it's substitutes or beliefs that you embedded in this in this dashboard um I'm trying to recall Julia uh there were there was a focus in the audit at some
00h 25m 00s
point on teacher vacancies which is um one of the things that we've looked at is our substitute population and why are what is our what's the difficulty in filling those teacher jobs and what is the rate that teachers are absent as well as a para educator so that was an issue that came up in the audit that we are reviewing so just generally um I think this is a great Baseline yeah um I mean just a continuously use it seems like it would be worthwhile to to you know if we give their um indicators that we should be tracking some things that were in the state um I'm going to check it anyway but to add it into the dashboard so that we're tracking that as part of the overall sort of Workforce issues right right we look at um uh what our audit findings and recommendations uh we look at what our Equity policy says within what our board priorities to feed our areas of focus for sure so that's certainly one of them first of all I think I think it's a great dashboard really useful to be able to get sort of a picture across things which I'm just thinking of like where there might be some gaps and as we get into a pattern Improvement of the data yes or just looking at the data yes and maybe um you know you mentioned the principal supervisors that maybe you know would be good to have more conversation around that outside of the HR process where people aren't taking it upon themselves to do exit interviews um how can we learn from principles and other administrators who are leaving what factors are contributing to that because we know in the last four years that we've had a lot of concern about hostile work environments for particular employee groups so I think there's often attention on keeping class size ideal but typically if you add a principal supervisor to everybody immediately claims senior leadership is getting big but it's exactly the kind of capacity that allows you to give new administrators attention and support and growth so you know you got to balance that so if you keep it a skeleton crew and then your principles are you know are not getting the attention that or the level of support that you know will will add to their retention rates particularly those of color then uh you just have to understand There's an opportunity cost there is to expand on that um you know we we know that principles where 75 different hats at any given time they probably have 30 of those off every single day um the work is very very complex and challenging work how the system was set up previously it compounded way too much on central office staff or for operational issues than really to be on the ground providing that robust coaching support the presidents the new model that we have now and we can pull principles what the principal said that the one thing that we do feel that's a good field is that we know that we can get a response and support from the two individuals that support us and that they're accessible Around the Clock you know we have two areas of soups here today and they can tell you that their phones are on 24 7. readily there to provide support you know foreign um and so and that's one thing too as I go around and I'm asking questions there's a lot that we can fix in PPS a lot and there's a lot we can do to increase the conditions in our buildings but the one thing that principles are in agreement of is that we do feel at least supported and heard and that the visibility from central office primarily from OSP has increased significance so that also tells me that we're on the right track with having a model that does provide more robust supports concentrated supports this week I really appreciate that break and to that I would add because the board received a letter about it this last week um it has always seemed to me that our most successful principles had good secretarial help and someone wrote To Us asking if we could guarantee that every school would have at least two secretaries so that
00h 30m 00s
to my mind again principles can offload some of those 75 different hats years ago there was 2000 2001 there was a project in the central office to see if we could rewrite it job description for a principal to upload some of this stuff and there's been intense you know the business managers at the high school to try to push some of that some of that non-academic student-focused work and again historically I can talk to principals who said yeah about 20 percent calling facilities trying to get somebody to come out fix the toilet more than whatever that's just well and that was not having a good work system of you know reporters came in which were priorities prioritize because they were safety or health issues which weren't and to that point imagine the old model where we had just nine senior directors and those senior directors were in charge of not only evaluations coaching support operations Human Resources budget the whole gamut so when issues would pop up a senior director would cancel their visit to a school and be hung up on those issues that are coming their way to help support the principal now that we have a support of two individuals in each cohort Keely and Oscar they deal with all the operational stuff while it still allows their senior directors to be in schools every single day um so we're not getting hung up which you said on those operational issues we're still providing continuity of supports on the ground with schools while we do have a team that's still working on those operations so on this point there's a different level of economy of scale management wise in our Comprehensive High Schools I think in surveying our school leaders the pain Point really is in the single admin buildings Because by the time they're done with lunch duty and operation I mean you're by yourself and one incident there goes off your day right or trying to have some dedicated time for coaching or professional development um so you know just preview of Coming Attractions I know that one of the asks that are being lobbied for is some ability to give those those single admin buildings a little bit more capacity oh 17 right 17 hour I'm sorry 17 white 1706 yeah okay thank you okay so moving on to the next slide um HR operational excellence uh priority so the reality is uh that we can identify problems faster than we can solve them so for 2018-19 we had to make some really difficult choices about where are we going to focus and what's the what is the um what's the biggest lift on how we focus our energies or a lot of feedback about the need for faster decision making uh that HR is supposed to responds and we have bureaucracy of processes that don't serve our school communities as well and so we um this is where we spent our focus on 2018 and 19. so we made some difficult decisions about what are we not going to do and to focus on uh things that were touched by these factors right so building capacity we had we've been struggling with vacancies in central office for a long time which slows down our service certainly that is true in HR as well uh I say it was true because I would say that's past tense now as of January and focusing on continuous process improvements to deliver excellent support to school so where are we going to spend the time to look at what those processes are that are so slow to respond or require you know copious paperwork or just time consuming for school administrators if it was in support of a school and made a school run faster and got a principal off of a off of paperwork and into the school then it was it's worth our time addressing critical backlogs within Human Resources so those are weeks of absence accommodations of disabilities paid administrative leave and misconduct investigation so some of the big things that we're responsible for uh right these absence and disability
00h 35m 00s
accommodations that's about taking care of our people who are struggling uh with a medical or other issues and then misconduct investigations that goes to our responsibilities around being responsive to concerns that are raised and addressing those in a timely fashion and then anything that we are doing to build to system solutions for 2019-2020 so we also have an eye to the Future there and as always ensuring compliance with laws and contractual commitments is foundational to how we need to move forward so I have a list which I'm not going to read to you but these are highlights of what we focused on in the first and second quarters of the year so that's July through December of 2018 and then what we're what we imagined the next well five months now six months when I wrote this five months of the school year I'll let you read that at your leisure and come back and ask me questions as you have them I do want to highlight of the priorities or Talent diversity efforts and we do have a a strategy and plan in place for this hiring season to hopefully flood our applicants with uh top talent top diverse talent for the next school year so there's some more information there about focus on how how we chose institutions and who we are bringing them into influence those decisions pay Equity overview so this is a compliance requirement to come into compliance with the new pay Equity act at the same time we are looking at what our compensation values are so that however we approach that it is in alignment with our values and our Equity policy so more to come on that there's a very quick timeline here for your review but the the bottom line is that we will have done a pay Equity review and compensation assessment by July 1st telling Ed that the system's implementation that we are going to do a soft roll pilot roll out this year for full implementation across all employee groups uh next year so the Tool uh is an a web-based resource for evaluations but what this is going to allow us to do is better track our evaluations we're going to be moving to annual evaluations for our non-represented employees and this tool is going to allow us to better leverage our data to track employee performance all right so another timeline on that okay leaves of absence very quickly uh slide 33 has a identifies all the types of leaves that we have and what their source is people are familiar with the federal and state leads we also have contract driven leaves so those are listed there and slide 34 has how many do we have how many are paid and how many are unpaid there's a lot of information we could go into here about how we use those funds but not for today what would you say that there is attention to um reforming or streamlining our practices around those because we know that there's been inconsistent practice in terms of authorization for leaves in the past yes so this is an area of both compliance and critical backlog so uh how we are we're doing a couple things to address this Amy including looking into uh a simple systems tools we have somebody on board right now who is helping us with Define what our guidelines are and ensuring a cross-functional customer cross training so that we have more than one person addressing leaves and having consistency through a beliefs committee where we have legal representation in the room to help guide our more difficult decisions we're also yeah who's also an intention to process those faster and more accurately less subjectivity yes can you give some context um for Workforce this large is 345
00h 40m 00s
leaves yes yes so um we have gotten feedback uh that 345 is a very large number of um groups so one of the reasons why we needed to dig into that is why why is that are we carefully following what our requirements are and applying those appropriately why are there so many of these that are being requested what's different that would drive up our League members and so we're still in process foreign I I don't have that much marketing data right in front of me but I can get it too yeah yeah what's a district so District driven uh leave would be paid administrative relief we we leave you yeah which I'm going to go on to next Pittsburgh yes okay so paid administrative leave this has gotten some attention because this is the um it's both includes some discretionary use uh by the district um although I will uh point out that when it comes to some of our paid administrative leaves they are beyond our um it's beyond our discretion right so if there's a pending allegation of child or sex abuse uh then we have to place somebody on paid administrative leave pending the external investigation if there's a criminal investigation then same result and then we have the district discretion so uh when we think that it is in the best interest of the district for some reason or another one of the ways that comes up is sometimes we need to put somebody on paid administrative leave to allow for the interactive process for somebody who has a disability who doesn't have any sick leave built up so possibly a new hire who came on board and an issue comes up and we have to figure that out but most of them are petting investigations uh um of misconduct so we place people on paid administrative leave and can uh consistent with our Pat contract and that requires us to look at whether or not we think there's reason to believe that the present in the workplace would interfere with the investigation whether or not we think there's a risk of repetition of misconduct whether there's a threat to student or staff safety and if the nature of the allegation would likely lead to dismissal so those are the factors that we weigh I mentioned that this was an area that I consider a critical backlog so we've done some work on our capacity to improve our capacity including repurposing FTE to Labor Relations so we have a fourth senior manager to handle labor relations issues use we completed and as well as a clerk to help with that and negotiation work so that we completed that hiring just a few weeks ago so we are now fully staffed in labor relations in our legal department we have a labor and employment attorney they could see for some time and we just filled out with John stellwagon in November and then the disciplinary Review Committee is a cross-functional team we're legal and HR look at misconduct allegations along with invited representatives for from OSP so the supervisors typically of the individual being the employee being discussed I'm going to move on you lots of questions yeah it's interesting question so District our paid administrative leave and District driven leads are those synonyms yes okay okay and so context was a normal number for paid administrative leave yeah so we don't have benchmarking data for that but I do have uh some snapshots in time on my next slide you're ready for that so with this slide and we'll show you the blue line is the number of people uh on administrative leave at these moments in time it's really difficult to get your hands around this information because it is um it's very very fluid it changes every week so what are meaningful points in time I figured well right now so the um the date on the far right February 2nd and what is our current state and then
00h 45m 00s
the two prior dates are the report that was closest to the start of school so when Educators were back in the classroom right and so you can see some impacts from our changes in practice uh the blue line is the number of employees on paid administrative leave and we used to take on August 30th of 2017 and August 31st of 2018 we had seven and eleven and currently we have 20. uh it's quite could be because we're in the middle of a school year yes September might go way down by the time we get to I expect that to go down I think it is actually and so if you were to look at this um you know yeah I mean at any given point in time it it very it can vary quite a bit uh these are not particularly large numbers but I do think uh that we are more careful in how we use paid administrative leads based on the nature of the misconduct allegation and um I think we have been doing a lot of work uh this year in training employees and training administrators on reporting um uh and opening up I guess those reporting Airwaves so that we know that we have an increase in um in these in the sorts of misconduct allegations that lead to because Victor never could be a better job of course yeah we are going to go back uh I mean we're looking at these numbers and realizing we also need to go back and make sure that we're the use of paid administrative belief we're not over shooting um so we are going to do that work but I do think uh they are right director Rayleigh but the reduction of duration is significant so that is the number that I frankly care most yeah about uh so what we have there is average uh months on paid administrative leave you may be familiar with the tspc reports of the pegs their average uh months of Investigation between eight and nine uh months so on August uh 30th of 2017 the average number of number of months on leave was nine and now we are at 2.6 um I have another piece of information I want to add to this which was how long were the longest uh folks on repeat administer to believe so that's what those numbers indicate so in 2017 we had two people that had been on pavement straight to believe for 22 months which I think we all believe to be an unacceptable number nice vacation uh and then now we have right now our longest sleeve is nine months uh and uh beginning of the year the longest uh seven months that is not that's not uh solving for the work year right so that's full calendar months it does not exclude a non-workier days I'm way over my time I did want to say back to your question about how does that compare Council grade City Schools does have kpis on HR stuff in on administrative leave-ins before yeah it would be interesting to know yeah [Applause] well it's it's very easy to get benchmarking data on the standards that are uh across all employers like family medical leave or state leads whereas paid administrative leave is uh you know very much driven by the collective bargaining agreements right so it's not necessarily closer to Apples yeah imbalance in the work for Workforce yeah I mean some kinds of leads are probably going to be newer yes just there are other employers who have that and you can do that based on right you're talking about uh baby bonding and pregnancy but we have paternity coverage we do absolutely we do the use of paternity leave versus all parental leave all right great to see this media and I'm sure I understand why it's hard to um is it because our people saw system we don't have a way to like tag somebody they're out and leave to be able to run I mean just do I mean most important situations I've been in you have an ability to pretty quickly just really sort of yes the question is with the quality of that data I had the highest confidence and the quality of this data versus um but yes I mean we can run more numbers and then do some testing around the uh the quality and accuracy of that
00h 50m 00s
information so again we can look at this any number and I'm happy to do that yeah okay sure yeah so lots of good stuff here lots of a couple of issues to dig into I didn't see absence list particularly teacher absences yes I can I have that information and I can provide that to you if you would like and what we're doing about it so I I can speak to you yes so when you say Subs are a huge issue what do you mean specifically I mean talking to principles and a number of Title One schools and they can't get a subject so the counselor is teaching or the or the AP right right it should have an SSI if they're Title One we have 12 we have uh 12 ssis deployed and we can do as much so SSI stands for site support yes support instructor uh it's uh basically I mean you could put like a permanent sub that's a floater in the school that we budgeted for specifically because we couldn't get subs to come to Taiwan schools so they're they're there all the time but they're floating for room so I've done two reports to the OSP team so far this year about the um the use of substitutes and vacancy breaks of unfilled um positions uh for broken down by each school so that we can do a detailed look at where are we struggling uh and so I'm happy to provide that information okay so I'm gonna I'm gonna cut it off because we're we're now in an hour let me just ask one question and then it can be you know whenever you come back to us or in whatever form fine but under continuous Improvement or system Improvement we don't really learn anything about um how the experience has evolved as a job Seeker meaning that most most job Seekers report that our processes are stuck way back in the 20th century somewhere yeah so uh how is that both culturally and even in terms of Technology how has that improved I mean you it's up to you you can say send us an email or you can quickly answer or whatever but I think it's a highly relevant question uh I I mean I have an opinion on that uh so I can follow up yeah just just educate it okay thank you for turning this on thank you okay um going to move on to the superintendent goals and I just want to give them so this is an attempt to cross walk three different documents one is the osba rubric with the standards for evaluating superintendents and that's kind of the main organizing device here the second is the going back to the superintendent evaluation that we complete in the fall and we had a number of looking forward sections that called out specific things that board members wanted to see some work on during this school year and then the third is the work plan that you have in front of you so we have goals that have been identified and then um measures of success and um both the goals and to measures largely come out of the work plan so they are the work plan is organized in terms of three things three main priority areas and those are reflected in the goals and then the the evidence of success
00h 55m 00s
um mostly come out of the far right columns outcomes it's being the the products that will that are anticipated to be in Hand by June 30th 2019. so that's that's kind of the rules of the road there are two documents um one I sent out one Julie sent out they are substantially the same the principal difference is that Julie added a third column with a timeline for specific dates attached to um to the individual goals well I had also collapsed a few things and maybe moved a couple things around like put under categories that make more sense but for the most part they're really similar so I do note that there's some crosswalking them here visually but there's more rows in one version than in the other it's the timeline no it's not just the last column there's also oh added there's also different rows yeah like I said I so I just wanted to reconcile it so it's clear and I also think that there's some things that got dropped off from the first iteration of this that I had sent that I mean and probably other people have some things as well I had to kind of list like 25 things I want to do right so as long as I'm clear what the expectations are we have a version control issue since I haven't seen the version until Sunday night since we whenever it was in November um I went back and looked at um the evaluation that we had in the summer and pulled out things that we specifically called out as Focus areas and I don't see them in here so I'd like to add them there's a whole host of areas around communication Community engagement um middle schools but I said we had some pretty specific items and I'm happy to share what pages and those are those are also some best practice when you look at superintendent evaluation processes that got dropped off like great mechanisms for student and family engagement making and yeah so my question is so what constitutes too many goals no so I did kind of try to look online to get a sense of what like what's a common number of goals that it seems like the fewer I mean it's I think it's a friend to say I think it's important to focus on fewer than this whole big broad because a lot of this is just workings that you're going to do day to day anyway so I guess I'm just trying to figure out how to clarify the priorities around big areas for goals this is the osba template that is the recommended template had actually 11 areas and then I think up to five five goals per area no I don't know if you remember but yeah at the end it had five so the expectation is that you're you're doing work in all the whatever 11 standards and then you have five specific goals and I think what you have here is not necessary things that are going to happen right in the 11 standards and right and I mean I don't just since we're having this broad raging conversation so I went back and looked at some best practices because you really if you have more than five goals they're not goals um and so you know one bucket establishing strong governance and Leadership and communicate District division second bucket safe and supportive learning environments and promote instructional excellence and improve student outcomes third bucket strategically allocate and align resources to support student outcomes and continuous Improvement um and uh yeah just those three buckets and then you can you can take the all of our strategic goals from our shared work plan into each of those areas and then it's a kind of simplistic format so um I mean I would I would solicit your input on whether you feel that what we have before us is sort of workable as the guy who's trying to respond and adhere to it or sure look I'm always up for a challenge I'll just remind the board I'm one person so it's helpful to distinguish what's an organizational strand of work and goal and what from my personal leadership you're looking for this year now February that I demonstrate
01h 00m 00s
so we initially had the conversation last summer that when the 17 18 evaluation was completed we were going to pull threads through a focus areas and I say I I don't see that in this and I think that's really important because I mean we had specifically identified that things in last year's evaluation that we wanted to hold through and the way to continue to have focus on them is to pull them through okay so we we crosswalked it yeah but on the evaluation so what it what is okay so let's um so for example just an easy one would be you take the evaluation from the last year and you go on page three eight and nine there's a whole host of things around Communications and Community engagement and I don't see that here so for example there's some pretty specific things around just Communications with the board and we have here like one-on-one nothing like one-on-one meetings where the focus of the evaluation uh was we wore around sort of timely qualitative materials aboard I mean we were we were pretty specific in this area so I well I think that I think that hits that extremely qualitative it's like your second one getting updates at least twice a month toward number well that's not at all like what we what was written in the superintendent evaluation last year because I don't think a twice monthly written report is responding in a timely way to um for providing what we what we outlined in the in the evaluation that we expected to see different next year okay so all right I'm happy to provide some language I've drafted something up but I wasn't sure foreign maybe we should back up and ask if we want to come to agreement on this osba template with these one two three four five six seven goals so that these are standards right they're standards not goals right exactly and I took those standards and put them into these goals so the standards Federal responsive [Applause] okay yeah I I think we're I think this is way too much we have five goals last year my initial stab at a rewrite had six goals they dropped middle schools because middle schools are now part of me Pacific you know that was a huge success okay now now that's part of the workflow not part of something called out can you see I would maybe disagree with that can I continue that thank you go ahead um I think communication stays on so I think I didn't have four of them going forward so I didn't see anything did you did you share that uh but and I were never asked to provide feedback I think well I took the first crack at it and it's three goals and now we don't have any goals we just have standards and the three goals are based on you'll you'll they'll be familiar to you I'm sure because they're based on best practices of just buckets to arrange the work so one around governance leadership and communication went around safe and supportive learning environments and instructional Excellence one around strategically allocating the line resources to support student outcomes can you share that please
01h 05m 00s
um we spent a great deal of time on this work plan this work plan is it's very extensive it is very detailed it is organized around three essential priorities and it outlines the the breadth of the work that is ongoing in this District this year this is work that is happening now um thank you this document was based primarily primarily on the work plan and it accurately reflects the breadth of the work that is going on in the district and I mean I share the concern that if you have too many goals you have no goals or too many priorities you're not really prioritizing but we've already done that in this work plan this is what's happening and this and we Julie and I ran this past the superintendent and Sharon Reese and um and they both agreed that it accurately reflects the breadth of the work that is going on in the district it includes work that the superintendent himself is responsible for um but it also includes work that he is responsible for overseeing district-wide work that he is responsible for overseeing um and um and he has agreed that it is it accurately reflects the expectations as as documented on this work plan well why didn't we just keep instead of going back instead of not having any goals on the superintendent's goals why didn't we just keep the three goals that are uh the way that the work plan is organized and then the framework keep the framework for the goals under that and attach metrics to it because and obviously the osba template is a reference but but to me when I look at this like this and I'm not trying to be contentious when I look at this like this it's not clear how in a strategic framework it relates to the work plan it's like pieces of the work plan are everywhere instead of like the buckets being arranged the same way they're arranged in the work plan so to me we have two one we don't have a consensus on how we're going to do this either have a statement of a real limited statement of goals like get the work get get most of the work plan done and in a timely basis we're good yeah and do some personal stuff take care of yours take care of yourself and Advance your professional development starting your veggies um you know two goals were done and and I appreciate how how these versions you know go into you know translating the word plan we either do that or we do a really we go back to the sort of Bible amongst this work plan which is really pulling out a couple of pieces that were planned and saying these are the the four or five things are really gonna out of all this stuff these are the three or four or five things that we're really going to be focusing on so I think those are the ways to go but let's agree on one of those I don't care which one let's get this done tonight In fairness you may have been asked to your opinion but we we got this which is totally different from what we were looking at in November and there was there was nothing between or November or October whenever it was between there and that even though we were asked for it so we got this at 8 40. I know everybody's busy I have not seen this until you saw it so we got it at 8 40 on Sunday and it's very different from what we were looking at last fall and it moves significantly off of the osva template so I think it's a good discussion that I'm in agreement with Amy that use the template that we have I mean I'm concerned that there's hardly any student connected like pull through pull through to student connected outcomes
01h 10m 00s
um in this or that and and I do think the goal the way that it worked last time where you had some very specific goals that have been designed and I think some of those are ones that you know we specifically had long discussions about when we were doing last year's evaluation it would be Aries that you'd want continue to focus on well I want to make sure so I agree with Simplicity Scott and that's also best practices they were to put out the first school board that's ever done a superintendent's evaluation so there are some pretty clear best practices but I agree that basically what we want you to do is this okay so it shouldn't be that hard for us to figure out how to express that because this is the meat of the work that has been done collaboratively it's not completely done but it's been done collaboratively by the senior leadership team and the board so it's really just a question of how are we going to distill this um as specific metrics for your performance so we don't want to get we don't want to start adding things that aren't included on the work plan specific items although I want to pull out all the things we agreed last year I mean we had several conversations that we couldn't do this year's goals until we finished last year's evaluation because we wanted to have last year's evaluation inform this next year and those things aren't necessarily in the work plan so I think it's that's the one additive area okay well I would want to see what it is that you think is not reflected yes because the evaluation I can hand you I just highlighted it all today that's not stuff that's not reflected anywhere in the joint work plan nope because this is more about the dated Communications protocols and stuff yeah well that should be under good governance and well it's not though but so there's also um some things about how we engage with underrepresented communities and there's also was also some culture issues I mean I'm happy to share with mine yeah I mean I just went through it today just to map across and I didn't have it across here but this seems more um some of these things are housed and these and this is the document of what so one thing you could do is um to Amy's Point find a way to express in the abbreviated osva tele template the accomplishment of the work plan or I think it's what they said last time like 80 80 is going to happen or something something to that effect and then pull out in the goals some of these other some of these other items which are more the house so and whatever you have down which which goals was were they in last year of what the crosswalk no things you think were left out do you have the evaluation in front of you all right um page three second paragraph of foundational year right but that's in the standards that's not the ends with goals right but I'm suggesting that they be pulled out as as goals because they're I was trying to draft behind the concept of somehow you express the work plan is the things you're delivering within the standards some of these things are goals that are communicated like for example I'm just saying if it was important to you why wasn't it why didn't you but it suggest that it being a work plan when we were working on it a couple months ago and it seems a little late to bring it into the process I provided so much input into the which I've got here into the work plan but the work plan was not to be the superintendents goals it was to be the district's work it's the what we're trying to accomplish
01h 15m 00s
and some of these things are the how and we had a several conversations about getting started on next year's goals and one one of the reasons we didn't do that in July and August was we hadn't completed last year's evaluation yet and it was these are things we're going to pull through I mean I think I would be hard-pressed to think that there's anything that should be included on the superintendent's goals that is not in some way captured in the work plan maybe it's not as granular as what you're thinking of but at a high level is reflected as an agreed upon priority that we should be able to agree it's just not um because this is sort of the district work plan versus throttle base for that type of superintendence let's go I don't see that as different I don't either can you give some specific specific examples okay um communication is a community engagement continues to be areas needing Improvement greater Communications feedback loops that are internally and externally then timeliness and consistency and quality of materials prepared by staff the Board needs for good decision making needs to improve I mean there's a whole host of issues here and when when I remain most striking when I compared this to the just one box here on it's communication it doesn't match it at all the goals that we set last year so I'm I'm confused about what you're saying because saying on the one hand we should be continuing those threads of the goals from last year on the other hand you're trying to write a bunch of new goals based on what you said last year but that wasn't part of the goals last year so standard best practice in performance is if you have something in one year's evaluation that's called out as a focus area that you pull it through to the next year and that's just all that I'm suggesting which is why we waited until after October to start the next year's goals didn't even put it in goals last year right because we all really he had there were a number of other higher priorities and that were identified that were measured Okay so so we did spend a fair amount of time crosswalking the different different iterations of things I will say that the wording the language the specific language the words may not be in here but I would argue that certainly the spirit of all of those things that were called out in the evaluation are addressed in here I mean I I agree generally I would like to I don't have the evaluation in front of me but if there's anything really glaring that you feel like is not captured here I do think it's worth having a discussion because you're absolutely right that anything called out in a performance evaluation should there should be a way to directly reference it in the next year's evaluation criteria and again some of it might be captured at a much broader level but if there's anything that you think is completely missing I do think now's the times it Bring It Forward in my opinion what document are we using I mean it's not clear or are we are we using this as the as the template it's a question this is the document under unless unless and until board members
01h 20m 00s
decided isn't so I couldn't I couldn't tell if that was being suggested by others okay is that being suggested uh I would like I mean uh these goals to me are not goals their standards I would like to go back to the goals from the original template for this which are actually the same goals from the shared work plan and then to put the put things under that rubric to me that's much easier to understand because these aren't goals and these and everything it is possible to capture everything under the three priority goals of the work plan that's what makes sense to me this well I'm sure how how for example the first goal here yes that would be great for example Amy the first goal there except exercise effective governance and Leadership to develop with um stakeholder input I mean that's virtually the same that's here so how is this not a goal then you say these aren't goals but yet yeah I'm really the same so that's I don't know why they're not goals right that's what I'm saying that's virtually identical well like the holidays in governance legislative advocacy that's not a goal exercise effective leadership governance but the goals are under I mean the specific goal I mean the goals is leadership and just you know okay we're categorizing the goals under the osba right that's all but the clear boxes are the goals and the evidence of success okay so the goal is develop with Community with broad Community input a clear educational vision for the future of PPS and the student experience and the evidence of success is visioning process completed with substantial representative Community participation and so on and so on so if you're saying that though these are not goals that I'm not getting I guess it's just a question of what makes the most intuitive sense to people and whether we want seven goal areas and things that are clearly related like in different places or you could use standard slash gold so if if we if we are going to use this is the template or either one of these I like having the timeline on the the end um if we are going to use this I have some I have some specific things to add but well let us figure out whether we're going to use this one I'll offer my suggestions or okay so so I think what's on the table right now is um this this is one way to do it using the osba rubric with goals under each of the standards and and evidence of success attached to each goal um I I think the the principal benefits of doing it this way is that it is very clearly attached to the work plan and that these are actionable um fairly concrete metrics to evaluate performance on these specific goals okay and it and I mean the other thing is um in in the sense of this is this is a document with multiple audiences and um and one of the benefits of having something this uh with this kind of breadth is that it makes visible a lot of the work that is otherwise invisible to the General Public um and nobody in the real world is going to look at this work plan and even if they do they're not going to be able to make sense out of it um this is already a pretty big document and most people are not going to get through this either but some people are and it's going to it's going to give a picture of all of the work that is ongoing in this
01h 25m 00s
District that is under the direction of the superintendent are these goals as written here verbatim from the work plan um no they may not be verbatim but they're very close and actually we were going to do a crosswalk with a keying it to the work plan and then ran out of time um so so the other so the other thing that is on the table um the the other possibility is to have you know a very very short list of I don't know three three goals um with with a few metrics under those three goals um what's going to happen is that those three goals are going to be pretty big and the metrics they're going to be actionable and um and like quantifiable they're going to be you know clear enough um those metrics are going to I'm going to make visible a very very small number of all of the work that is going on we're going to get to the same place yeah just inform our goals last year each had five or ten metrics underneath them which right essentially is what we have here and also even if you do have just the three goals which are the buckets that the work plan is divided into it doesn't necessarily have to be a small number because it's whatever you know is striking that healthy balance between um not having so many that they're no longer priorities but having enough that nothing really that we collectively believe is critically important gets left out so if you organize it in the smaller groups of work doesn't mean that you have to have fewer metrics I mean we could organize it in those three goals but basically move these under there I mean I don't care how you want to organize it that's how it is you know I mean that's what I'm saying it doesn't really matter if we organize it that way there's still certain buckets of Works in this we've we've used this the rubric of probably use the three buckets of February that refers to the osba area but it's the same basically it will all work out the same in the end yeah foreign we all taxonomies everybody processes things differently I'm just saying for me when I look at this it is not clear to me how this relates to this even though I know that the content is largely cold from here even just well okay strategically visually it's it's it these don't look like they talk to each other it was going to have a week never got around to doing that we both travel the key to where this was on the work plan because because there is a Wonder one I mean it corresponds yeah yes so that would be easy enough to do I mean the other thing is if if ultimately this is intended to inform the superintendent's evaluation down the road um one of the one of the problems that we ran into last year was that we did not stick to the osba rubric um and um and I think we had good reasons not to at the time but um if we if we use the osba rubric is the organizing device it will help us make you know a logical leap to the full evaluation come June but when push comes to shove I mean so if we want to do it in terms of broad goals and reorganize it around those that's fine and we want to keep it this way that's fine we just need to do this tonight yeah frankly at this point in the year it seems like not a good idea to try and like redo everything um so one thing may be to say like agree on that this work plan if you
01h 30m 00s
divide it up in pieces it fits in the 11 standards right except well except for maybe the one on sort of personal growth and there's nothing on the board superintendent relationships but there is under effective communication yeah effective leadership but I'm saying in the work plan so you could say we're going to use this time this template but we're going to really use it and if to say the pieces from here been under here okay and then you're going to have an addition in the I guess in the in the goals you have sort of the professional development and then maybe some of the how things that aren't that you wouldn't put into because it's communication protocols or whatever right so that can then get you because I mean the reality is is like the year's already you know seven months into it so if this is the guiding document say this fits under the 11 standards in the goal section it's going to be those things that aren't in here and the things we're pulling through if they're if they're not things that aren't already in here that goal section at the end is not going to be that much does that make sense okay so you're talking about you're talking about creating separate set of what your common goals so right because there's things that for Guadalupe that aren't in the district work plan because it's not something we're going to be like posting up let's just say leadership on a national level um We're not gonna be putting in here that he's going to be attending and serving on the council at Great City School leadership team for example so that's in here that's in here okay okay but you're saying so so let me just so there are pieces of this document that I think that that are not reflected in this that have to do professionally that have to do with things like what you're calling out like the pro there should be professional development put them in the goals and then the same thing is and I would just say the same thing is any of the house that we want to pull through not the what's because I think the what's did get put the what's got pulled through yeah like what being the continued middle school work for example so it's well so you're just trying to say whatever it's called out here that's already there we don't need the redundancy so only keep here what hasn't been called in the work plan that's something different like communication or professional development for him right and that doesn't mean that we have you know 15 pages of goals it's like this is the work plan I mean the standards okay so let me So when you say the house I'm still not sure I know what you need I mean what Amy just said was we can't really dictate the how for most things that are going on in the district I'm saying the very specific things on like page eight and nine it's how things get communicated but that but that can be metrics around effective leadership um communication and governance that can be a metric but what I'm saying is I'm trying to get away from recreating or inserting pieces of the work plan into the 11th standards this is the this is the what that is expected to be accomplished most of it is going to fall under the 11. so we don't we don't know we don't actually need to we don't need to pull out these individual things so that's what I was trying to say right because while Lupe's already said he's gonna right like this this is the this is the template of his work yeah and so we don't necessarily we don't actually need to call out a vision like the vision piece because it's in here so if we're saying because this is an enormous body of work we need to evaluate him on what he's actually doing so just just to remind us sort of where this emerged from it started a year ago
01h 35m 00s
through the summer as new chiefs were taking over departments and we asked them to Define what are the core functions that we need to set a foundation for and so they started crafting interim work plans because the school year was starting right and we brought that in Retreat to the board here's our sort of First Step at 1920 work that you can expect our time and effort to be engaged in and so we went back and forth at a couple Retreats with the board and starting from a blank screen I tried to capture it in a template to get us going and the board has now and then we had a good conversation around you know where where admin should kind of be going progressing across the school year quarter to quarter and we had a good conversation around and the board's role in supporting that work and that's how we've ended up at this pretty complete work plan which I've not seen most districts produce so I think uh you know it's an immense body of work but it's also reflective of everything we're trying to accomplish it's ambitious and it's keeping everybody busy I guess what and then the the guidance sort of and expectations I'm seeking Clarity on that I think any superintendent would is one of my specific leadership expectations and deliverables that you have for me that you believe I should be spending my 80 hour time and effort work week on to help make sure we accomplish these things but also identify any areas where you expect my personal time and effort be spent and so yeah we sorted the power some of the power standards from the osba superintendent evaluation and we laid underneath them sort of goal areas that are specific to where PPS is developmentally and then added specific action steps on behalf of leadership 35 of them if you count them um where you expect some demonstration of leadership and that's what I think has been attempted to be captured here this is a good discussion to sort of say is there something missing right I think Julia I want to when you see a little bit more on communication I'd love to hear a little bit more about that because I rarely have an evening free or I'm not communicating or visible out in the community or or with stakeholders or in schools so it would be good to clarify what we mean by that um both personally or organizationally that isn't captured in the work plan so um I'll just say that so for me this this is sort of the most the the more distilled that we can get uh the better and that's what I so this is the attempt of these two what what the difference is I think this was a little shorter I can't find you to distill it down yeah that was the only if if four pages of leadership action is 35 so better than five not enough then and you want to add 10 more then I serve at the pleasure oh no like I said this is with this was a consolidation of the other one um I mean I'm still concerned at the number so I'm not quite sure where to go with this I I don't know if the board has benchmarked these against the superintendent evaluations in the region but this is pretty robust by comparison well that's what I'm saying so I yes I agree and I think for the most part there's a few gc5 I've seen this fuse three but then I do think that we were trying to give for the work that's been done give you some credit to be able to measure you on some things that's in that work plan that we've asked you to do and that we can say it's been you know in this set of months since October you have done a lot of work and we wanted that refunded too well um thank you it's not about sort of getting credit for work accomplished it's the work that we envisioned we need we understood but it needed to get accomplished Right Moving us forward if we wanted to have that visible so if there's if there's anything under these sort of power standards that were picked out in leadership or governance or Communications or organizational management or curriculum instruction that have that there's something missing in there that you expect to see from me it would be good to know that if it hasn't already been demonstrated so I can pay attention to it between March and June okay here here's so let's use this as our template and it's fine with me if we add on the timelines as if they're but I I don't
01h 40m 00s
after quickly going through these two I don't see any difference okay uh with the Inception of this one is professional learning um there's a few slightly rewarded yeah one says expand CTE the other says develop a plan first I thought I had moved the professional learning well they may be in different parts it's the same words so you're suggesting the vertically aligned and fine with me if we have timeline well if you notice every rose timeline says June 19 except for like two categories well I mean that was going out we could change those in any way so so that was so if we let's say let's how about if we adopt this and now ask is there anything missing go through and if we have consensus or a clear majority for act ing something or if there's anything you don't think should be in here we can go there well there was still the conversation do you want to crosswalk with the work plan I mean that's what you were saying that it doesn't make sense because you don't know how so this is an iterative work plan we're going to keep talking about it we're going to keep bringing it up certainly in the cabinet level senior leadership continually refers to it um you know it's you know you will see sort of what role do I play in this work plan getting accomplished I think we've tried to capture in there no we did well I was trying to say is I know that that was one thing that we had intended on doing to make it a little more connected and if this is just a piece that we didn't do yet if that would be I mean I think it's worth considering arranging our goals under the three buckets from the work plan which also coincidentally are not aligned with standards that you commonly see on a superintendent evaluation form which typically only has three or four goal areas so around governance leadership and communication around instructional excellence and safe and supportive learning environments and then around resource allocations so those are here in the osba so yeah right they're just right but I mean I think is but is there some other document or are we using taking Scott's recommendation so well really to do that you're just adding another stripe of color here that's all you're doing I mean if you look at at where this starts the first white box has developed the vision that's one a I know we can reference it would be good to have a superintense evaluation that's based on leadership standards and not our organizational work plan categories what we did so you prefer this yes you prefer this yes yes so I just want to make sure that you know we cite and reference 1A you know the first row is about Vision development second row is about so that folks can can see the appearance alignment but it's it it's it's not I mean it it is not a one-to-one no it's not it's not a one-to-one correspondence because they're I mean there are lines in things should not be a laundry list of everything this doesn't reflect what I personally am doing right that's what everybody in this room is doing right so some of some of these things are summative goals based on you know multiple multiple strands of work that I mean you are not personally doing every strand of work that you are responsible for overseeing Middle options so right which is which is what I'm asking for guidance on Scott is proposed we go with this one I think Julie asked the same question probably to you know finish the exercise is there something missing right like is the remaining question so when if once we make that decision I'll jump in yes wait let's well we haven't heard from Paul we have for some fine going with this I have a question that our responsibility is to do a summative evaluation so do you think that these
01h 45m 00s
standards as expressed on here are clear enough for us with Fidelity to be able to do a I mean really as a board we're supposed to do a formative mid-year assessment in a summative end of year assessment do you think that this is clear so I would hope that if you're going to assess my leadership that you go back to the descriptors for each of these power standards and whether those have been demonstrated there is already a rubric via osba's recommended soup evaluation and Benchmark against those these are merely leadership actions that are evidence of demonstrating that standard right it's the same thing we say to students and teachers here's the standard here are objectives and evidence of that being mastered show me the work I'd be very good with that okay okay Julia oh okay um so I'm just going to run through them so I agree with it with Julie that we need some sort of Preamble at the top it's just I think what else go to Lucas that was my suggestion um I have one um I also agree with um so a couple things that this osba suggests that we use like smart you know simple measurable and time-based goals and so I think we need a little bit of tightening up on that of just how they're written um but to just you want me just go through line by line okay um top left um on the vision the first box developed with broad Community input I'd say co-develop with the board um I would suggest we link back so that we know which standards we're using so the first one leadership and District culture it's actually one five and six so to reference the standards that were I suggest we include the description under each of those okay so that first gray box is standards one five and six um the next box down that starts with in collaboration I would say in collaboration with the board and stakeholders um moving to the right the box that complete the blueprint I would just add a four that something like student-based metrics and other milestones and deliverables so that you wanted your strategic plan to have metrics um wait let me say that again and number four out of four this says something like student-based metrics and other Milestones so we should we should clarify what a traditional strategic plan has because that's typically a balanced scorecard that is sort of the appendix to a strategic plan that's fine it's just not there's no measurement um you want just not the set of strategies you want to know what the of course yes but the balance scorecard usually comes after you actually have a strategic plan so is that the link would you want to put my assumption is that's balance board part well um you can say what you when you're developing this plan what it is that you plan to measure um okay so and just to be clear the Strategic plan will not be finished by June 30th this is just a blueprint for so just okay so um okay but I think unless we start establishing baselines on metrics we're never going to get there you want to see a component of the plan to include that transaction okay um the next box down I have some specific language that seems like it's disappeared um that um I think we should pull back from the the evaluation last year because we were pretty clear but it could be something like initiate Communications to and respond to board inquiries in a timeline qualitative way especially related to issues in order we ask to take action on um another could be provide the board with timely actionable information so that can make informed decisions in order to fill its fiduciary responsibilities I actually have that written down if you want me to send it to it and then yeah um the next the next standard um the policy and governance and legislative that's standards two and four um and I didn't have anything there um so in terms of the timely response to
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board or Professor information I would say qualified that are those information requests going straight to the superintendent for our protocol where's that at least cc'd with the superintendent they're beyond something that's you know more than so this is specific to the superintendent this isn't but there's it all goes in together because if there's too much and again some of that coming from Beyond the board swim Lanes so to speak we're going to pile staff that footstep because the superintendent has to refer those request to staff and staff can do their job so that's why that's why I added the language that the board will be asked to take action on okay so if we get our board packets or we get a memo saying we're going to need the board to do X or vote on something or approve something so I tried to link it to something pretty specific just like hey I'm curious about like what we're doing in fifth grade science so I'm fine with the personal timely response you can even quantify it within 48 hours I'll let you know if if the information requests and you won't get it in 48 hours my only issue with the the information required for the board to take action on is the unintended consequence in that as long as the board agendizes it that's managing indirectly staff time and effort and and so you've put it on the agenda so you're going to ask that you're entitled to see information but it's out of sequence from whatever the staff is working on so it will be very critically important then to have a long-term agenda setting so it's it matches up with what we said we would do quarter to quarter so we're doing this and we're taking requests along the way simply because board members put things on an agenda hold that thought for next end because that's a very fair fair point I'll send you the um are you still on community I have I mean are we just going through these things I think what so I've gone through the first I've got the first two so if other people can add theirs I'm not on the third one yet I'm only human keep adding well no it's not adding but like here I would need these under Communications and community relations those are pretty vague um I have a couple create mechanisms for student and family engagement and District decision making so let's can I suggest in terms of facilitation any so we've got the first Ray bar you've made some uh yeah I'm fine with adding your suggestions anyone else for that section we should test to say is that are we good with that end of leadership and District yeah if so then we're good and that's anything else in that section under leadership I don't know if it's too self-serving but you know I we probably should say lead administrative team and adherence to Shared work plan because that's that's your piece of this Beast so call it out explicitly get the watch out there just get the funky job done which road were you calling that out on Amy and we'll just under the first leadership and District culture exercise effective leadership one more thing which is just lead administrative team and adherence to shared plan yeah I mean it's because the shared work yeah but this is this is his role okay so where was that where Amy under the first section um quarterly report to the board on progress toward goals have anyway I mean every one of your senior leadership team is coming to us on a regular basis with their pieces we've done it on visioning we do it on you know we do it super sweet is there a more efficient way to do this it almost feels like we
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should put this out up on the projector and just type so that at the end of the night we have the language that everybody wanted except it'll probably take us longer to set it up than just and then halfway through it'll show you yeah this actually should be out we are alone we try to be 21st century I really think we're actually moving now that we figured out what we're doing so let's just do it but taking the notes in them right right okay we'll have some of it right I could just send it to Rita and Roseanne language I have a lot too okay so anything under legislative advocacy legislative I think those are good ones well so my only question was Ben I think I had to put some kind of a measure and implement the recommendations yes like do we want to delineate but they're all the recommendations or I mean it's just my special at thinking or 90 of the recommendations is the the assumption that all the recommendations you know what are you talking about the Whitehurst report thing so some of them I can't oh personally because they're related to labor contracts um okay and then Julie had a considerably changed the evidence for Success language under the second point totally different sentences proactively advocate for legislative priorities identified by the board the two different sets are totally different I think I was just trying to come up with again what were what was going to be evident a plan or lets it communicate communicate a plan complete a communication plan here wait a minute what are we talking about just a little different um I guess they're saying the same things I don't really care yeah it doesn't matter Communications well I think we want the communication plan yeah it's fine leave it puts on okay um okay we're good with that section it's so long okay Communications and community relations I said establish effective communication systems within district and with broader community and so we said what we said in the evaluation was in the companies they turned into something overall communication strategy in the development of regular Communications feedback loops both internally and externally particularly with historically underserved communities I mean that's what we wrote yeah and that's pretty much just saying it's here evidence of broad District communication reaching all stakeholders bi-weekly internal reports out to the board substantive reports to the community at board meetings create meaningful opportunities for stakeholder engage what did you have yeah well this this is what we had as a board okay there's a need for an overall communication strategy in the development of regular communication slash feedback loops both internally and externally particularly with historically underserved communities I can take a picture of it and send it to Roseanne I think we can I think that's captured under the goal establish effective communication systems within district and with broader community and then maybe some of what you just said there are a couple of specific metrics under that I would add a new goal under there create mechanisms for student and family engagement in District decision making is that I'm a workflow yes launch a new office of student support all these metrics are from the work plan meet regularly with District student council create new channels of communication with targeted stakeholder groups what document are you looking at I'm looking at the document that I provided as the
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underlying basis for this which which we used but we're trying to consolidate too against to go into physical cases Freedom Roseanne I just sent you the language and the evaluation that's helpful where does universities I guess um yeah so you have a whole section on the work plan under uh this comes under building Community Trust and student voice and Leadership but we're sticking it under Communications and community relations so I have a question there's a lot of language being thrown out I don't know do we need to have staff stay for all of this now so we were to discuss the work plan which is why the staff is here this is okay appreciate it okay okay um okay the only change in the work plan has been the addition of a few elements on the on the board lines right and I I'll just pass something around I've been very minor other suggestions to yours Scott they're just for considerations their team you know I did not have substantive we're um okay we got to put staff out of their misery what about us no determined just just please shoot them or measles so Scots are the are the black and then I put mine in bread okay so the black we're already in right and uh yeah okay so it's provide oversight roll not Rose to ensure internal consistency okay so work with staff to ensure alignments of strategic Plano division priorities so Julia added design metrics set of regular Kings for updates and Performance Management specifically as it pertains to the Strategic plan right I mean best practices you're checking quarterly on well that I mean that should be true of all of our goals all of our strategic priorities well well once we have a strategic plan we should that should be the guiding document versus having the whole host of Random okay um so this is this is by June we're not going to have that are we going to are we gonna be in a position to design metrics we just we just talked about this yeah it's that if you have a framework for strategy plan you're going to have a general idea of what your metrics are going to be your balance scorecard you're not going to have information necessarily to plug into it but you're going to be as as each Chief comes aboard they're going to start identifying Department level performance targets which will begin to emerge District level kpi so okay but is the board doing that work we should be setting the metrics is a no it shouldn't be co-design our metrics should be are they actually meeting their metrics we're not designing um well they don't exist right now so uh they're emerging if we want to they're not as 360 degree
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as we I think all wanted them to become so they would they would be sort of an initial set of organizational metrics every organization yeah so every board that I'm on that has a strategic plan the board is involved in I mean it's your setting what what's important foreign okay can I can I just go back to before we settle this um whoever designed metrics is that going to happen by June really what we have here is our audacious already so we we will certainly take another look through it to see if there's some tangible performance indicators that we can call out because they're in place but we we're we're going to be rebuilding system performance right um so um I mean I I do not want this to be this this work plan cannot be delusional in any way so if this is not doable by June 30th you need to tell us right now well it's uh I don't think we want to over emphasize the accountability when we're still building capacity right so when the conditions are in place then you communicate what the indicators are so otherwise you're just a clb all over again okay so I don't think we're going to be ready by June 30th for anybody to design Memphis because we're not willing to know what info graduation rates I mean third grade reading there's a whole host of things I mean there's there's some high level ones that are produced no matter what they're the same ones the ode holds us accountable to that's what I'm saying there's that initial set I hope that we actually look at indicators that go beyond an end point but that actually measure growth that measures sort of things that are valuable to us like so let's talk about how many Arts programs get launched let's name them whatever identify maybe it's a better word identify okay so but let's take a step back because we're talking about our goal for this by June 30th is to have the framework of a strategic plan not just contagious right correct so I think right thank you having the metrics for a strategic plan by June 30th it's really it won't increase I'm just saying that we have some we have some basic things that every year whether we say we're measuring them on what measuring or not and it just this is in the context of strategic plans we have under Essa ode district and school level report carding and accountability going on so there's at least those but we want to go a little bit beyond that obviously and you could just drop in the ones we already have and you can build well we can have that discussion later right I just I'm good with refined broad parameters at this point formed by Vision process Okay so Rita how about how about I would say how about we take out design metrics how about we say set a regular Cadence for updates and performance updates on existing performance measures because that's I mean this is about the Strategic plan this isn't about reporting we're going to get reports on the graduation right we just got one right okay but but this is in the context of the Strategic plan where we come up with a plan that has objectives and that will have metrics of some support we can when we're ready for that discussion we can argue how much of that is or or not so by that we're not going to do that by June sorry to say we're I'm two years into my board service and
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I think we should have some identifiable like at the end of the year what what is it that we're the what is this this all moving towards at the highest possible level I mean build a functioning school system where the conditions are in place at schools to produce better outcomes for kids but we don't have those mechanisms at eye level in place we can we can spend time doing that but it's not the work that needs to be done right now the word that work that needs to be done right now is that development of the Strategic plan to get to that point which is not going to be by June 30th and then we will do exactly what you're talking about in some fashion or another but we're not there yet by June 30th and so we shouldn't you know there's a whole lot of stuff we don't we're not going to have by June 30th and that we should have there'll be some higher level milestones similar to everything I've seen historically in PPS at a minimum attendance as much as graduates proficiency rates Etc but we we want to be a lot more well-rounded and thoughtful than just that so um I think that's easy enough okay so so if we go to the bottom of this page 3G system performance and continuous improvements you added agree on a milestone dashboard aligned with the developing strategic plan and the state audit recommendation so you can based on this discussion you could take it I mean it sounds like people don't want to set Milestones but we are gonna we are gonna need to I mean the audit State audit the expectation is in the next six six months that reproduce an audit plan and that we actually are actively implementing I mean we already are actively implementing most of the what's called um We're going to need to provide evidence for the board pieces of it and the audit committee has started but we we're going to follow through on those recommendations just like the White Horse ones but I'm frankly not Guided by anything in that audit because it doesn't tell me anything about District Improvement nor was anybody on that team qualified to offer that kind of advice Fair Point well um so we're going to do our delivery we agreed to all the findings and that we've implement it we're going to do them so this is just the expression of the board's gonna do them I mean unless in sports saying they don't want to do them but we I just I don't want to over emphasize those as any kind of performance milestones for us on the operating side we did have some perform ance Milestones that we need to meet maybe not on the yes there are a couple items so okay that phrase just needs to be reworded and simplified which is fine it can be Wordsmith so let me go back to this let's take that out under the Strategic plan development that's what people want then take it um so staying on that strategic plan developments in quarter five the implementation of strategic plans ongoing monitoring we're not going to have a strategic plan right um to give people a bit of a sense we're kind of simultaneously developing a budget that identifies priorities across department so which is a bit backwards because normally your resource plan backfills your strategic plan so that will help form an outline of a strategic plan so with our budget proposal should be sort of the skeleton of the Strategic plan it is our sort of our task to for senior leadership to tackle at at the pulp program at Harvard this July which is a task I've done before with another just new team so that we come back with more meat on a draft to be working back and forth with the Border we're actually doing going from the Grassroots up and then coming down the visioning coming down and then the day-to-day work coming up and exactly that middle pieces you got it that's it okay so I'm just are we going to be in a position to implement a strategic plan in July September
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aren't you still going to be we're going to be refreshing it and hopefully have well I I want to be ambitious I would love to open our Leadership Institute in August with the plan but that's I only put that there because I noticed the topic they had calendar for strategic plan evaluation which seemed to imply that it was done so think about refine I mean it's the next phase okay but again this is the board line is this board work implementation so I'm I'm gonna propose that we leave the red out on that goal um second goal Year Edition is fine and okay well miles Milestone dashboard are we is that part of our work for this quarter or is that kind of I don't know what's the right timing for that for that we what I hope we do is we do an end of school year report out that is an initial scorecard right from whatever metrics we can't collect at that point that keys and that keeps getting refined but when you want to have that discussion well as soon as we have all the data collected at the end of the year from students assessments so your suggestion that's not that's quarters kind of an end of the year round though okay I like your additions to TV thank you so at what point so this is a first part of this is agree on a milestone dashboard let's agree on a milestone dashboard when you have that discussion or for what's in that dashboard as opposed to it is I think well there's one we can put in a dashboard and what we can agree we want to build hope for the future but um I don't see how a school system we can't be report we're not going to be reporting out at the end of school year on something so I I mean it happens right right right but which quarter is that going to be and that's going to be as soon as we have all the end of the year student data to synthesize which is going to be July August September well we won't have summative results you know right away but we we will have most everything else in in the month of June early July to report on okay so we're talking 45. so we can just move it to the right I don't know I don't know okay so okay so it's already in fortified it's important five we're going to take it out of quarter three and four right so what I noted is that we kept everything for to be social justice yeah and we are keeping the dashboard for the fifth quarter okay okay so and then Scott's word I think with yeah we can't are we good with the with the ones in Black uh there's two there with questions ah delicious administrated administrative participation in local and State collaboratives administrative response to State students suggesting um okay so this is in the board what do you guys look at it [Music] um yeah it's in here with that question is it captured in here because I'm not sure what they're referring to correct
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so so is this the monitor plan colon is these two things what we're monitoring bulletins down here so we're on 3G right so I'm seeing activity over the first two three quarters which we have been involved in higher Ed's alternative pathways so in the second quarter what you have down is administrators will actively participate in local and state level collaborations to informed District work and focus area CG feature pathways Etc but I'm merely narrative there is yes hey can tell us what's going on yeah there's a lot in there uh Dr Curtis 3G admin Quarter Two um we we have remained engaged in a number of collaboratives as well as higher ed councils this Friday is another example of that as we talk about teacher Pathways alternative candidate pools as mentioned earlier some of the conversations we've had our leadership development contracted Services we're talking about what an objective process for that looks like you've heard a recent presentation on our emerging balanced assessment system we do have a calendar this year the surveys are launching in the couple coming weeks so yeah looking at it now looks like we've made progress on every one of them so yours is just a monitor of them yeah okay I just had to say it out loud too okay to look sure we're not off track remember what the what was that one okay so I think we're good we're done with the work plan changes so it's a work plan so we should as a leadership team all of us here each quarter just kind of see if we're on track and just have a discussion about it hopefully during the three each of the three mods you're hearing evidence of the work in agendized for for discussion so can I ask that um if things are removed the dashes stay on but just be have a strike through and then if things are moved from one quarter to the next that would be indicated like move from Q2 so if it gets moved to Q3 that it says yeah well I would hope I'm not moving anything I would hope that we're having that discussion altogether to say yeah yeah that one's yeah why not move over and let's note it yeah in some ways this is this is a dashboard and be it's not it's not I think it's a little I've looked at a lot of District work plans I haven't seen on this specific yeah comprehensive perform what we talked about earlier is what's our timing here okay pockets should be aligned with that since we're all this is us even though even though we don't have the metrics we want in terms of student achievement metrics the metrics we've got are all embedded in here and should drive every single agenda well it should make pretty transparent what we've been up to and what where our time and effort is going um during the course of the school year so it's it's a pretty comprehensive story of all the work strands being led by people in this room
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maybe next year's iteration but if I were a parent in the K-8 I'd want to be like so where does it show up here that something's going to happen to my students and so I think really so next year trying to drill down so people can see how this huge body of work actually translates to impacts for students because I think it's it just the design of it makes it hard to do that so I'm I'm actually uh well last night that the PGA meeting got canceled I was going to try to sort of pilot it very quick PTA presentation of taking a number of these points trying to do that but I think that's when we talk about communication strategies I mean right thank you staff if you guys are here or not are doing a hell of a lot of work so as we get our Rhythm we need to we need to let people know that's happening each quarter it would we want to get to a point to where we're creating communication artifacts at the end of each quarter so that there's a progress report about the work that's happening so parents do realize we're trying to build a strong system so that the Improvement you see is at scale and not just these idiosyncratic one-off site approach you should leave more often so I'm going to go back we're done with this I mean this is a big deal this is a big deal so who is who is the keeper of this document just so I mean for updates yeah she looks excited well it sits with the executive leadership team Rose Academy support yeah well I'm just saying like for example some of the things that are board related so say that's a small thing but like the Fiat is going to happen in Q3 and not in Q2 and so who am I going to say move that onto a nice it's you okay that's good okay okay so I'm gonna dismiss the staff so they can try to not slip and slide their way home in the ice I believe so it's getting warmer out there okay no actually it's not it's not what supposedly it is getting warmer but still just above yeah okay so keep plowing forward did you want to try to edit the document as well is that what we were doing yeah I wasn't I wasn't tracking it until it would be easier we haven't made big changes we added a couple of relatively small things yep okay so so wear it small not insignificant um who said you guys could leave and you're still here chair is going to serve as my backpack who has to stay out get a little sketchy Sharon has to stay after sure everybody else gets to go to recess I don't think they were listening so your email here or go home and clear your emails in the gray boxes we wanted to add standards one five six you know just the numbers and the descriptions
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okay so so we left off at communications and community relations um is there it is so what we have as a goal is rebuilding Communications infrastructure and operations and the indicator is complete the communication plan with a broad range of clearly identified strategies to clear and effective communication positive changes in the school district 12 stakeholders we can so do we like that one do we want to trash it do we want to work it's not super clear to me and and the end goal of a plan is not what's most it's not completely implementing it yeah just just having it communication plan period is probably just that we sent from our um you guys got it from the evaluation and I don't think Community yeah um when I had established effective communication systems within district and with broader community I think captures what we're trying to say well I think what the positive wasn't really need to change the narrative so it was just a reminder of being it's not that we should okay what did you say establish effective communication systems within district and with broader community another goal like replacing that or I mean I would this doesn't mean much to me I rebuild Communications infrastructure to me the goal is to establish effective communication systems within the district and with broader communities and there's a few metrics here I don't know how I mean what we said in this evaluation is developing the overall communication strategy and development regular communication feedback which both internally and externally particularly with historically underserks communities that's pretty much the same thing which I sent to you guys yeah yeah um I got it that's internal and external communication system so that's I'm fine with that too it says the same thing and inequity um okay so wait a minute so is that the goal or that's the goal and their Communications um well one metric is uh I don't know if you want to go into the internal reports out to the board but bi-weekly internal reports to the board substantive reports to the community at board meetings okay and Roseanne and you got my the other changes on page one well I'm looking this is Adam do you have a hard copy of it by any chance I emailed it to you part of this uh my struggle with this and I was talking so what's an internal Communications plan providing how you measure all right I'm not I I don't have anything to whip out for Adventure on that tonight yeah somebody's smarter than that somebody has to write the plan first so yeah so somebody's smarter than me might have so maybe we just say our goal is to have a plan and then Patrick is being implemented that it's our broad criteria I'm sorry you don't think there's a need for an internal community no no I don't know how to do a metric on that you have to say it's this but I don't know how the internal thing is is my um anyway I don't know how to write a metric for that at least I don't you know people shouldn't be who work here shouldn't pick up The Oregonian and read what's happening um at the central office from this
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newspaper all the time I know well that shouldn't that shouldn't happen so to be an internal communication thing can also be a customer service survey where we're hearing back from when a teacher goes to HR and gets totally frustrated by whatever happens we want to hear about it if they go to HR and be like they just left me up we want to hear about it but we have now mechanisms reflecting now I mean I I think there's there's a lot of you know that's why the vision stuff has been so good is because there's people who we haven't asked before or at least you know feeling good that they're having a chance to input that so that's that's one little piece of it but there's a lot of other pieces [Music] if students our students internal but but there's a whole system there that it's going to take a while to build I don't know how to put that one metric that was here is create meaningful opportunities for stakeholder engagement is that too vague um I mean that's important to do I I'm just what we're looking for here is a stronger capacity for us to effectively communicate internally externally to the public to the media to students to school communities so we're not there yet this is one of the remaining departments to rebuild which is why that word is there um so I'm trying to understand what success would look like yeah June in this area that would equip us better to have to get more solid in this area that I don't think anybody has felt dissatisfactory yet is to create that plan yeah me right which is why I completed communication plan is here so um and a plan will include sort of water infrastructure changes for instance um so I have a couple of things that and you guys find that they weren't in there because this isn't but when I thought about this earlier you know yeah internal communication strategy for fostering collaboration with metrics again but it's still pretty fuzzy in terms of yeah is is it referring to how we all work together and communicate with each other as staff I think that's part of it I think it's really multi-dimensional if we're talking internally because and that's it we have a lot of ways we do that but again that's Community is that communicating too this is internal this is our own internal workflow and communication is that getting input from as well we're talking about two different things yeah we're talking about internal and action no but I'm talking about communicate um just sharing about you know by the way I mean I have no school tomorrow and one thing to get feedback from our what are you kidding me there's half an inch of snow out there what are you doing well here's the difference this year we have a process We Gather we set up a New York we're not talking about that particular decision I'm saying do we have a system in place that's both getting information out and back in to me communication is both of those cool I mean one thing I wanted to see in this category it is create meaningful opportunities for stakeholder engagement and then this is similar in terms of input and but create mechanisms for student and family engagement in District decision making and we have something around student voice under organizational management for me personally I think it is more community community relations I mean it can be either one but I would like to see under Communications and community relations something about mechanisms for student and family engagement District decision which which well under Communications and community relations trying to understand the expectation because I don't have any more hours to give here's what's going on right now a
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pretty comprehensive involved in planning and execution of a visioning process I'm coming off of at least a dozen pretty big Community meetings with every multiple Pathways program we have work that we're doing with access we have work that we're doing with Bridger all of which I've been to we have work that's going on with Rosa Parks about to kick in again because they're you're getting the communications it's not like they have we haven't engaged them so you know and the school kind of survey and the school climate survey that's establishing the Baseline for like there's so there's a lot going on right now and that doesn't even count all my evenings well that means you just killed this message underserved communities and you know diversity it's not everything that we're talking about is something that has to have sure it can not don't you do that with to-do lists certainly what I do okay I just want to make sure the language sort of yeah not just because there's been a lot of Engagement is it ideal at the level that we wanted to be no of course not do we want it to be two-way all of our ongoing work of course I think that's a great example right now we're we're the needles in the red in this area so and it's never enough for our communities so well just because we're calling it out as something important doesn't mean that we don't we think it's unsatisfied okay but I think it should be explicit create mechanisms for student and family engagement is that a metric in District decision making it's uh it's a goal so I um for both of these the measurable is there's a plan there's a mechanism well there are actually some metrics that are included in the work plan that are pretty specific because you have launch a new one student support are these going away well instead of Can you strike through I guess instead of erasing this up sure so we're my three build Communications infrastructure is it a strike through I mean are we taking that out um yeah I think the red took the place of that yeah yeah and we're keeping us to established about the communication systems with district and with the broader Community yeah and then I would make a space because it's a separate goal when you get to create mechanisms that's a separate goal oh yeah okay let's get rid of this yeah yeah and then I don't know how you know nitpicky people want to get but understood a voice if you want to include a metric launch new office of student support because that is something that we'll okay so my understanding was that that was being reconsidered so we will this would be as a metric if we do put it on there so it would be off the trip if I had to pick things from the work plan as to pull out as a prior priority that wouldn't be like a specific launch that office and Leadership opportunities so we're about to sort of do a little reorging to be able to accomplish that so however you want to care right so you know we have the spring supporting leadership conferences including the Middle grades we want to set up for more Affinity groups in the high schools and the middle schools uh we want to repurpose some of our student advisors who are very Youth Development oriented to help lead some of these efforts uh we are working with Nick to bolster some of the work that they want to do as a district you know it's beginning to give shape to what student engagement and youth leadership can start to look like in PPS uh it's just we're starting to sort of gather elements that have been sitting in different teams together can I just wait out so on page three third box down yeah there it is yeah thank you a second second box down promote student voice and Leadership and increase student engagement opportunities evidence is increased opportunities under the organizational management okay so how about we cut and paste we move it into Communications and community relations those metrics are fine with me foreign
02h 45m 00s
and then just move these metrics in collaboration with student leadership development you're looking at the horizontal version no it's just in a different category we're talking about moving it there are differences um thank you um crowdsourcing is wait a minute hang on but you that's the nature of our Beast unfortunately yeah okay um okay so we know what we want to do yeah okay like a different one by the way by the way back on uh in the work planes with a poor version we should have something explicit engaging students would you say in the work plan what so in the work plan oh on the board to two years student voice and Leadership and besides working on the policy we should explicit plan for oh you know on this decision coming up that the board is going to make I think we need to engage students make accountable hopefully we'll see that with the student resource the school resource officers and then just go to table let me just type it in yeah you have a math yeah students are going to be very interested in this decision so let's engage them early thank you right did that and and we're going to need to have support from this communication staff absolutely so again let's just distinguish what it is I'm doing versus something that you want to see us do organization yeah yeah we're having a sidebar conversation about the workbook this is we're playing the board role not you okay different because if you want me to provide personally provide increased opportunities for student leadership but I'm certainly giving direction in that regard and I will be continue participating with students out of schools okay so the red in there um it's more on the first page wouldn't that go under maintained a productive working relations oh that's that's up above that goes up in the it was the third full or the third not listening okay that's fine so right now okay okay are we okay with Communications and community relations um yes you're reading it and then okay all right organizational management so if my visibility out with Community Civic and all other groups I spend a lot of my time doing is an important I will free up that time what do you mean because it's not reflected there right Right In terms there's nothing around community relations so well actually we did call it out in music somewhere hey Roseanne that read what is that I mean that could be considered a communication system with the broader community part of that implies that you have to show up in that first one third box to the right this one yeah why would that work because okay all right so um
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okay so go back to community relations um do we want to we want to add a goal of I don't know maintain good relationships with Community stakeholders something like that I can't promise you that all he was talking about was showing up maintain Communications with it I think it's important to note somewhere here that part of playing the role right to be visible across a cross-section of communities and stakeholders so yeah if that's not a value then I'll free up that time pardon me the metric is everybody loves you and yeah in the in the concrete metric is what are they saying in the newspaper thank you chicken dinner okay how many Facebook surveys yeah okay so yeah so a third goal under this would be um maintain accessibility positive presence in the larger Community something like that yeah what did our recent candidate reference say will not be an embarrassment that was an actual headache that is one of their strengths well it was the it was the endorsement yes the endorsement will not be an embarrassment Oh you mean that was a recommendation ask the questions are like you know I mean you're bad yeah all right what's this person going to say when there's a microphone um so so maybe just a sentence in the first one which is leadership as the standard uh or refers to my own professional learning uh maybe just a phrase there around uh maintain but represent the school system positively positively represent the school system yeah so going back to the whatever that evaluation under um at the very beginning we also had a the board in superintendent committing to restoring the relationship or ships that were afraid in the process of the Middle School transitions um as a specific call out so yeah Tubman Rose Way access to programs that were displaced are you suggesting we put something specific because staff remains engaged with those School communities I can't make them like me but pardon I said staff continues to be engaged with them well I guess I'm not I don't think the standard is whether they like but are we working at supporting School communities that were impacted by our decision making and it's a board goal as well yeah under organizational management Community albeit access on Friday this argue with that and I was suggesting that we follow through on what we had the evaluation which is during relationships I remember that in my actual evaluation okay it's on page three three third paragraph I wouldn't Elevate that to this I think that there's a lot of things that are that level of urgency
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okay so remember this is back in the leadership in District culture section [Applause] is this leadership or is it some Communications and community relations that's my question so maybe we actually moved down that positive representation down to community relations and add something in reference to the okay okay so and and to to rebuild Trust I'm not rebuilding it in every instance I think it was rebuilt trust it was restore our relationships just want to add that maintain a positive president press presence can you continue to bribe reports for school communities that were impacted by the middle school process how about building trust with the district and school communities that have not been paid attention to because that's yeah because I do spend a lot of time doing that because that's part of my problem with just calling out the middle schools is it's like how about all the title one schools that I have never I'm not just going about one thing I'm just rearing what we as a group said to Guadalupe but but there are other things that have happened in the interim right so you can make it you can make it broader okay maintain a positive presence in the in the community and internet um work at restoring relational trust with with school communities so just applied to new ones or the ones that it's a building relationship yeah creating relationship S I don't know if it was there to restore her yeah or create it was already tenuous I'd say build because that can be filled upon or build from scratch okay so evidence [Laughter] it was um present I mean it's president's presence and engagement and okay I try to make sure that I'm visible at a variety of different kinds of other communities yeah it's not just defense it's not just performances it's Athletics it's parent groups it's parent coffees let's act active Presence at a wide variety of and a cross-section of or a white variety to turn in your calendar it's all there um okay so uh I think about active so Presence at wide variety of school and community activities venues yeah that's good variety of students physical presence school and community ah it's okay look at that I do I do yeah my best friend so okay are we good yeah all right okay um organizational management or deposit a safe and positive learning environment for students and staff so it's actually standards four seven and nine but I wasn't quite sure here because it looks like actually that's effective resources and personnel management which somehow got smushed out
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of which seemed rather like large areas to not have called out sorry did that make any sense I can't hear anymore so that standard organizational management is actually if you look at the osba standards it's effective resources and personnel management but we don't have that anywhere else and so I don't know so if you look through this there's nowhere we're at prioritizing any of the bond or the financial management of the district yeah we are where is that it's the third the third box down under I'm sorry so I would just suggest are we going to try and use the osba standards names yeah because then it would be effective resources and personal management and organizational management in two different standards they're actually standards four seven and nine that's what it looks like standard four is effective management well I guess we've we were trying to consolidate so yeah it makes sense and not necessarily keeping the standards titles okay we'll we'll dolls in the measures Okay so safe and positive learning environment we've got the culture and climate surveys develop mtss and develop a framework for district-wide PBIS truly you took out MTS yes well I put it differently I have developed a district one PBIS system as part of the mtss framework it's a system sorry so the question is is shears our expectation that we're just as establishing a framework or they're actually providing supports to students I think they're they're establishing a framework this year what the implementation becomes this infrastructure PD and these areas so it's ramping up and it's definitely so next year would be like full implementation yeah we're going as wide as we can with the resources we have so this year's advertising schools framework in the system s and same thing with PBIS we don't we're not actually providing supports to students we followed through on the things we committed to doing for student intervention you know crisis response um so we have a team we have a team that's out I mean all the contractual things that he agreed to but we don't have we have an mtss but we don't know PBIS district-wide framework I mean so that's why I'm saying that these just systems that still need to be further developed so this means at the end of this year that framework will be if you have sugar will be completed it'll it'll be articulated around what it will start to look like in implementation of which there are examples of but it's not at scale because we don't have the capacity no but the development that's a solution to what it says here mtss Frameworks I'm just saying so this is saying at the end of this school year we'll have the framework in place if you accomplish the goal that was my understanding do you have a framework and examples of what it's looking like in supporting schools so then starting July one the the goals for 1920 will be implementation at whatever scale whatever scale we afford or invest in yeah so during the budget process we should see some with this much money and get this amount with that much money to get that you have to have to give us an idea yeah I think that's that's what the team's been sort of locked up uh dealing with but I think what you're going to see is you know there's hundreds more entering kindergartners on IEPs we didn't anticipate so there's going to be a big ask there just to just to comply with their plans so yeah you're going to see a request for more focal Focus program classrooms you're going to see requests for either more teachers to open up more classrooms or additional parents at other higher sped Educators personally oh yeah sped is is ballooned because
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they're entering the system with plans and so we're gonna have to deal with that we we can't sort of we have to so okay we're we're getting yeah so okay does so is this language okay yep yep so again I wanted to put under um I think I put in TSS further down under curriculum too so this one I was just trying to say this was Behavior here's the PBIS system it's going to be part of that bigger mtss framework it was subtle but we weren't developing the MTS says here under Behavior because it's the triangle has two halves yes right and under curriculum planning and instructional leadership things he assist yep okay so are we good with that so next box is support targeted School Improvement efforts develop a differentiated School support and interventions mode oh wait a minute can we go back to the others so I I thought we were looking at the whole instead of going through one by one we're saying are there Physicians this whole section okay so I want to keep the one line develop a district-wide PBIS system is part of mtss framework instead of splitting into the two that's on the is on the vertical one where do you want this statement all right do you want to take out these two and put the one yeah okay it just makes more sense you mean you want to combine those two not this you just no I had it on a different document it is kind of combined develop a district-wide PDI system as part of mtss framework so in the next one are we just developing and submitting it or are we actually this is the should we should it be being implemented well that's a plan it's a question it's a question no here's where the status of that so the team has been busy tiering our schools and differentiating supports and coaching to them what we have not received is ode has not issued um CSI and GSI templates out to districts so we don't we personally went out there and met with them as a team like let us know when that's ready we're gonna we're gonna sort of start doing the work assuming at some point you're going to give us a template to fill out for compliance purposes but we don't have that yet or are they going to build it based on what we show them about what we're already doing we heard no evidence they've got it together yet so they're already a year behind so is that allowed that's at some point otherwise it's like what is the line you have to be responsive to the state of Oregon plan so I imagine sometime this spring will give us some kind of a template and we'll plug in all the work that we're pre-slugging and we'll submit it is even a definition and we want to submit it because we want the set aside that comes with it as insufficient as it is it's almost a million dollars we could use that now across 30 schools which is about 20 grand for school so what is that going to buy us okay cool all right let's move on okay it's page two better nothing so I have something at the very last one um it's the initiate process on the right hand side the last box um so it seems like we want to do more than just the audit completed and the findings communicated is it okay usually when there's an audit there's findings and then and recommendations so which is the very last bullet on an honored 2017. it's actually not an audit of over and it's audit of the bond yeah that's it audit of 2017 Bond oh external audit for performance of it so it should read a performance audit of 2017 Bond complete okay find that you know findings and recommendations findings communicated recommendations and recommendations in a minute assuming we have those and they're doable for being completed by June all right this this is a huge thing this year that I think I know we don't want to add more
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but it seems like one of the bishop good credit Madison Lincoln and Vincent and Benson and then there's a piece for Benson to complete but it seems like that's those are milestones well it is continued implementation upon funded School modernization right so so I'm I'm hearing at a bullet right yeah completion and planning for school you know three quarters the way through that with Benson yeah to get over there so completion and planning and initiation of construction submittal of Master plans designing design and construction there's still a lot of design next year we did demolish at school construction okay okay um we're looking for a sentence for everything we just oh uh uh completion of design work and initiation of design work for medicine Lincoln Kellogg and Benson initiation of construction of the hill of Construction Construction it's more the all the pre-construction that's something but those are those are huge Milestones regardless of whether the construction is an approval of Master plans for does that make sense there's more than that Kellogg as well Keller well is that different from practical completion of design completion of design work and board approval of Master plans for um okay so approval approval of Master plans for actually um whatever you'll be at completion of design for everything but Ben said um so I think it needs to be worded in such a way that like it's not like the Benson's Complete because I think that's what's going to happen over the next three to four months um by March 31st right so yeah but it doesn't speak to designer I can't see there I'm just I want to make sure I just want to make sure that completion and approvement that's fine okay it doesn't speak to the design but yeah okay that's okay goodness it doesn't say anything about it yeah good enough it leaves out the middle part but that's a lot of work for one year for one sentence how about design completely [Music] yeah but it wouldn't I mean I don't think we like to get it it's fine it's fine we're leaving now it's fine that's fine yeah anything else in this section s sounds good okay delete that cell that row delete row yes I promise so just it just depends I like the Lee rope across or do it later both boxes yeah okay okay yeah have you saved it Roseanne yeah same version yeah snack cream
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memories that yeah doing two hours of work and then having something happen yes yeah it's very smart okay anything I curriculum planning and instructional leadership so I'm I'm sorry I'm still on the um page three at the top um or it says that complete and communicate and updated five-year racial equity and social justice I think you mean plan not policy because a policy right right yeah yeah I think it's moved down didn't we move the student voice yeah we did so you're good don't test on the budget wow are we still in that section here right here sorry Justice plan okay I don't know about the evaluative metrics of what work that's happening right now is a bunch of focal groups are coming together that are convening so she's refreshing the lens she's bringing it to the board as a Next Step um refreshing everything on our home page and you know just constructing a plan refresh this language specifically came right out of the workplace yeah so it's just the including evaluative metrics I'm not quite sure what that means could we delete the last three words well it's because the previous plan was not a plan we're getting we're getting a limits we could probably that's that was the can I keep keep going well does anybody object to taking those last three words they're in the work plan take them out of the work plan too I mean we just understand the work better than when we did this in October yeah okay what else okay down to the one that says develop um produce uh stakeholder friendly budget I would say how do you say student-focused budget recommended budget I don't know I don't know what stakeholder friendly means but I imagine readable readable communication uh an easy to understand communication strategy around production well I'd rather say produce a student Focus I'm agreeing with you I think we produce a budget and we have a community have two ways to weigh in that makes sense which goes back to the goal number two on Communications number three and yes so we're saying a student-focused recommended FY 2020. then I had on the next one I don't know if I'm almost the right word either but sustainable that's what I was saying okay it's fine just FYI we're going through a big cutting exercise because we don't actually have new monies for July our expenses are going up by just maintaining current levels so that's not a small number so it's that second foreign so on that last one in the category um I would just change it it just it's weird it worded Strangely I would change it to effective management of District resources and implements third-party auditing
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or support third party auditing oh great well the way it's worded right now is effective management third party auditing I would just say effective management resources which is a core yeah I think we've dropped some words well I've never put insure because my lawyers that I work with don't allow me to say that right that always gets edited out of my documents by the lawyers um and then under the complete the kafir don't you want to have a clean audit report I mean we do pin yeah I don't know what the complete a Capper and audit findings is just like complete a cafe and then that's not a good rating like with minimal findings or right or non-material findings and that's that's what you want we know we're going to submit a Capper so that's what happens pardon this already happened yes yes okay so let's set the high standard that he's already met okay with no with no findings instead there has to be some benefit to do that we did on the last one cooperation at Secretary of State's audit and create they're doing here we submitted um I was going to suggest some changes in the last sentence oh wait a minute before we leave this is um so receive a clean audit receive a cafe clean camera Fame reviewer we've provided the report correct right fill other languages so right so it's so complex but this is an external audit right someone else did it who but it requires hundreds of hours of our team okay so so then cooperation with external Auditors to produce a clean capital no material findings let's say that's going to be like occurring like goal not just the years where it's already happened we will continue to build on our successes yes because that's the standard that you want I mean and it just happened to be also the one that we got okay is somebody typing go ahead just gotta get our charger oh did they go to the next page yeah oh yeah so on the so I would be cooperation in Secretary of State's audit semicolon build audit action plan so these should be cooperate foreign I would just Implement recommendations from Secretary of State sector well I was just trying to give to the the steps would be the building the audit action plan and implementing it I mean we've got theirs I think we have to include
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I mean this is like a huge body of work that's going to happen across the organization you're a darn good secretary yeah Mr Colin disagree I took Orchestra not typing that's why I never finished such a thing is addictive text is speech to text okay we're done yes there's another page that's what I was referring to um next section so the um establishing culture of performance reviews um oh you know what no excuse me my job's becoming impossible that's why there are so many pages here so I guess we had I'm just looking to see a kid touches on all these things differentiated School support and intervention systems arguably yes um targeted strategies of support to raise achievement for historically underserved students not really well we've got Equitable access and outcomes for all students you know what it's second box should be under it talks about differentiation supports it doesn't talk about targeted interventions for identified subgroups of students well we have different I mean I think we have it under Equitable outcomes um yes safe and supportive learning environments uh do we have somewhere in here of uh updated my job racial Equity policy yes yes I'm fine then with curriculum anything so I have something in there if you want anything on uh yeah developing a plan for um adoptions this year I thought they were developing there so we're developing a corporate so there are probably some areas where materials adoptions could be used but these are all these are co-constructed with teachers textbook based curriculum so I have one thing in the curriculum planning instruction but I'm not sure where where to put it or maybe it was earlier but um in the evaluation last year we had on page 14. Middle School piece can make it be more noise you could I'm going to hold this together okay which was um more looks forward to regular status reports on these on the three middle schools during the year and further information on progress towards refining the Middle School model that we applied district-wide the expectation is that planning and concrete steps will be taken through the remainder of the students in under enrolled case in the middle schools as soon as possible the superintendent will Engage The Board in creating a timeline um so if I were to try and capture that two pieces I don't know if it's in this section or a different section okay it could be it could be there or it could be the boundary stuff in here yes well but it's also Equitable accessories a better place than just temporarily go back to is everything Julia should go I mean there's a lot of stuff in that area well I think it's about ultimately it's Equitable outcomes so it's under the organizational management so do we want to is that what so you're talking about the middle there's something in the evaluation that talks about setting a timeline
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uh and so Julie and I were just trying to figure out which which one it went into because it I don't know curriculum panic and instructions except did it make it into the work plan I don't think it did well if it didn't make it into the work plan it's not because I didn't try and add it several times Well actually it is my understanding is that it's part of that so the first phase of a contract is to work towards the issue of the feeders Kellogg followed by what recommendations there are for reconfiguring it I think so Julia I'm not opposed to adding it it might be under the third box under the organizational management we've got a bunch of stuff the equity facilities so if I were to describe it in two sentences um it would be provide regular status reports on the three middle schools semicolon right which three are we talking pardon which three are we talking the three that were in your goals akeley Harriet Tubman and yes right okay so check and then semicolon and so are we talking about this part here under initiative process yes so I would put it after Focus option review in the next what provide forward with a mid-year update on three little semicolon prepare a timeline for Engage The Board in creating a timeline which will be largely informed by what we start to understand by the folks who are going to be helpful so they're boundaries I was going to suggest we put that under the issuing of a contract to assist with the preparation which is page two yeah we just added it right under issue a contract good that's exactly where we put it into my mind for what four yeah the expectation is that that planning and concrete steps will be taken to move the remainder of the students in under rural caves into middle schools as soon as possible the superintendent will Engage The Board in creating a timeline for this to happen um that's more completion of transition in Middle School completion of K-8 reconfigurations to be exact ly it's not that there's anything wrong it's not just kid AIDS back on under curriculum with mtss to develop and Implement so didn't we have that discussion that we weren't really implementing but just developing this year so take out Implement yeah probably yes it's part of a page three or somewhere maybe page four page four that's pretty good there it is but part of what we saw in a deliverable in our Learning Journey which I can share with all of you the electronic file of as a comprehensive student family handbook that actually lays out TSS and behavior expectations and tiered interventions are makes those transparent to the whole District community so we want to move towards that direction so that isn't happening at the school to the students they would go right to it says here up 8-7 this level of infraction would result in this level of support yeah okay Focus I don't have anything to work it's an education so talent management I've got something I was a teacher okay I'm telling Management in the second box okay but um the I think the key deliverable we may be transitioning to an annual evaluation but the what was promised was that everybody would be evaluated in the central office
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oh yeah okay that's what Claire promised that everybody would have an evaluation every year so that is the intention and we are currently um I guess the question is when do you actually do that transition to annual evaluations well I think what because I think what Claire said yes was that um it may not be under the new evaluation system but everybody would be evaluated yes oh I see what you're saying it's not the timing it's a commitment that everybody will be evaluated right yes it's great if if you don't um everybody still needs to be evaluated like the whole like my my supervisor left mid-year so I didn't get evaluated as days are done let me let me put this in the forward question will everyone be evaluated by by June 30th 2019. will everyone have been if if you count the evaluations that came through on in June of 2018 and the ones that will be done between now and June then the answer is yes the intention is that everybody will receive an evaluation okay there are going to be circumstances where a direct supervisor of an employee not six months okay but three weeks away but yeah but I thought we were that's we were getting a system where that didn't happen anymore that shouldn't happening there so we have it we were an assistant uh where that will be implemented right where there's a pilot uh this year uh and it will be fully implemented over the course of the next 14 months 15 months where we will be able to track much more carefully um who's completed their evaluations and who has what and and be able to report on you know the what the outcomes of those are well why don't we instead of saying transition why don't we stick up in The Matrix what we got promised was everybody would have an evaluation so it seems like we should just say that because it's a 95 it's like 95 of the goal great yeah okay but that's that's what is that lawyer said was going to happen is that a reasonable to say that we will have evaluations completed for central office Personnel yes for all employees which means all yes all employees should have there we go evaluations again it comes with a question then it comes to answer who's due in evaluation this June versus right because of two-year Cycles I thought we were getting off two-year Cycles I know but we can't under the transition you can't do that without changing contracts for non-rep uh for non-rep employees right we can move to that yes so the whole the whole discussion was about non-represent non-represented this is where it came up around non-represented employees in the central office not receiving evaluations what's the difference let's just do this it's not a verb what's what's what's our metric complete annual evaluations due for central office Personnel yes and if if the qualification is represented versus non-represented because the whole conversation originally started is not as non-represented staff you could say non-representatives that's fine complete annual value because they all should have annually right they should all have a Representatives evaluations under the under the uh the policies have existed uh into the beginning of this year and that's what we're transitioning away from so we're not doing uh biannual we're doing annual okay so it was so there a bunch of people are currently under an old contract that was every other year right I so non-representative bargaining agreement uh so though there there is a chunk of people right there's a reset we intend to do on July 1st we've got some language there is going to do and I can I'm gonna follow up with Claire because Sheena had a
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whole discussion about it it was not that it wasn't well we have our chief of HR here that we're telling you well uh I'm gonna say Clara in a public representative staff that everybody but everybody evaluations yes right absolutely and that will happen and I think we want to say uh non-represented it says staff without central office right is that correct for unrepresented central office Personnel does that capture it yeah okay not a representative the non-represented central office person I thought you wanted to take out the central office it's fine okay okay we can go bigger it's a good thing you didn't leave okay Labor Relations so um second box on the left again I would get rid of the word insurer I just said overseeing complete contract negotiations feet I'm the Violator of the insurance what word oh sure it has a vocabulary I can't ensure anything um and then okay oversee and complete yeah I mean he's already doing all the annual evaluations for them so apparently is that not on the work plan and not on my valuation is it is it not on the workplace it is some open questions about timing so it's possible okay it's probably under systems okay so I have one last item um in the evaluation we also and this is just for consideration under labor partners we recommended that there be um meetings with the other um labor roughs oh just hurting his evaluation like versus not just Pat yeah it was an art intention of just Pat that's happening right right regular well with some groups often with others less so me personally I don't mean with all every unit all the time so there's a little bit of discussion here so we can decide not but just the raising it because it was in the evaluation it says on page nine another positive step would be to set up regular meetings with leadership of the district's other Union Partners let's put it in we're doing it another uh perhaps a meeting tomorrow are we adding something so yeah right regular meetings with all major employer groups are all but are you saying you don't think that's a good use of your time are you suggesting that I should be doing that so you know I think our superintendent's responsibility is to ensure that um those relationships oh sorry I go away from church you're like a lawyer I am like a lawyer absolutely not enough time in your legal team um so what's what's uh what I mean for the superintendent to be directly involved with each of our unions versus have a fantastic Labor Relations team that Fosters those relationships I mean I think the first one is is General enough that's why first goal is General enough yeah um and I think the metric is specific enough I think they're fine like a lot of these things in here he's not going to personally do they do oh that's understood you're not I'm just raising the stuff that we put in the evaluation to see if we wanted to pull it through it and you said that was
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on page nine I agree it should be in there but it's it's not going to be quite a looping personally meaning employee [Music] there are some things I think that were in that evaluation that were probably one of us so at the time we were writing this that that evaluation um things were particularly contentious with um well not everybody but you know a you know one Union in particular met with them and and the z-spotted and some and and things changed right so they live in that world so that's kind of a it's a one-off it doesn't have to be putting I dropped the other one off because I'm so we're still waiting for the list of committees that or advisory committees that exist it's like kind of a back evaluation yeah I know it's really bad anyway I mean putting it in here implies that that's going to be a regular thing and I don't think it should be as I said I didn't raise all of them I just tried to get where they seem to be a major theme does this capture but [Applause] um so this is the final document that will effectively be sent back out to you in your report packets for this 12th to adopt is there a preamble coming well here I don't know do you want a narrative preamble um I mean here's the elements of the superintendent evaluation process there should be some it just needs a few sentences that places this document right you know so that a reader could understand that it's using osva standards okay we want to do a one minute I'm willing to live at somebody else brainstorm osba standards anything can I give it the standard numbers I've got your four points to go in there it attempts to identify specific leadership actions so we have the superintendent now I'm assuming that it references the board administration's agreed upon work plan for school year 1819 um are we all assuming that we aren't having any formative mid-year party since this is that yeah okay just say something it's lost now I'm found you're welcome well I would suggest we sit on the on the board calendar right now Rosanne did you get the first page ones that before you I didn't figure out yeah we started back from the beginning I think so um

Sources

PPS Board of Education, Archive 2018-2019, https://www.pps.net/Page/14001 (accessed: 2022-03-24T00:57:50.174924Z)
PPS Communications, "Board of Education" (YouTube playlist), https://www.youtube.com/playlist?list=PL8CC942A46270A16E (accessed: 2023-10-10T04:10:04.879786Z)