[00:00:01]
GOOD AFTERNOON. IT IS OCTOBER 13TH, 2025 AT 4:33.
I NOW CALL THIS WORK SESSION TO ORDER. SEANIECE, PLEASE CALL THE ROLL.
DIRECTOR EHMCKE. PRESENT. MR. GEORGE. HERE. MR. GREENWELL. HERE. MISS LEE. MR. MEYERS. HERE. MR. MICHAELSON. HERE. MR. MILLER. THANK YOU FOR JOINING US TODAY FOR THIS BOARD WORK SESSION.
THE SESSION IS AN IMPORTANT OPPORTUNITY FOR US TO ALIGN OUR STRATEGIC DIRECTION, CLARIFY EXPECTATIONS, AND ENSURE WE ARE WORKING TOGETHER TO SUPPORT STUDENT SUCCESS AND CONTINUOUS IMPROVEMENT ACROSS THE DISTRICT.
WE APPRECIATE YOUR TIME. I REALLY DO, GUYS. I REALLY APPRECIATE IT, AND INPUT AS WE MOVE FORWARD TO DO THIS WORK. SO AT THIS POINT IN TIME, WE ARE GOING TO GO THROUGH.
AND DIRECTOR MILLER WILL BE HERE SHORTLY, SO HE'LL BE IN PHYSICAL ATTENDANCE.
AND SO, DOCTOR CORDOVA, WE'VE BEEN DOING THIS PROCESS FOR A WHILE.
SO I'M GOING TO TURN IT OVER TO YOU. THANK YOU.
THANK YOU VERY MUCH. DID WE TURN THIS OFF? OKAY.
THANK YOU VERY MUCH FOR YOUR TIME. MISS BEMUS AND I SAT DOWN AND TALKED ABOUT HOW WE WANTED TO DO THIS, AND WE REALLY WANTED TO MAKE IT A WORK SESSION, IF YOU WILL. SO WE'RE GOING TO BREAK THIS DOWN INTO PRIORITY BY PRIORITY.
I'M GOING TO GIVE A BRIEF OVERVIEW OF WHAT THAT PRIORITY IS.
AND THEN I'M GOING TO HAVE Y'ALL TALK AMONGST YOURSELVES, WHICHEVER COMPOSITION YOU WANT TO TALK ABOUT WHAT YOU HEAR, WHAT YOU SEE, AND WHAT CHANGES OR ADAPTATIONS YOU WANT TO TAKE WITH THAT.
SO MISS BEMUS DID A YEOMAN'S AMOUNT OF WORK WITH REGARDS TO PUTTING IN THE ACTION STEPS AND THE PROGRESS, AND HOW WE'RE GOING TO MEASURE PROGRESS. SO I'M GOING TO LEAD WITH HOW WE'RE GOING TO MEASURE PROGRESS SO IF I UNDERSTAND YOU CORRECTLY, WE'RE GOING TO GO PRIORITY BY PRIORITY, THAT YOU ALONG WITH YOUR TEAM DEVELOPED.
YES, SIR. YES. THERE WE GO. YES, SIR. SO WITH REGARDS TO WHAT WE HAVE HERE, OF COURSE, THIS IS THE WORK THAT THE DISTRICT LEADERSHIP TEAM PUT TOGETHER AND LOOKING AT THESE PRIORITIES AND MAKING THESE THE MOST IMPORTANT THINGS WE'RE GOING TO FOCUS ON.
YOUR INPUT IN TERMS OF WHAT THAT LOOKS LIKE, WAS INSTRUMENTAL IN HOW WE SORT OF WHITTLED THAT DOWN, BECAUSE THERE'S A ZILLION THINGS THAT WE CAN WORK ON WITHIN THE DISTRICT.
BUT FOR THE PURPOSES OF TODAY, WHAT REALLY I THOUGHT OF AND WANTED TO DO IS GO ONE BY ONE, AS YOU'VE SHARED, IF YOU WILL, ABOUT WHAT CHANGES, WHAT MODIFICATIONS, OR WHAT QUESTIONS YOU MAY HAVE, AND MAKE THIS MORE OF AN INTERACTIVE CONVERSATION, INSTEAD OF JUST GOING UP THERE, CLICK, CLICK CLICK CLICK CLICK CLICK. DOES THAT MAKE SENSE? IS THAT AMENABLE TO EVERYONE? YEAH.
AND THIS IS INCREASE THE PERCENTAGE OF STUDENTS MEETING, AVERAGE STUDENT GROWTH IN READING, LANGUAGE ARTS AND MATH. AND IF YOU'LL NOTICE THE ACTION STEPS, THERE'S A LIST OF ACTION STEPS THAT ARE RIGHT THERE NEXT TO THAT.
AND I'M NOT GOING TO READ THE ACTION STEPS FOR YOU BECAUSE I THINK YOU ALL CAN READ THE ACTION STEPS ON YOUR OWN WITH NO PROBLEM. BUT I DO WANT TO ADDRESS ON THE BOTTOM, PROGRESS TOWARD THE PRIORITIES WILL BE MEASURED USING THE FOLLOWING KPIS, AND WHAT WE'RE GOING TO USE TO MEASURE THAT.
SO AS YOU'RE LOOKING AT THIS PARTICULAR ONE IN TERMS OF STUDENT PERFORMANCE, WHICH IS BASICALLY GENERICALLY WHAT IT IS, LOOK AT THE ACTION STEPS AND THEN LOOK AT HOW WE'RE GOING TO MEASURE IT.
BECAUSE REALLY HOW WE'RE GOING TO MEASURE IS GOING TO BE INSTRUMENTAL. AND WHAT INFORMATION YOU GET AND HOW THAT INFORMATION IS GIVEN, IF THAT MAKES ANY SENSE. THAT'S THE KEY. WHAT WE SAY WE'RE GOING TO DO, BUT HOW WE'RE GOING TO MEASURE IT.
THERE'S ALL SORTS OF IDEAS HERE THAT WE HAVE.
DOES THAT MAKE SENSE TO YOU ALL, OR IS EVERYONE CLEAR ABOUT WHAT WE'RE TRYING TO DO? SO IF YOU LOOK AT THE ACTION STEPS, RIGHT UNDERNEATH THAT, YOU SEE THERE'S A VARIETY OF THEM THAT ALL FALL INTO THE CATEGORY OF IMPROVING STUDENT PERFORMANCE. UNDERNEATH THAT, HOW THAT'S GOING TO BE MEASURED TRULY IS THE KEY.
WHAT THINGS ARE WE GOING TO LOOK AT IN ORDER TO MEASURE STUDENT PERFORMANCE? AND THERE'S SOME THINGS ON THERE THAT MIGHT JAR YOU A LITTLE BIT, OR THERE ARE THINGS ON THERE THAT MIGHT BE MISSING.
[00:05:04]
ALL OF YOU WHO'VE BEEN WORKING IN THIS AS DIRECTORS FOR QUITE SOME TIME.SO THIS CONVERSATION IS NOT SOMETHING THAT WE DON'T HAVE PROBABLY ON A FREQUENT BASIS.
SO WE'RE IN TWOS, TWOS AND TWOS AS I SEE. SO WHAT I'D LIKE TO DO IS JUST FOR YOU ALL TO START BY, BY LOOKING AT THAT SECTION DOWN AT THE BOTTOM, PROGRESS TOWARD THE BOARD PRIORITIES WILL BE MEASURED USING THE FOLLOWING.
LOOK AT THAT AND THEN HAVE A CONVERSATION. LET'S TAKE ABOUT, WHAT DO YOU THINK, DIRECTOR GEORGE, MAYBE FIVE MINUTES OF CONVERSATION? YOU'VE ALL REVIEWED THESE.
YEAH, WE ALL MAYBE OF IT. YES, SIR. AS FAR AS DISCUSSION, I THINK IT'S FINE THAT WE DO THE GROWTH, BUT I THINK THERE NEEDS TO BE ANOTHER ELEMENT WITH THAT. AND IT'S ONE THAT I'VE PUT FORWARD SEVERAL YEARS IN A ROW IS, HOW DO WE COMPARE AGAINST OUR PEERS, AND WE CAN DEFINE WHO PEERS ARE.
BUT IN MY MIND, LOOKING THROUGH THE DATA, CEDAR RAPIDS, COUNCIL BLUFFS, DAVENPORT, DUBUQUE AND WATERLOO, FOUR OF US ARE BORDER SCHOOLS. AND WE'RE NOT COMPARABLE WITH ANKENY.
WE'RE NOT COMPARABLE WITH WAUKEE OR JOHNSON OR SOME OF THOSE OTHER SCHOOLS.
THE MORE AFFLUENT ONES. YEAH. AND SORT OF AN ANALYSIS OF, WELL, GREAT, WE'RE GROWTH, BUT ARE WE KEEPING UP WITH THOSE COMPARABLE PEERS? IS WHAT I WOULD SAY IS, WE CAN LOOK AT OURSELVES IN THE MIRROR AND SAY WE'RE HANDSOME AND POWERFUL, BUT REALLY, ARE WE? AND HOW DO WE COMPARE AGAINST OUR PEERS OVER TIME? AND THAT'S SOMETHING THAT. WE DID IT LAST YEAR, I THINK.
AND I DON'T SEE ANY OF THAT IN, IN HERE. SO I'M NOT SURE, YOU KNOW.
AND I DON'T KNOW THAT THOSE ARE THE RIGHT PEERS. I MEAN, THAT'S SOMETHING THE BOARD WOULD WANT TO LOOK AT AND DISCUSS. BUT SOMEHOW, SOME WAY, COMPARING US WITH STATE AVERAGES IS TOO BROAD IN MY VIEW.
BUT NOT COMPARING US AGAINST SOMETHING OTHER THAN OURSELVES FROM YEAR TO YEAR.
I KIND OF SEE THE OVERALL PURPOSE OF THAT. WHERE I'M STRUGGLING IS, IS HOW DO WE TIE THAT INTO HOW HE GETS EVALUATED IN ONE OF THE STANDARDS? CAN YOU HELP ME WITH THAT? HOW DO I IS OUR MOUSETRAP BETTER? IS IT GROWING FASTER THAN THEIR MOUSETRAP? YOU KNOW, I MEAN, MAYBE I DON'T MEAN A MOUSETRAP.
I MEAN COMPARABLE, COMPARABLE SCORES. ARE WE DOING BETTER? ARE WE SLIDING OR ARE WE ADVANCING AHEAD OF THEM OR KEEPING THE SAME PACE? SO IN ONE OF YOUR ACTION STEPS, YOU WOULD LIKE TO SEE A COMPARABLE WITH UN SCHOOLS? I WOULDN'T SAY JUST EWAN, BECAUSE MORE DEMOGRAPHICALLY SIMILAR.
I THINK YOU SHOULD NAME THEM AND YOU NAME THEM. WE OUGHT TO DESCRIBE WHAT OUR PEER GROUP IS.
WE'RE GOING TO SAY WE'RE COMPARING OURSELVES TO DAVENPORT, CEDAR RAPIDS, CEDAR RAPIDS.
AND LIKE I SAID, I DON'T THINK ANKENY OR WAUKEE BELONG IN OUR PEER GROUP.
AND I AGREE. I THINK THAT. WHY DO I SAY THAT ANKENY AND DES MOINES DON'T BELONG IN OUR PEER GROUP? BECAUSE WITHIN THE STATE OF IOWA, AS YOU LOOK AT WHAT'S HAPPENING DEMOGRAPHICALLY, THEY ARE THE RECEIVING, THE EVERY ONE OF THOSE SCHOOLS. WHEN I TALK TO THEM AT IOWA ARTS COUNCIL OR OTHERWISE, THEIR COMPLAINT IS WE DON'T GET EXTRA MONEY BECAUSE WE HAVE SO MANY STUDENTS COMING IN.
I THINK THAT YOU LOOK AT OUR BORDER SCHOOLS THAT ARE OF OUR SIZE, WE'RE HAVING THE EXPERIENCE OF THE IMPACT OF OTHER OPTIONS AND THE DRAW OF GREATER DES MOINES IS A CHALLENGE.
WE'LL JUST CALL IT A CHALLENGE. BUT IT'S SIMILAR AMONG THOSE PARTICULAR SCHOOLS.
AND THAT WOULD BE. YOU LOOK AT US AND COUNCIL BLUFFS AND DAVENPORT AND DUBUQUE AND CEDAR RAPIDS.
THAT'S WHAT'S HAPPENING. SO I'M HAPPY WITH THIS.
WHY DON'T WE JUST PICK THE ONES WE'RE GOING TO CALL OUR PEER GROUP AND MEASURE THAT? I WOULD WANT US TO REVIEW. I MEAN, I'VE DONE ALL THE DATA, BUT I WOULD LIKE FOR THE REST OF THE BOARD TO REVIEW ALL THE. WHAT'S THE PROPERTY TAX VALUATION PER AVERAGE STUDENT? WHAT'S [INAUDIBLE] PERCENTAGE OF POPULATION? WHAT'S THE FREE AND REDUCED LUNCH PERCENTAGE OF POPULATION.
SO HAVE THE WHOLE BOARD LOOK AT ALL THAT DATA TOGETHER AND CONCLUDE.
IS IT TEN? I DON'T KNOW, BUT HAVE SOMETHING AND THEN HAVE US COMPARABLE TO THEM.
[00:10:08]
YEAH THAT WOULD. SIMPLE AS THAT. I THOUGHT WE WERE IN PROGRESS TOWARDS STEPS.OKAY, WELL, I WAS JUST LOOKING AT WHICH. WHERE DO YOU WANT TO PUT IT? MR. GEORGE, MAY I ASK A CLARIFYING QUESTION? YES.
WHAT YOU HAVE. SO I HEARD A COUPLE OF THINGS.
FIRST OF ALL, FIND A COHORT GROUP THAT WE'RE GOING TO COMPARE OURSELVES TO. DO YOU WANT THE WORK ON THE SPECIFICITY WITHIN THE COHORT TO BE DONE, BEFORE WE SELECT A GROUP, OR JUST SELECT A GROUP WITH SIMILAR CHARACTERISTICS, AND THEN PICK OUT THE MAJOR INDICATORS THAT WE FEEL ARE IMPORTANT AND COMPARE THOSE ACROSS THE GROUP? WELL, I MEAN, LOOK, IF YOU GUYS WANT TO TAKE THE FIRST SHOT AT OUR PEER GROUP AND I THINK THAT'S FINE.
AND JUST TAKE SOMETHING SIMPLE AS, WHAT'S OUR PROFICIENCY COMPARED TO THEIR PROFICIENCY? START OUT SIMPLE, BEFORE WE DIVE DOWN INTO A LOT OF DETAIL YOU KNOW, ARE THEY GROWING FASTER OR IMPROVING FASTER THAN WE ARE? YES OR NO. AND OR, YOU KNOW. YOUR STAFF DID A PRETTY DETAILED ANALYSIS LAST YEAR ON THIS VERY TOPIC.
BUT SO THEY'RE FAMILIAR WITH IT. YOU KNOW. I KIND OF LIKE WATERLOO, CEDAR RAPIDS, COUNCIL BLUFFS, DAVENPORT, DUBUQUE AND WATERLOO.
AS I SAID, FOUR OF US WERE BORDER SCHOOLS. RIGHT? AND THE OTHER TWO HAVE CLOSE INDUSTRIAL TYPE TOWNS THAT HAVE A LOT OF, YOU KNOW, MANUFACTURING SIMILAR TO OURS.
SO THAT WOULD BE THE FIVE, I WOULD SAY. AND THERE MAY BE MORE, I DON'T KNOW.
WELL, I WOULD BE THE FIRST TO ENDORSE THE IDEA OF IDENTIFYING A PEER GROUP SO THAT OUR COMMUNITY KNOWS WE ARE MINDFUL THAT THERE ARE MANY OTHER SCHOOLS, SOMETIMES A LITTLE BIT UNFAIR. WHEN YOU COMPARE OUR STUDENT BODY OF 13,800 WITH A SCHOOL THAT HAS A STUDENT BODY OF, LET'S SAY, 1200. I DON'T KNOW WHAT OKOBOJI IS AT, BUT I THINK THEY'RE IN THAT NEIGHBORHOOD.
AND STORM LAKE IS THE NEWEST EWEN SCHOOL, AND THEY'RE RIGHT AT PROBABLY 900 TO 1000? I'M SORRY, STORM LAKE, THAT'S THE SMALLEST EWEN SCHOOL, I THINK.
YEAH, AND THEY HAVE THEY HAVE A POPULATION THAT'S MUCH HIGHER THAN OURS.
YEAH. SO. BUT WHEN YOU GET BELOW, WHEN YOU GET BELOW THE TOP 20, THE TOP 20 AS FAR AS ENROLLMENT.
SO THE TOP 20 ENROLLMENT IS DOWN TO 4400 STUDENTS.
EVERYBODY ELSE IS ABOVE. OF COURSE, DES MOINES IS NEARLY 30,000.
SO ARE YOU GUYS ALL COMFORTABLE WITH ADDING THAT IN THERE? I DO. DO WE NEED JUST TO. I AM NOW. OTHERS CAN EXPRESS THEIR.
I'M GOOD. WELL, I THINK WE SHOULD ALSO COMPARE OUR PEERS THAT ARE LOCAL.
BUT IOWA SCHOOLS, IF WE WANT TO COMPARE OUR LOCAL, WE COULD DO THAT AS WELL.
AND I THINK IT'S TWO SEPARATE SETS OF DATA. RIGHT? AGREED. AGREED. BUT WHEN WE TALK ABOUT OPEN ENROLLMENT, ANYBODY CAN GO TO HINTON.
THAT'S IN SIOUX CITY RIGHT. SO HOW DO WE COMPARE WITH THOSE SCHOOLS THAT THEY HAVE CHOICE TO GO TO? WELL, I MEAN, THAT BRINGS UP A GOOD POINT BECAUSE WHAT YOU SAY IS, HEY, PARENTS ARE WANTING TO SEND KIDS TO SMALLER SCHOOLS FOR WHATEVER REASON, A VARIETY OF THEIR OWN PERSONAL CHOICES, OR FOR THAT MATTER, PRIVATE SCHOOLS. AND TO SEE THAT, HEY, WHAT MAY OR MAY NOT BE ATTRACTIVE TO PARENTS WHEN YOU COMPARE SERGEANT BLUFF, HINTON, WOODBURY CENTRAL, YOU KNOW, SO FORTH AND SO ON, THAT COULD BE VERY INTERESTING AS WELL.
SO THE QUESTION I HAVE IS, I'M OKAY WITH IT. WHATEVER WE WANT TO ADD THERE.
BACK IN MY MIND IS, IS EVERYTHING WE SEE HERE DOABLE, FOR COLLECTION FOR HIM TO SHOW HIS DATA, HIS EVIDENCE THAT HE IS MAKING PROGRESS TOWARDS THE GOAL, TOWARDS PRIORITY.
WE WANT HIM TO DO. ARE WE? IS IT TOO MUCH? NOT ENOUGH? YOU'RE TALKING IN THE ACTION ITEMS OF THE FIRST PRIORITY.
IT'S HERE IN FRONT OF US, AND I PROVIDED IT TO TAKE A LOOK AT THOSE SPECIFIC LANGUAGE ADDITIONS.
I WOULD LIKE TO SEE THOSE ITEMS UNLESS SOMEBODY SAYS THEY SHOULDN'T BE IN THERE.
[00:15:05]
HERE'S A. I DON'T KNOW. DID YOU GUYS ALL GET THIS? THIS IS WHERE IT TOOK YOUR DOCUMENT AND SHOWS WHERE IT ALIGNS WITH THE BOARD PRIORITY.DID YOU GET THAT? NO. THERE'S A COUPLE LINES THAT I DIDN'T QUITE UNDERSTAND.
THIS ONE SAYS. I THINK YOUR COMMENTS ARE WELL TAKEN.
I THINK THEY'RE WELL TAKEN. I JUST DIDN'T UNDERSTAND THE COMPLIMENT. I'M LOOKING ON THE SECOND PAGE.
IT SAYS IMPLEMENT SIMILAR RIGOROUS ACADEMIC CURRICULUM FOR GRADES 6 TO 12, AS RECOMMENDED BY SUBJECT MATTER TEACHER COMMITTEES. ARE WE NOT DOING THAT? BECAUSE I DON'T KNOW.
FOCUSED AND THAT WE HAVE THE SCIENCE OF MATH.
I THINK THAT'S MENTIONED IN HERE. BUT THE MATH PART IS NOT.
AND I SUGGEST THE SCIENCE OF MATH, WHICH WE WERE IMPLEMENTING.
SO THE SCIENCE OF MATH, I UNDERSTAND WE ARE IN THE PROCESS OF IMPLEMENTING AND WHAT THE ADDITION OF THAT LINE SAYS IS WE'RE FOCUSED ON CONTINUING THE TRAJECTORY OF SUCCESS THAT'S ALREADY BEEN SHOWN WITH THE BENCHMARK EFFORT.
AND ALSO WE'VE HAD SUCCESS WITH THE SCIENCE OF MATH.
BUT IN OUR PRIORITY, WE NEED TO IDENTIFY BOTH OF THOSE AS IMPORTANT.
AND ACTUALLY THE NEXT ONE RIGOROUS. ACTUALLY, WHAT THE NEXT ONE IS, IS REALLY WHAT. I'VE HEARD YOU SAY MANY TIMES, WHICH IS THE WHOLE BUSINESS OF WHAT WE'RE DOING IN MIDDLE SCHOOL.
IT'S A RIGOROUS APPROACH TO EDUCATION GENERALLY, AND IT'S SUCCEEDING.
AND WE AS A PRIORITY WANT TO CONTINUE THAT. SO THOSE THINGS ARE TWO SEPARATE THINGS.
ONE IS, WE STARTED, I MOVED PARTNER WITH UP TO THE TOP AND THE ACTION ITEM.
RIGHT. I SAW THAT AND THEN I UNDERSTAND THE SECOND ONE.
AND THEN THE NEXT ONE IS REALLY SAYING WE ARE REALLY RIGOROUS NOW IN OTHER SUBJECTS.
YES. JUST THE MATH ONLY OR IF IT WAS ALL SUBJECTS? NO.
IS WHAT THOSE TWO POINTS ARE IN THERE FOR. AND THIS WAS A CREATED BY, I THINK ANGELA AND DOCTOR JUAN WHERE THEY TOOK.
LANCE IS HIGHLIGHTED, YOU SEE THE LEFT COLUMN THERE IT SAYS.
LD. YOUR MIDDLE NAME IS. THAT'S LD, DAVID DAVID. AND ALIGNMENT WITH THE FINAL BOARD PRIORITIES.
SO LIKE ADD PARTNERSHIPS WITH BENCHMARK AND AL DANTE FOR SCIENCE AND SCIENCE READING.
THE COMMENT BENCHMARK RETAINED ADELANTE. THAT JUST MEANS THAT WE HAVE ENGLISH LANGUAGE ARTS AND WE HAVE ENGLISH LEARNERS ARTS ADDRESSED. WHAT I'M SAYING IS TO SAY THAT.
THIS ALIGNS WITH WHAT I'M SAYING IS, WHY DON'T WE SAY WHAT WE MEAN? AND WHAT WE MEAN IS WHAT WE'RE DOING WITH BENCHMARK NET IS THE RIGHT DIRECTION AND TRAJECTORY, AND WE NEED TO CONTINUE DOING THAT WITH THE SCIENCE OF MATH.
AND THEN, AS I EXPLAINED WITH THE NEXT PART OF CONTINUING THE RIGOROUS IN 6 THROUGH 12, IT'S BECAUSE I BELIEVE THAT BENCHMARK ADELANTE PLUS SCIENCE OF MATH IS RIGOROUS IN K THROUGH FIVE, AND WE ALSO WANT TO SAY IT AS A PRIORITY NOT TO STOP.
I'M NOT SAYING THE THINGS THAT I'M SUGGESTING AREN'T BEING DONE.
RIGHT. BUT I LIKE IT WHEN WE SAY WHAT WE MEAN INSTEAD OF.
[00:20:09]
COMPOSITION COURSE AT NORTH, AND WAS STUNNED AT THE LACK OF GEOGRAPHY IN STUDENTS THAT WERE ABOUT TO EITHER WERE SENIORS OR, YOU KNOW, CERTAINLY WERE IN AN ENGLISH THREE CLASS.SO I WAS ASKING, AND THE ANSWER I GOT BACK IS, WELL, GEOGRAPHY IS BLENDED INTO EVERYTHING ELSE.
AND I THOUGHT, BUT IT ISN'T GETTING THE JOB DONE.
WE HAVE PEOPLE THAT WERE ABOUT TO GRADUATE THAT DID NOT KNOW DES MOINES IS THE CAPITAL OF IOWA.
YOU KNOW, AND THERE ARE OTHER EXAMPLES, TOO. AND I'M NOT SAYING STOP THE BOAT.
IT'S ALL GOING TO BE ABOUT GEOGRAPHY. WHAT I AM SAYING IS, I BELIEVE THAT THE BENCHMARK PROGRAM AND ADALAT, WITH THE SCIENCE OF MATH THAT WE HAVE GOING ON AT THE ELEMENTARY LEVEL, WITH THAT SAME EMPHASIS AT THE SIXTH THROUGH 12 LEVEL, WILL GET THAT JOB DONE. BUT I THINK WE NEED TO SAY IT RATHER THAN SAY, OH YEAH, YEAH, YEAH, WE'RE ALREADY DOING THAT. SO LET ME ASK THIS DOCUMENT THAT'S JUST BEEN HANDED OUT.
I SEE IT APPEARS TO BE THE LEFT HAND COLUMN IS LANCE'S COMMENTS RIGHT.
IT TAKES HIS COMMENT AND SHOWS WHERE IT IS ALREADY EMBEDDED IN THE DOCUMENT BEING DONE.
BUT THAT DOESN'T MEAN IT ISN'T OUR PRIORITY. THAT'S MY POINT.
SAYING HOW, YES, WE'RE WORKING ON THAT AND MAYBE SUCCEEDING AT THAT IS NOT THE SAME AS THE BOARD SAYS OUR POLICY IS TO DO WHAT? AND THIS SAYS. YOU'RE MORE SPECIFIC. YES. IT'S WHAT I'M GATHERING HERE.
AND IT DOESN'T. AND THE STAFF WILL COME BACK AND SAY, YEAH, WE'RE ALREADY COOKING THAT SOUP FOR YOU.
MAY I ADD A PIECE TO THIS? THIS IS YOUR HAPPEN. BUT I THINK WE DEFINITELY NEED TO INCLUDE IT IN OUR DOCUMENTATION IS FIDELITY, THAT WE'RE SAYING WE'RE DOING THIS, BUT IT'S BEING DONE WITH FIDELITY. WE HAVE ALL THESE PROGRAMS, BUT WE NEED TO MAKE SURE THAT THEY'RE BEING DONE AS THEY'VE BEEN SCRIPTED, AS THEY'VE BEEN DEVELOPED, AND AS THEY ARE SUPPOSED TO BE DONE.
SO MY SUGGESTION FOR BOARD PRIORITIES IS THAT WE ADD THE TERM WITH FIDELITY IN SOME WAY, SHAPE OR FORM, SO PEOPLE UNDERSTAND THAT IF THEY DON'T LIKE A PARTICULAR LESSON IN A PARTICULAR THING, OR THEY DON'T LIKE THE METHODOLOGY THAT'S BEING USED THERE, SO FORTH. YES. YOU OBVIOUSLY AUGMENT IT WITH YOUR TEACHER KNOWLEDGE, BUT YOU NEVER STRAY AWAY FROM FIDELITY TO THE PROGRAM BECAUSE ALL PROGRAMS WORK WHEN THEY'RE DONE THE WAY THEY'RE SUPPOSED TO WORK. PROGRAMS STOP WORKING, NO MATTER HOW GOOD THE PROGRAM, WHEN PEOPLE START STRAYING, IF YOU WILL. WELL, I MEAN, HERE'S.
IF WE'RE BUYING THE SCIENCE OF MATH, WE WANT THE SCIENCE OF MATH.
IS THAT SPECIFICITY? AND AGAIN IT'S SAYING THIS IS OUR PRIORITY.
AND I LOOK AT THESE COMMENTS AS. AND THIS IS HOW WE'RE ADDRESSING THOSE THINGS THAT MGK BROUGHT UP.
AND I'M GLAD THAT THIS CAN BE SAID. WHAT I'M SAYING IS, WHEN WE'RE TALKING ABOUT WHAT ARE OUR PRIORITIES FOR THE PUBLIC OR ANYBODY ELSE TO READ, INCLUDING THE DEPARTMENT OF EDUCATION, OUR PRIORITY IS TO DO A, B, C, AND I WOULD JOIN WITH THE FACT IT WAS A LITTLE VAGUE THAT WE SAY IN THE IMPLEMENT SIMILAR RIGOROUS ACADEMIC CURRICULUM FOR ALL COURSES IN GRADES.
I MEAN, I AGREE, IT NEEDS TO SAY FOR ALL COURSES.
RIGHT. OKAY. WITH THE ADD THAT AFTER CURRICULUM ON.
LET ME ASK YOU THIS. WE'RE GOING TO BE GRINDING.
WE'RE GOING TO BE GRINDING FOR HOURS IF WE GO THROUGH. YEAH, WE NEED TO.
IF I LOOK ON THE I'M JUST SIMPLY LOOKING AT THE YELLOW.
YEAH, I'M SIMPLY LOOKING AT THE YELLOW SAYING, ARE SOME OF THOSE TOO MUCH OR SOME.
I MEAN, THE IDEA OF SCIENCE AND MATH. I'M PERFECTLY FINE WITH THAT AND OTHER.
THE OTHER THING, LIKE ACTION STEPS. THERE'S A WHOLE SET OF ACTION STEPS ON WHAT IS IT?
[00:25:01]
SAFETY. I MEAN THAT YEAH. LATER THERE WE WE DIDN'T HAVE A PRIORITY ON SAFETY.I THINK WE NEED ONE. YEAH. LET'S. YEAH. THE QUESTION IS, IS DO WE WANT TO GIVE THEM A CHANCE TO GO BACK AND CONSIDER SAFETY AS A BOARD SUPPORT PRIORITY OR AND COME UP WITH SOMETHING OR IS THIS.
WELL, I AGREE WITH YOU AND I'M NOT BEING CRITICAL, BUT THIS IS THE REASON WHY, YOU KNOW, HERE'S MY WIFE SAYING YOU SHOULD BE PACKING FOR SPAIN. AND I'M SAYING I HAVE GOT TO GET THIS OUT THERE SO THAT PEOPLE CAN READ IT BEFORE WE GET TO THIS POINT.
AND I AGREE THAT IF WE TAKE THE POSITION THAT THERE HAS BEEN SUGGESTED ADDITIONAL LANGUAGE, BECAUSE THE DOCUMENT I PREPARED CONTAINS EVERYTHING THAT IS IN THIS DOCUMENT, AND THE ONLY THING THAT'S DIFFERENT THAT'S NOT IN IT IS THE YELLOW PAINTED PARTS. AND I AGREE THAT I WOULD WANT THE STAFF TO TO ESSENTIALLY SAY, DO YOU AGREE THAT WE SHOULD ADD THE YELLOW PAINTED LANGUAGE? I WOULD RESPECTFULLY DISAGREE THOUGH, ON FINANCIAL HEALTH ON SOME OF YOUR COMMENTS.
WELL, YEAH, SO THAT'S WHAT I THOUGHT WE WERE GOING TO DO.
WE WERE GOING TO DECIDE WHAT WE DON'T LIKE ABOUT THAT OR.
THE MODIFY MAINSTREAM WHEN THE STUDENT BEHAVIOR IS ISSUED FOCUS ON.
I DON'T QUITE KNOW WHAT THAT ONE MEANS. THE OTHERS, I DON'T UNDERSTAND WHAT YOU MEAN. MAINSTREAMING AND HAVE THE ADA TAKE OVER THINGS BECAUSE I'M NOT SURE.
I THINK THE TERM MODIFY INCLUSION, NOT MAINSTREAMING.
WELL, I'LL TELL YOU. AND MAYBE AT THIS TIME IT SHOULDN'T BE IDENTIFIED AS A PRIORITY.
THERE WAS A DAY WHEN THE ADA DID OVERSEE AND MONITOR ALL THAT.
I REMEMBER HAVING FRIENDS UP IN FARM COUNTRY WHO HAD STUDENTS THAT THERE WERE REALLY STUDENTS OF THE ADA, AND THE MAINSTREAMING PART WAS THEY BROUGHT THEM TO SCHOOL.
DURING THE TIMES THEY WERE ABLE TO BE IN THE CLASS WITHOUT BEING DISRUPTIVE, AND IF THEY WERE, THEN THEY WOULD BE THE ONES THAT TAKE RESPONSIBILITY.
THAT'S WHY WE HAVE ALL THOSE MOUS FOR THOSE COMPANIES TO COME INTO OUR SCHOOL.
WE JUST DID IT LAST BOARD MEETING. SO AND WHAT YOU'RE REALLY HEARING ME SAY IN THESE, IN THIS LITTLE SECTION IS WE'RE BEING ASKED TO BE MENTAL HEALTH OFFICIALS, AND WE'RE NOT. WE NEED TO HAVE THE PROFESSIONALS WHO ARE IN THAT SPECIALTY AND KNOW THE DETAIL OF HOW TO HANDLE IT INVOLVED. AS COLLABORATORS, WE MAY PROVIDE ROOM, BUT WE NEED TO HAVE THE PEOPLE WHO ARE SPECIALISTS FUNDED BY THE GOVERNMENT, TO COME IN AND TAKE CARE OF THOSE STUDENTS, INSTEAD OF INSISTING SOMEHOW THAT WE SHOULD HAVE ALL THAT MENTAL HEALTH KNOWLEDGE AND ABILITY JUST AUTOMATICALLY, BECAUSE WE HAVE TEACHERS.
SO I'M KIND OF HEARING I'M KIND OF HEARING SOMETHING IN MY HEAD.
MY OWN HEAD THAT'S GOING OFF IS WE SHOULD HAVE A GOAL TO PROVIDE FACILITIES AS APPROPRIATE OR AS AVAILABLE TO OUTSIDE PROFESSIONALS TO PROVIDE THOSE SERVICES, BUT THEY COULD UTILIZE OUR FACILITIES TO THE EXTENT WE HAVE THEM AVAILABLE.
RIGHT. AND I WOULD TAKE THIS NEXT STEP AND SAY IT WAS WRITTEN IN HERE SO I WOULDN'T FORGET IT. DO WE REALLY HAVE WE REALLY HAVE TO HAVE THAT IN THERE THAT WE'RE GOING TO PROVIDE THE FACILITIES WHEN WE ALREADY HAVE IT WRITTEN IN OUR MOU? WELL, I THINK WE'LL CONTINUE. OKAY. THEN SAY THIS.
WE CONTINUE TO SUPPORT WITH OUR FACILITIES THAT WE'RE ALREADY DOING THAT NOW.
SO IT'S ALREADY THERE TO SAY THAT'S A PRIORITY FOR US TO CONTINUE TO SUPPORT THOSE ACTIVITIES.
I MEAN, BECAUSE THERE'S SOME OF THOSE, WE CAN'T DO IT.
I MEAN, THERE'S SOME STUFF WE CAN'T DO. YEAH.
AND I THAT'S WHY I SAID IT IN A WAY LIKE, I DON'T KNOW, SOME OF THEM WE CAN DO.
THAT'S THAT'S THE ONLY THING I'M POINTING OUT IS.
STUFF TO RETENTION POLICIES. SO DO YOU UNDERSTAND? DOCTOR? DOCTOR, WHAT? WE'RE WHAT WE'RE DISCUSSING HERE, WHAT WE'RE WANTING TO ADJUST AND SO FORTH.
HERE'S, HERE'S YOU HAVE ONE OF THESE, DON'T YOU? OKAY, HERE'S A QUESTION. COULD WE GO THROUGH IT? OKAY, LET'S LET'S SAY THAT WE NEED TO INCORPORATE SOME OF THESE.
[00:30:05]
WANTS TO DO SOMETHING DIFFERENT? NOT IN ADDITION TO, BUT DIFFERENT THAN WHAT WE ALREADY HAVE IN HERE, A BASELINE? IT'S A IT'S A BASELINE. THE, THE ONE THAT DOCTOR JUAN PRODUCED OR THE ONE THAT LANCE PRODUCED.AND THEN WE'RE TALKING ABOUT IN ADDITION TO OR MODIFYING, WE CAN GET SOME PROGRESS.
DIRECTOR GREENWELL, IF I'M UNDERSTANDING, WE'RE GOING TO FOCUS ON THIS PARTICULAR DOCUMENT.
RIGHT. AND THEN WE'RE GOING TO LOOK AT THE WELL, I MEAN, I MEAN, THE ISSUE IS DOES ANYBODY HAVE ANY CHANGES? NO, I CALL YOURS IN ADDITION TO. WELL, NO, NO, MINE WERE ONLY ADDITIONS.
I WOULD VOTE TO APPROVE THIS. IF WE ALSO CAN HAVE SOME ADDITIONS, IS WHAT I WOULD VOTE FOR.
THE ONE THING THAT ON THE FINANCIAL ONES THAT I THINK WOULD BE EASY FOR PEOPLE TO UNDERSTAND, PUT IN OUR GUIDING PRINCIPLES. I'M SORRY. PUT IN THE GUIDING PRINCIPLES WHAT WE HOW WE, YOU KNOW, WHAT WE USE TO WHAT THEY USE TO MAKE THEIR THEIR.
RIGHT. FOR EXAMPLE, FOR EXAMPLE, IF STATE AND FEDERAL FUNDING ARE REDUCED, WE MAY HAVE TO DO THINGS DIFFERENTLY FROM OUR GENERAL FUND THAT WE HAVEN'T DONE BEFORE. AND I CAN SEE THAT VERY MUCH COMING INTO PLAY IN THE NEXT SEVERAL YEARS.
SO OUR GUIDING PRINCIPLES IS THERE A WAY TO MAKE IT A BROAD STATEMENT WITHOUT BEING WITHOUT BEING.
COULD YOU PROBABLY COULD. JOHN. WHAT I'M SAYING JOHN'S PRETTY GOOD AT THAT. I MEAN.
INCORPORATE OUR ANNUAL BUDGET BY REFERENCE IN IT ALMOST TO SAY MAINTAIN THE FLEXIBILITY THAT EVERY YEAR WE'RE GOING TO HAVE WE'RE GOING TO HAVE UPRIGHT, I THINK SO. THERE IT IS. EVERGREEN. IT'S EVERGREEN.
ONCE A YEAR. YEAH OKAY I AGREE. WELL, MAYBE WE DON'T HAVE TO DO WHAT I ASKED.
YOU KNOW, TO LIST OUR GUIDING PRINCIPLES. WE HAVE THEM ON OUR WEBSITE, DON'T WE? JUST UPDATE IT. YEAH, YEAH. MAKE IT EDIBLE. NOT EDIBLE, BUT EDIBLE.
THAT MAKES SENSE. OKAY. DR. GEORGE, COULD YOU CLARIFY EXACTLY WHAT WE'RE GOING TO BE UPDATING SO I CAN GET IT DONE? THAT'S A GOOD QUESTION. OKAY. I THINK WE'RE GOING TO LEAVE THIS AS IS, BUT WE'RE GOING TO MAKE IT.
A LIVING DOCUMENT? YEAH, A LIVING DOCUMENT. YEAH.
[00:35:12]
THAT MAKES SENSE. I DO HAVE ONE MORE QUESTION.YEAH. I HATE TO PHRASE IT THIS WAY IN THE CASE OF ARMAGEDDON, WITH REGARDS TO THE BUDGET, I THINK YOU KNOW WHAT I MEAN. IN CASE, YOU KNOW, THE NATIONAL GOVERNMENT DECIDES TO JUST NOT GIVE US ANY TITLES AT ALL, BOOM BOOM BOOM BOOM BOOM.
WELL, I THINK LOOK, I THINK OUR VALVE IS THE VERY THING THAT WE'VE BEEN DOING THE LAST SEVERAL YEARS IS WE'VE GOT SUFFICIENT RESOURCES TO HANDLE AN ARMAGEDDON. NOW A MULTI YEAR ARMAGEDDON. NO, I WAS GOING TO SAY, BUT NOT SUSTAIN IT A MULTIPLE YEAR ARMAGEDDON.
NO, BECAUSE WE GET A THIRD TERM 1 OR 2 YEAR. YES.
RIGHT. BUT IT'S SMALL. IT'S 300,000. BUT IF TITLE ONE MONEY.
I MEAN, THE GOVERNMENT WAS GOING TO WITHHOLD TITLE MONEY EARLIER. RIGHT. AND THEN THEY.
IN THE PAST WE HAVEN'T. BUT E DO HAVE A BUFFER TO KEEP THEM FOR A WHILE.
AND IMPORTANTLY, EVERYBODY THAT AND YEAH, THEY GOT RID OF THE SPED DEPARTMENT THOUSAND EMPLOYEES, SOMETHING LIKE THAT.
I SEE DELAYS BEING MORE OF A VERY REAL LIKELIHOOD IN THE NEAR TERM, VERY NEAR TERM, THAT ALL THE PEOPLE THAT WERE REVIEWING APPLICATIONS AND SUBMISSIONS AND REVIEWING PRIOR YEAR FUNDING, IF THEY'RE UNEMPLOYED, WHO'S GOING TO MAKE THE DECISION TO, YEAH, WE'RE GOING TO FUND IT SAME LEVEL? OR OR 90% OR WHATEVER PERCENT.
I CAN SEE US BEING DELAYED ON RECEIVING FUNDS AND WE HAVE THE ABILITY TO CONTINUE.
WE HAVE TO HAVE THE ABILITY TO CONTINUE OPERATING, ASSUMING WE'RE GOING TO GET THEM AT A LATER DATE.
BUT IF A YEAR GOES BY AND THERE'S NO HOPE, THEN WE'VE GOT TO DO EXACTLY WHAT YOU SAID IS PART OF WHAT I'VE HEARD ABOUT ALL THIS IS THEY SAY, OKAY, I'M GOING TO TRY TO PUT THE HAPPY SHEEN ON IT, THAT YEAH, WE'RE CLOSING THAT DOWN.
BECAUSE, YOU KNOW, WE TALK ABOUT THAT ALL THE TIME.
WHAT I'VE HEARD I'M NOT SAYING IT'S WHAT'S GOING TO CARRY THE DAY WAS IF THIS HAPPENED, IT WAS BECAUSE IT WAS GOING TO BE SHIFTED TO BLOCK GRANT MONEY TO THE STATES. WELL, THEN WE HAVE THE WHOLE ISSUE OF MAKING SURE THE STATE RECOGNIZES THAT WHAT THE SITUATION WHERE THE RUBBER MEETS THE ROAD IS AND HOW IS THAT GOING TO BE FUNDED? BECAUSE THE THEORY IS THEY GOT EXTRA MONEY TO TAKE CARE OF THAT IN YOUR STATE.
[00:40:12]
WE COULD BE IN THAT DISCUSSION FOR ITS OWN WORK SESSION.WE CAN PLOW THAT FIELD FOR ANOTHER 45 MINUTES.
YES WE COULD. LET'S KEEP GOING, DOC. ALL RIGHT.
SO THAT WAS THE FIRST ONE. WE DID ADDRESS SPECIAL EDUCATION TASK FORCE ACTION ITEMS. WE DIDN'T ADDRESS THEM COMPLETELY. OR ARE YOU ALL COMFORTABLE WITH WHAT WAS ADDRESSED ON THAT? I AS TO WHAT DIRECTOR GREENWELL SAID, IF THERE WAS ANYTHING THAT KIND OF JUMPED OUT AT US ON ANY OF THE PRIORITIES, WE SHOULD SPEAK UP OR FOREVER HOLD OUR TONGUE UNTIL THE NEXT TIME WE DO THIS.
SO I'M OKAY WITH WHAT YOU HAVE HERE. I'M OPEN TO WHAT ANYONE ELSE WANTS TO SAY FOR DISCUSSION. DEAL. I MEAN, I THINK WE'VE DONE A THE DISTRICT HAS DONE A GOOD JOB IN ITS IMPLEMENTATION AND REFINEMENT, I THINK HAS NEVER ENDED. I THINK YOU'RE ALWAYS GOING TO LOOK FOR WAYS TO TWEAK THE PROGRAMING IMPLEMENTATION, BECAUSE SOMETIMES IT'S DIRECTED BY THE GOVERNMENT ON HOW WE DO THINGS, WHETHER WE LIKE IT OR NOT.
BUT RIGHT NOW, I THINK WHAT YOU HAVE HERE IS GOOD.
I WOULD MAKE ONE POINT ABOUT THIS PARTICULAR.
RIGHT. SO WHAT I WOULD DO IS DELETE THAT HERE BUT NOT TO FORGET IT IN THE RETENTION.
RIGHT. FORGET IT I WOULD ALSO I WOULD ALSO ASK THAT SPED AND ELL STAFF.
WE HAVE SEPARATE TRACKING BECAUSE THOSE ARE OUR TWO WEEK WEEK SPOTS.
SO WE WE DO ALL THE ABOVE. AND WHETHER IT'S IN HERE OR IN OVERALL OVERALL RETENTION I'M OKAY.
AND I WANT TO SEE IF IT'S ARE WE EFFECTIVE OR NOT.
RIGHT. AND WE DO. I JUST THINK THAT BELONGS IN THE RETENTION PRIORITY.
SPEAKING FROM THE FROM EXPERTISE OF SPENDING 17 YEARS AS A SPECIAL EDUCATION TEACHER HAS ONE OF THE HIGHEST BURNOUT RATES AND THE AVERAGE BURNOUT RATE FOR THE POSITION I HAD, WHICH WAS BEHAVIOR DISORDER, WHICH IS NOW CALLED COMPASS ACADEMY, WAS 18 MONTHS. SO I SPENT 17 YEARS IN IT. MUST BE SOMETHING WRONG WITH ME ON THAT.
BUT I HAVE SOMETHING TO DO WITH GRAY HAIR. WELL, IT MIGHT HAVE.
BUT I THINK, YOU KNOW, WHEN IT COMES TO THAT RETENTION RATE, I THINK WE´RE ALL COGNITIVE THAT THAT'S OUR THAT'S ONE OF OUR TOUGHEST AREAS BECAUSE IT I MEAN, IT´S TOUGH DEALING WITH THOSE KIDDOS AT TIMES.
I MEAN, IT'S A HEARTBREAKING DEAL. SO I MEAN, IT'S LIKE THAT'S WHY EVEN THE REPORT THAT ANGELA GAVE US SHOWED US THE DIFFERENT DISTRICTS AND WHAT THEIR RETENTION RATES WERE, AND EVEN DISTRICTS THAT PAID A LOT MORE THAN WE DO ARE HAVING TROUBLE.
I MEAN, IOWA CITY IS FINE, BUT YOU GET OUT OF IOWA CITY AND A COUPLE OTHERS, A LOT OF OTHER DISTRICTS, EVEN WITH MUCH HIGHER PAY, I WOULD STILL HAVE QUITE A BIT OF TURNOVER.
SO, I MEAN, THIS IS THE GROUP THAT I THE TWO GROUPS FOR ME WOULD BE THE ONES I REALLY WANT TO KNOW WHAT THE EXIT INTERVIEW SAID, BECAUSE MONEY ISN'T EVERYTHING WHEN IT COMES TO THESE TWO POSITIONS.
IT'S LIKE, WHAT CAN WE DO TO SUPPORT THE TEACHERS TO HELP THEM MAKE THE JOB DOABLE ROUBLE BECAUSE TEACHERS NEED TO FEEL SUCCESS AS WELL. AND SOMETIMES IF YOU'VE GOT.
CASE IN POINT, IF YOU'VE GOT A GREAT PRINCIPAL WHO KNOWS THE SPECIAL ED WORLD AND KNOWS WHEN A TEACHER IS ON THE EDGE, THAT DMINISTRATOR WILL COME AND DO SOMETHING.
IT MIGHT BE SOMETHING SMALL. IT MIGHT BE, HEY, LET ME HELP.
LET ME GET A, YOU KNOW, CERTAIN PAIRS WORK WELL IN SPECIAL ED VERSUS OTHERS.
AND MY, IN MY EDUCATIONAL CAREER HAD THREE GREAT ONES, MRS. PETERSON, MRS. WHITNEY AND LISA REIMERS. I MEAN, THEY WERE SOME OF THE BEST THAT I'VE PERSONALLY HAD TO DEAL WITH.
AND THERE'S L WAS BERLIN UP AT UP AT WEST HIGH.
I MEAN, SO SOMETIMES IT'S NOT MONEY. IT'S. I THINK WE NEED TO MAKE SURE ON THE RETENTION PART THAT WE, WE FIND OUT WHAT THE ISSUE IS. OVERCROWDING IS DEFINITELY I'VE HAD CLASSROOMS THAT WERE COMPLETELY
[00:45:02]
WITH 20. BD KIDS, I MEAN. OR THOSE. I MEAN, IT WAS ONE OF THOSE, YOU KNOW, I TOOK THE KIDS IN MAYBE BECAUSE I WAS PROBABLY MORE LIKE THEM OR NOT, I DON'T KNOW. BUT AT THE SAME TIME, IT´S I THINK CLASS, CLASS SIZE IS DEFINITELY. LET ME TRY TO SUMMARIZE.YEAH. SUMMARIZE IT PUT PUT IT PUT RETENTION IN ITS CATEGORY.
BUT MAKE SURE WE COVER IMPORTANT SUBCATEGORIES LIKE L AND SPED GEOGRAPHIES.
IF THAT MAKES MORE SENSE TO FOLKS THEN FINE, FINE.
I HAVE NO PROBLEM WITH THAT. DO THE TOUGHEST JOBS RIGHT THERE.
WHAT ABOUT. THERE'S PROBABLY MORE. WHAT ABOUT TAG? WHAT ABOUT TAG? ARE WE RETAINING OUR TAG TEACHERS? TRACKING OUR POSITIONS I THINK IS A GOOD WAY.
SO JUST TO CLARIFY, AND I THINK I HEAR THAT WE WANT TO LOOK AT OUR POSITIONS, THE MAJOR CATEGORIES IN OUR POSITIONS OF WHO THEY TEACH AND WHAT OUR RETENTION RATE IS WITHIN THOSE CATEGORIES. WELL, I MEAN, BUT NOT JUST GENERIC, JUST MANY PEOPLE WE LOST.
BUT WE'VE SAID FINE ARTS HAVE A HELL OF A TURNOVER.
I MEAN, IS THAT IS THAT SOMETHING ELEMENTARY, MIDDLE HIGH? I MEAN, DO WE WANT TO GET DOWN INTO REAL GRANULARITY OR DO WE WANT TO GET IT UP AT A LEVEL THAT'S THAT'S MORE OF A MACRO BASIS? I DON'T I MEAN, OUR FOCUS AREAS AND OUR PRIORITIES SAY SPED AND L AND TOTAL.
RIGHT. AND MY INCLINE INCLINATION IS TO STICK WITH THOSE FOR RIGHT NOW.
AND IF IT LOOKS LIKE THE, THE NONE. ONCE WE GET THOSE PROBLEMS SOLVED WE CAN MOVE ON TO OTHER ONES.
OKAY. LET'S KEEP GOING. LET ME ASK ANYTHING ELSE WE CAN KEEP MOVING OKAY.
INCREASE INCREASE STAFF RETENTION I KNOW THAT WE'VE ALREADY STARTED SOME THINGS WITH INCREASED STAFF RETENTION IN TERMS OF SOME OF THE WORK THAT HR IS DOING, BUT I WANTED YOU TO LOOK AT THE, IF YOU WILL, THE ACTION STEPS THAT YOU THAT WERE PUT DOWN AND MAKE SURE THESE ACTION STEPS ALIGN WITH YOUR THOUGHT PROCESSES. WITH THE EXCEPTION THAT I WOULD BRING THE ONE OVER, WE'RE TALKING ABOUT WITH THE SUBSETS AND INCLUDE THEM AS, AS ADDS. THEN I'M HAPPY. YEAH. YOU COULD I THINK SPECIAL ED L AND TRADITIONAL I THINK JUST TRADITIONAL GENERAL I WOULD CALL IT GENERAL CORE. CORE CORE.
YEAH. THERE YOU GO. I AND I'M SORRY. I DON'T MEAN Y'ALL.
Y'ALL ARE STUDYING, BUT Y'ALL ARE READING. I WILL SAY THAT THE USE OF SURVEYS, NOT JUST AT THE END OF SOMEONE'S TENURE, BUT DURING SOMEONE'S TENURE TO CHECK ON THINGS, MIGHT BE A WISE ADDITION TO WHAT WE'RE DOING.
ISN'T THERE A BUILDING SURVEY EVERY YEAR? YEAH, I THINK THEY WERE JUST GOING TO DO IT TUESDAY, LAST TUESDAY OR THIS TUESDAY. BUILDING SURVEY EVERY YEAR SOON.
I KNOW, I KNOW, YOU GUYS TOLD ME A SURVEY IS ALREADY IN THE LIST.
OKAY. YEAH. YEAH. JUST FROM A TEACHING PERSPECTIVE AND BEING IN THE BUILDING.
THERE'S SOMEHOW THERE'S ALWAYS SOME TYPE OF. THERE'S ALWAYS.
MOST TEACHERS HAVE A CONSPIRACY THEORY MIND, YOU KNOW, ALWAYS LIKE, OKAY, WHAT ARE THEY REALLY GOING TO DO WITH THE DATA? ARE THEY GOING TO SINGLE ME OUT? I'M NOT SURE HOW YOU GET THAT FEAR, HOW YOU GET RID OF IT? BECAUSE I KNOW WHEN I WAS A TEACHER, WE, YOU KNOW, IT WAS LIKE, GEEZ, YOU KNOW, THEY'RE GOING TO TRACK MY IP ADDRESS OR WHATEVER AND FIND OUT WHAT CAME FROM MY COMPUTER. SOMEONE MIGHT BE LOGGING ON THAT DOESN'T LIKE ME OR SOMETHING LIKE THAT.
BUT, I MEAN, THERE'S SOMEHOW WE HAVE TO DEFINITELY EDUCATE EVERYONE AND LET THEM KNOW THAT THIS IS ACTUALLY, HEY, WE WANT TO IMPROVE EVERYTHING, WHETHER IT BE FROM THE SCHOOL ITSELF, FROM THE ADMINISTRATION, WHATEVER WE NEED TO IMPROVE. SO SOMEHOW DO SOME TYPE OF I DON'T KNOW, EDUCATION OF THE STAFF THAT THIS IS TRULY AN INDEPENDENT SURVEY THAT YOU GUYS GET.
WE BROKE THAT CHAIN. WE BROKE THAT CHAIN SEVERAL YEARS AGO BECAUSE THE BOARD SENT OUT THE SURVEY.
THE BOARD USED A THIRD PARTY PERSON TO DO THAT SURVEY, AND THE ADMINISTRATION WASN'T ANY PART OF IT.
SO WAS IT K-12 OR WAS IT? IT WAS K-12 THAT DID IT.
AND WE EXPLAINED THAT THIS WAS A BOARD SURVEY.
AND THEY I THINK THEY'RE PRETTY CERTAIN WE DON'T KNOW HOW TO DO THAT KIND OF STUFF.
AND E SAID WE'LL USE K 12 AND THE RESULTS WOULD NOT GO BACK TO THE, TO THE ADMINISTRATION.
[00:50:05]
IT CAME BACK TO THE BOARD. AND THERE WAS A VERY HIGH DEGREE OF PARTICIPATION IN THAT SURVEY.AND IT WAS REALLY A PRETTY GOOD SURVEY. SO, I MEAN, WE IF IT SENT ME ON THE BOARD AND CERTAIN THINGS AND SAY THE BOARD CONTROLS THE SURVEY, YOU KNOW, IT'S IT GAVE IT A LITTLE BIT OF CREDIBILITY, A LITTLE BIT MORE CREDIBILITY, I SHOULD SAY.
AND I WOULD SAY IN ANSWER, GOOD CONVERSATION.
BUT THE LAST TWO POINTS WE ALREADY HAVE IN HERE THAT SAY CONDUCT A STAFF SCHOOL CLIMATE SURVEY, AND THEN IT ALSO SAYS CONDUCT A NEW STAFF ONBOARDING ORIENTATION SURVEY.
AND THEY'RE DOING THAT WOULD DOES THAT ANSWER WHAT YOU HAD IN MIND.
IT DOES IT DOES IT DOES ANSWER WHAT I HAD IN MIND.
THANK YOU. I, I HAPPEN TO COME HERE FOR SOMETHING AND THEY WERE DOING ONE.
I THINK IT WAS FOR PARIS. PARAPROFESSIONALS, WHATEVER IN THAT THEY WERE DOING AN ONBOARDING WHICH I THINK IS GOOD BECAUSE SOMETIMES I THINK THE STAFF NEEDS TO KNOW WHAT DOCUMENTS THEY NEED, WHAT WE HAVE TO HAVE IN, AND THAT TYPE OF STUFF, WHAT WHAT THE EXPECTATIONS ARE. BECAUSE SOMETIMES SOME PEOPLE GET HIRED AND THEN, OH MY GOD, I'M IN THIS ROOM. I MEAN, IT'S ALL RIGHT. SO YEAH, I'M NOT LAUGHING.
AND DAN, YOU SAID YOU WERE NOT. DID WE ALREADY ADDRESS WHAT? LANCE. LANCE. WELL, YEAH. I MEAN, I THINK THE ISSUE IS, IS I THINK WE'RE ALREADY DOING THE STATUS OF AFFECTED FUNDS, THE WHOLE FUND IMPACTS AND TOTAL BUDGET. BIG PICTURE.
I MEAN, IF YOU WANT TO GET INTO ANY DETAIL. MY SUGGESTION IS COME TO THE FINANCE COMMITTEE.
WELL, I I'D SUGGEST LEAVING THE WAY IT IS SIMPLY BECAUSE WE TALK ABOUT THE BUDGET PRIORITIES AND PROCEDURES EVERY YEAR. THE BUDGET DOCUMENT IS AND MULTIPLE TIMES A YEAR I WANT TO RECOGNIZE THAT, JOHN, YOU AND I ARE ULTIMATELY FAMILIAR WITH THE FINANCE SIDE OF THINGS.
OH, SURE. SHE'LL TAKE YOU DOWN TO THE DETAIL LEVEL, EXACTLY WHAT'S DONE AND EXACTLY BUDGET TO ACTUAL REPORTS IN DETAIL THAT SHE HANDS OUT TO ALL THE DIRECTORS ON THEIR SPECIFIC AREAS, AND IT'S EXCRUCIATINGLY DETAILED.
AND THEY HAVE TO ANSWER TO WHY ARE YOU OVERBUDGET? WHY ARE YOU UNDER BUDGET? YOU KNOW, WHY DO YOU NEED THIS BUDGET? WHEN WE GO THROUGH THE BUDGET PROCESS, SHE DOES ALL THAT.
I MEAN, IT´S WELL SHE GOES ABOUT THREE LEVELS DOWN BELOW WHAT I EVER DID.
SO. SO THEN WHY HAVEN'T I DONE THAT IN THE LAST LITTLE PERIOD OF TIME HERE? BECAUSE I DIDN'T WANT TO ADD AN EXTRA BURDEN TO HER.
NO, THAT MAKES SENSE. BUT I'M TELLING YOU, SHE SHE SHE DID IT FOR ME WHEN I FIRST JOINED THE BOARD.
AND SHE DID IT FOR JOHN. JOHN, YOU WENT AND TALKED TO HER, DIDN'T YOU? I'LL TELL YOU, DOCTOR CORDOVA, THAT I MAY BE INTERESTED IN DOING EXACTLY WHAT DIRECTOR GREENWELL SAYS, BUT I WILL COMMUNICATE WITH YOU ABOUT THAT SO THAT WHEN AND HOW ARE YOU WORKING WITHIN YOUR MANAGEMENT OF THE STAFF? I'LL TAKE. I WILL, ONCE YOU LET ME KNOW WHEN YOU.
WHEN AND WHERE. I'LL TAKE CARE OF THAT. I MEAN, WE WOULD BE IN OUR LIFE.
WE I WALK DOWN AT A GENERAL LEDGER ACCOUNT LEVEL BASIS, A COST CENTER.
I MEAN, ALL THE DIFFERENT CATEGORIZATIONS THAT SHE HAS TO MAKE.
AND IT´S REALLY, REALLY DETAILED. AND SHE HAS HER ARMS COMPLETELY AROUND IT.
I MEAN, IT´S GOOD. OH, YEAH. I HAVE ABSOLUTE CONFIDENCE IN HER WORK.
REALLY? WHAT THIS WHOLE PARAGRAPH SAYS IS, OKAY, WHEN WE GET A PROPOSAL, WE WANT TO SPEND SO MANY HUNDRED THOUSAND ON IPADS. AND WHAT I'D LIKE TO KNOW, JUST AS A THUMBNAIL QUICK THING LET'S REMIND YOU THAT MONEY IS COMING OUT OF THIS FUND.
THAT PARTICULAR FUND HAS. WE ALREADY HAVE OBLIGATED THIS MUCH.
THIS IS SPENT. SO, FOR EXAMPLE, IN, IN AND THEN, YOU KNOW, OKAY, HOW MUCH IS LEFT IN THE WATER TOWER BUT SPEND ON IPADS, THEY DON'T COME FORWARD WITH THOSE BUDGET ITEMS IF THEY'RE NOT ALREADY IN THE BUDGET.
AND IF IT'S GOING TO EXCEED THE BUDGET, SHE WILL RAISE HER HAND SAY, THIS IS BEYOND YOUR BUDGET.
[00:55:05]
THROUGH ITERATIONS OF THAT IN THE PROCESS AND WE OVERRULED IT.WE SAID, WE UNDERSTAND. WE UNDERSTAND IT'S OVER BUDGET, BUT WE'RE UNDER ANOTHER AREA.
SO, YOU KNOW, BUT SHE HAS ALL OF THAT KIND OF DETAIL AND SHE HAS IT BROKE DOWN TO LIKE WHEN THEY COME UP WITH AN ITEM LIKE RENEWAL OF I, YOU KNOW, IT STUFF AND THINGS LIKE THAT. IT'S LIKE, WELL, THIS IS GOING TO COME OUT OF THE FISCAL YEAR 26 BUDGET WITH IN THIS CATEGORY, WHATEVER IT MIGHT BE. SO I MEAN, THEY'RE VERY THEY DON'T COME FORWARD WITH PROPOSALS UNLESS THEY HAVE THE BUDGET FOR IT.
AND SHE HAS THAT RIGHT. CHAD, YOU GUYS PRETTY MUCH KNOW WHAT YOUR BUDGET IS FOR THE YEAR AND CORRECT, OKAY. AT AT FINANCE, EVERY, EVERY TIME WE MEET AND WE GOT TO SPEND $1 MILLION IPADS OR WHATEVER.
WE WILL ASK JUST TO MAKE SURE. DOES THIS FIT WITHIN THE OVERALL OVERALL STRUCTURE OF THE BUDGET? AND THERE WILL BE A NOD. YES. AND THEN SOMETIMES WE'LL ASK IF SOMETHING DOESN'T FIT INTO THE BUDGET.
JUST TELL US, BECAUSE WE HAVE SIX ITEMS AND FIVE MINUTES LEFT.
IT WAS THE RECRUITING BUDGET. IT'S WHAT WE APPROVED, RIGHT? THAT WAS THE RECRUITING BUDGET WENT FROM WHAT, 5000 TO 50,000? SOMETHING LIKE THAT. YEAH. THAT WAS SHE WAS RIGHT TO TELL US THAT WE DIDN'T HAVE THE MONEY FOR IT.
AND YES, I THINK WE WERE CORRECT TO DO IT ANYHOW, DOCTOR, IF IT HELPS YOU ANY, WHEN I COME INTO YOUR OFFICE WITH AN IDEA, SHE IS UNFAILINGLY POLITE AND UNFAILINGLY DIRECT ABOUT WHERE ARE YOU GOING TO GET THE MONEY FROM? AND THEN WHEN I ASK HER, IS THERE ANY MONEY THAT I CAN GET, SHE'LL SAY, ALL THE MONEY IS ACCOUNTED FOR.
SO YOU MIGHT WANT TO THINK ABOUT THIS FOR NEXT YEAR WHEN WE DO THE BUDGET PROCESS AND EVERYTHING ELSE. SHE'S NOT, YOU KNOW, I MEAN, SHE KNOWS I CAN OVERRIDE IF I WANTED TO OVERRIDE AND COME TO YOU ALL AND EVERYTHING ELSE, BUT SHE I DON'T I JUST FIND HER TO BE. THAT'S PROBABLY THE SAFEST PLACE WE HAVE IN TERMS OF ANYTHING THAT WE DO.
SHE IS HONORED. I APPRECIATE THAT, AND THAT IS THE WAY WE'VE BEEN ROLLING.
AND WE HAVE ONE COMING UP AT TODAY'S BOARD MEETING.
THAT. OKAY, HOW BIG OF A EXTRA BITE IS IT? AND WHAT DOES THAT MEAN IN TERMS? I MEAN, THERE ARE A LOT OF REASONS WHY WE'RE DOING IT, AND I'M TAKING IT THAT IF THE UNION SIGNED OFF ON IT, THEY'RE SEEING THAT IT'S OKAY TO. BECAUSE IF WE ONLY GET 1% SSA, WHICH IS WHAT THEY'RE TALKING ABOUT FOR NEXT YEAR, THAT'S GOING TO HAVE A DIRECT IMPACT ON NEGOTIATIONS FOR A SALARY.
AND I UNDERSTAND WHAT YOU'RE SAYING, DAN AND THAT IS PLEASE KNOW IT DIDN'T COME TO YOU UNTIL YOUR QUESTIONS ABOUT THAT WERE ALREADY ANSWERED. OKAY, SO WE WOULDN'T MISS SOMETHING.
BUT YEAH, MOST OF THE TIME WE´RE TRYING TO COVER EVERYTHING.
I MEAN, THE, THE WAGE ISSUE IS A PERFECT EXAMPLE THAT YOU USE.
IT'S, IT'S ADDITIONAL MONEY AND THE YOU HAVEN'T PLANNED FOR IT.
WELL BUT HERE'S, HERE'S, HERE'S WHAT'S GOING ON IN MY MIND.
WE'RE STILL UNDERSTAFFED. SO THE SHORTFALL THAT WE BUDGETED, WE'RE GOING TO USE PART OF THIS NEW MONEY TO COVER THE SHORTFALL WE'VE HAD UP TO THIS POINT IN TIME. SO IN THE END OF THE DAY, WE'RE GOING TO BE OKAY WITH RESPECT TO A BUDGET.
I MIGHT ALSO SUGGEST AND GET TO. I THINK THE KERNEL OF WHAT YOU'RE SAYING IS IF SOME NEW OR LARGE PROGRAM NOT BUDGETED FOR OR PREVIOUSLY BUDGETED FOR IS RECOMMENDED, PLEASE DO IT DURING THE BUDGET PROCESS SO WE CAN EVALUATE IT ALL TOGETHER INSTEAD OF DOING THE BUDGET PROCESS. AND THEN A COUPLE MONTHS DOWN THE ROAD, OH, THERE'S THIS THIS OTHER THING THAT WE SHOULD DO TOO.
IT´S BEST TO DO THAT ALL DURING DURING BUDGET.
AND IF THERE'S A WAY TO SAY THAT AND THE FINANCIAL GUIDELINES OR WHATEVER, I WOULD, I WOULD REALLY RECOMMEND THAT BECAUSE IT'S JUST GOOD GOOD BUDGETING, GOOD FISCAL POLICY, GOOD MANAGEMENT.
MY BIGGEST WORRY IS NOT ON EXPENSES. MY BIGGEST WORRY IS ON REVENUE IS WHERE ARE WE GOING TO? IS THE REVENUE DRYING UP? TITLE THREE 300,000.
WE JUST LOST. YOU KNOW, IT'S LIKE WOW, OKAY. AND THEN IF THERE'S QUOTE PROPERTY TAX REFORM, IS THAT GOING TO IMPACT US ONE WAY OR THE OTHER? WELL, OR JUST THEIR FEDERAL GRANTS, STATE GRANTS OR BLOCK GRANTS TO THE STATES.
[01:00:06]
ALL OF THEM WERE HERE IN TOWN, BUT THEY'RE ALL TALKING ABOUT THEY'RE SERIOUS WHEN THEY SAY 1% SSA.THE GUY OUT OF SCHLESWIG. RIGHT. THAT'S NOT AN AIRPLANE THAT'S GOING TO FLY VERY FAR.
SO KEEP GOING. YES, SIR. WE ARE ON THE FINAL THREE.
THEY'RE ON THE BACK PAGE. ONE IS COMMUNICATION PLAN.
THE OTHER IS MONITORING AND ACCOUNTABILITY. AND CONCLUSION IS JUST THE FINISHING.
SO WE REALLY HAVE TWO. SO COMMUNICATION PLAN AS YOU SEE IN TERMS OF WHAT THE COMMUNICATION PLAN RIGHT HERE IS QUARTERLY PROGRESS UPDATES SHARE PROGRESS REPORTS ON DISTRICT WEBSITE AND BOARD REPORTS, AND REGULARLY ENGAGED STAFF THROUGH SURVEYS AND MEETINGS TO ASSESS ONGOING NEEDS.
SINCE ALL OF YOU HAVE BEEN HERE LONGER, IS THERE ANYTHING ELSE WITHIN THIS PARTICULAR SEGMENT THAT YOU THINK WOULD BE IMPORTANT TO ADD TO OUR COMMUNICATION PLANNING? WELL, THE QUARTERLY PROGRESS UPDATES WILL DEFINITELY BE PART OF YOUR EVALUATION RIGHT THERE THAT WE WILL CONDUCT.
AND THAT'S WHERE I THINK YOUR IOWA STANDARDS FOR SCHOOL LEADERSHIP WILL BE NEED TO BE.
YOU'LL HAVE TO DEMONSTRATE, OKAY, WHICH IF WE DO PRIORITY ONE IS THAT PART OF OUR MISSION, VISION AND CORE VALUES IS THAT OUR, YOU KNOW, TRY TO TIE THAT, YOU KNOW, MAKE SURE YOU TIE IN WHERE THOSE EACH CATEGORY HITS THOSE STANDARDS BECAUSE YOU KNOW, FIRST YEAR SUPERINTENDENT EVALUATIONS IN IOWA, YOU KNOW, IT´S PRETTY STANDARD, BUT AT THE SAME TIME, IT´S PART OF THE PART OF THE PROCESS.
SO IN THE COMMUNICATION. SO WHEN WE SIT DOWN AS A BOARD WITH YOU AND YOU'RE GOING TO HAVE YOUR BINDER FULL OF YOUR DATA AND YOUR EVIDENCE, YOU'RE GOING TO SAY PRIORITY ONE. THIS IS WHERE WE ARE CONTINUING THIS.
YOU KNOW, THE FIRST ONE MIGHT BE 1 OR 2 PRIORITIES.
THE FIRST TWO BREAK IT UP AND THEN THE LAST ONE, YOU'LL PULL IN ALL YOUR PRIORITIES TOGETHER.
FINISH UP THE BOTTOM, THE SUMMATION SUMMATION AND STUFF.
AND THIS IS HOW YOU HOW YOU'LL BE EVALUATED. AS I RECALL, SOME OF THESE WILL TOUCH MORE THAN ONE.
YEAH TEN STANDARDS. WE'LL TOUCH MORE THAN 110 STANDARDS.
AND SOME OF THEM MAY NOT NOT EVEN TOUCH THE STANDARDS THAT WE NEED TO MEET.
THAT THAT'S INDEPENDENT OF THIS. THIS IS NOT THIS IS THE RECOMMENDED DOCUMENT THAT COVERS THIS.
THERE'S OTHER STUFF THAT ARE NEEDED. SO THE COMMUNICATION PLAN IS STILL AT LEAST ASSUMING IT FITS IN THE AGENDA TO HAVE A QUARTERLY UPDATE ON WHAT'S GOING ON. WOULD IT BE OF INTEREST TO ME JUST NOT EVALUATING ANYBODY? JUST HOW'S IT WORKING? YEAH, SOME OF IT CAN BE.
WHAT ARE WE DOING? AND HOW IS THIS YOUR SUPERINTENDENTS REPORT? LESLIE LESLIE ALWAYS KNOWS WHAT'S GOING ON ABOUT EVERYTHING.
I'M EXCITED. SHE COULD SHARE THAT WITH US. YEAH.
I MEANT THE LAST ONE BECAUSE OUR ENVIRONMENT'S CHANGED, WHICH IS IMPLEMENT AN ACTIVE STRATEGIC PUBLIC INFORMATION PROGRAM TO PROMOTE THE VALUE OF EDUCATION IN SIOUX CITY COMMUNITY SCHOOL DISTRICT, SHOWING THE ACTIVITIES AND SUCCESSES OF OUR STUDENTS AND TEACHERS.
THAT'S AN ACTIVE PR PLAN, AND WE LIVE IN A COMPETITIVE ENVIRONMENT AND WE NEED TO START DOING THAT.
WE ARE NOT DOING THAT IN WHAT I WOULD CALL AN EFFECTIVE WAY AT THIS TIME.
AND THAT'S BECAUSE IT HAS NOT BEEN A PRIORITY OR AN EMPHASIS.
WE'RE IN A MARKETING BUSINESS TOO. YEAH, WE HAVE TO START.
YOU KNOW, WE USED TO LIVE IN A WORLD WHERE WE DIDN'T HAVE TO MARKET THE PUBLIC SCHOOL.
WELL, THAT'S WHY WE APPROVED $50,000. YES, IT HAS CHANGED THAT SIGNIFICANTLY.
WELL, IT MAY REQUIRE MORE FUNDING. I THINK IT ALSO MAKES SENSE.
LOOK AT WHAT NEBRASKA DOES, FOR EXAMPLE. YOU KNOW, I'M PROUD OF MY PUBLIC SCHOOL EDUCATION.
THIS COULD BE A BROADER STATEWIDE INVOLVEMENT AND THE LIKE.
BUT I MEAN, WE HAVE TO LOOK AT THAT. AND THIS IS THE ITEM THAT I ADDED HERE FOR COMMUNICATION IS DIFFERENT THAN WHAT WE'RE DOING, AND I HIGHLY RECOMMEND THAT WE INCLUDE THAT IN OUR PRIORITIES.
YES, I AGREE THAT WE HAVE TO INVEST IN THAT. DOCTOR JUAN, ANYTHING ADDITIONAL?
[01:05:01]
NO, I MEAN, THE MONITORING AND ACCOUNTABILITY HAS BEEN DISCUSSED THROUGHOUT THE ENTIRE TIME WE'VE DISCUSSED THINGS. AND IN CONCLUSION, THIS IS AN OUTLINE OF THE EXPECTATIONS, NOT JUST FOR ME BUT FOR THE DISTRICT. AND I BELIEVE WE HAVE IT SCHEDULED THAT YOU WILL PRESENT THIS AT THE OCTOBER 27TH BOARD MEETING.IS THAT RIGHT? IS THAT CORRECT? YES, IT'S ONE OF THOSE.
IT'S EITHER THAT OR THE 1ST OF NOVEMBER. I WILL GET BACK TO YOU. I DON'T RIGHT IN MY HEAD.
OKAY. I WANT THERE IS THE PRIORITY I HAD ABOUT SAFETY IN THE SCHOOL.
YEAH. AND IF YOU CAN COMMUNICATE WITH US, YOU KNOW, INDEPENDENTLY BEFORE BOARD MEETINGS THAT SUGGESTED IF THEY SAY NO, COMMUNICATE WHY AND IF THEY SAY YES. AND HERE'S WHAT WE'RE INCORPORATING ON THE ONE THAT I HAVE HERE.
SAFETY ONE. OKAY. COUPLE OF THINGS ON THE SAFETY ONE THAT JUMPED OUT AT ME.
ONE WAS TALKED ABOUT COLLECTING ALL THE PHONES IN THE OFFICE AT THE START OF THE DAY.
I UNDERSTAND WHAT YOU'RE SAYING, BOBBY, BUT THAT'S WHAT THE SCHOOLS WHO HAVE NO CELL PHONE POLICY ARE DOING SOMETHING BECAUSE CELL PHONES. CELL PHONES IN OUR SCHOOL HAVE TURNED INTO POISON DURING THE SCHOOL DAY.
WE NEED TO NOT HAVE THEM IN THE SCHOOL. WE DON'T HAVE THEM IN THE CLASSROOM.
WE DON'T HAVE ALREADY IN PLACE. BUT THE OTHER ONE IS I WANT TO SEE IT AS THE DRONE.
AND WHAT THE DRONES DO IS IT'S LIKE THERE MIGHT BE 15.
AND YOU'VE GOT TV MONITORS THAT ARE SHOWING YOU WHERE THEY ARE ANYWAY.
AND THESE WHOLE THESE DRONES ARE GUIDED AND IT'S LIKE HAVING A WHOLE SWARM OF BUMBLEBEES AND, AND IT'S, AND IT'S NUMBING SO THAT WHAT HAPPENS IS THEY THEN HAVE THE OPPORTUNITY TO GO AFTER THE SHOOTER.
WHEN THE SHOOTER CAN'T SHOOT BACK AND THEY DON'T HAVE TO SHOOT THE SHOOTER.
BUT THIS IS THAT'S NEW STUFF. AND IT WAS ONE EXAMPLE OF SOME OF THE THINGS GOING ON.
BUT I GUESS THE REAL QUESTION AND BOBBY, YOU BROUGHT IT UP.
AND THEN WHEN WE'RE GOING FROM CLASSROOM PAST THE, THE BATHROOM AND WHATEVER, SUDDENLY WE HAVE CELL PHONES INVOLVED IN SOME ACTIVITIES THAT NEED, NEED TO NOT OCCUR. AND WE´RE GOING TO HAVE PEOPLE POINTING TO OUR SCHOOL AND SAYING IT'S DANGEROUS TO GO TO THAT SCHOOL.
THAT'S WHY I'M GOING TO THIS OTHER SCHOOL. I THAT'S MY IDEA.
IT DOESN'T HAVE TO BE EVERYBODY'S IDEA, BUT I SAY WE WOULD BE BETTER OFF WITH NO CELL PHONES IN SCHOOL, IN STUDENT HANDS FROM THE TIME THEY WALK IN THE DOOR UNTIL THE END OF CLASS, AND THEY'RE GOING OUT THE DOOR.
MAYBE WE COULD JUST LET DOCTOR CORDOVA AND THE STAFF LOOK AT LOOK AT THAT.
SO THAT'S SOMETHING TO THINK ABOUT FOR THE FUTURE.
THAT'S JUST LIKE TWO WEEKS. WE PROBABLY NEED TO HAVE A LITTLE ADVANCED INFO.
YEAH, WELL, I WAS THINKING IT WAS HERE. LET'S SEE IF I CAN FIND MY.
CHECK. MY PHONE TOO. YEAH, I WAS THINKING THAT WE SET IT UP.
MAYBE I DON'T HAVE THE RIGHT ONE, EVEN IF IT DOESN'T GET INCLUDED ON THE 27TH.
BUT WE HAVE ONE WE CAN, YOU KNOW, WE MEET EVERY OTHER WEEK.
THERE'S ALL SORTS OF POLICIES. YOU COULD HAVE A DRONE POLICY.
YEAH, I JUST I JUST DON'T THINK. YEAH. CELL PHONE POLICY.
I DON'T THINK IN SIOUX CITY EVEN HAS THAT. SO.
SO THAT'S WHY I DIDN'T WRITE IT AS A POLICY. I WROTE IT AS A PRIORITY, WHICH USUALLY MEANS WHAT'S THE DIRECTION YOU'RE GOING TO GO? THE FIRST MEETING IN NOVEMBER IS NOVEMBER 10TH, SO I THOUGHT WE HAD IT SCHEDULED FOR THE 27TH.
BUT I MEAN, IF WE NEED TO PUSH IT BACK, WE CAN.
ALTHOUGH WE DO HAVE A WORK SESSION, BUT THERE'S NO THERE'S NO WAY I WOULD GO WITH DRONES UNLESS WE GET THE POLICE INVOLVED. WELL, YOU KNOW, IT'S IT WAS AN IDEA THAT'S IN HERE, AND I KNEW THAT IT WAS JUST A SHOT TO SAY, HERE'S HERE'S A WAY IT COULD LOOK.
[01:10:08]
AND PEOPLE MIGHT SAY, WELL, WE DON'T WANT TO DO THAT WHATEVER YET.AND SO I AGREE WITH YOU THAT MAYBE IF EACH PERSON WANTS TO VISIT WITH THE SUPERINTENDENT AND THEN THE STAFF BRING FORWARD SOMETHING, BUT RATHER THAN SAY, LET'S MAKE A POLICY BEFORE WE HAVE IT BE A PRIORITY, I WOULD RATHER HAVE IT BE A PRIORITY, EVEN IF IT HAS TO BE ADDED AS ONE AFTER THE APPROVAL OF THE REST OF WHAT IS COMING.
I JUST ASSUME THAT THE STAFF TOLD US, TELL US HOW THE CELL PHONE POLICY IS WORKING AND TELL US ABOUT OTHER, OTHER OPTIONS AND BRING IT BACK WHEN I TELL YOU SOMETHING.
AND SOME OF THE SCHOOLS AROUND SIOUX CITY, OUTSIDE SIOUX CITY AND STUFF LIKE THAT, THEY'VE GOT A LOT OF THEM GOT THEIR KIDS TRAINED TO JUST PUT IT IN THEIR POCKET, THE POCKET WHEN THEY COME IN THE CLASSROOM. I DO KNOW THAT YOU START SOME SCHOOLS, I THINK HAVE THOSE THEY PUT THEM IN, LIKE LITTLE PACK, LITTLE LOCKABLE PACKETS FARADAY CAGES.
YEAH. I'M. AND THAT'S A THAT'S A LOT OF MONEY THERE.
WELL, THE FIRST THING WE'RE GOING TO FIRST THING WE'RE GOING TO DO IS THE ASSOCIATION IS GOING TO COME FORWARD AND SAY, SO NOW WE'RE THE CELL POLICE ARE COLLECTING AND PHYSICALLY HOLDING THESE.
REMEMBER THAT LIST I TOLD YOU ABOUT THE DUBUQUE SUPERINTENDENT DID 1900.
THERE WAS LIKE EIGHT THINGS TEACHERS WERE RESPONSIBLE FOR.
NOW WE'RE AT 100 AND SOME ON A DAILY BASIS. WHAT A TEACHER IS RESPONSIBLE FOR.
WELL, AS SOON THEY LEAVE THEM IN THEIR CARS UNTIL THEY GET BACK TO THEIR CAR.
IF I MAY, A A QUICK A QUICK REMINDER, THAT QUICK REMINDER THAT CELL PHONES ARE ABOUT A THOUSAND BUCKS A POP THESE DAYS IN TERMS OF YOU GET AN APPLE PHONE, IT'S ABOUT A THOUSAND. I MEAN, THERE'S ALWAYS A SALE, BUT THERE'S ABOUT A THOUSAND BUCKS.
SO ANY CELL PHONE THAT WE COLLECT, WITHOUT ANY LEVEL OF PROCESS AND DISCUSSION THAT WE'RE HAVING AND EVERYTHING ELSE, PUTS US AT A LIABILITY THAT WE PROBABLY NEED TO CONSIDER AS WE'RE WORKING THROUGH.
IF WE'RE GOING TO WORK THROUGH THIS. ARE WE READY TO END THIS WORK SESSION? YEAH, ALL I'LL SAY ON THIS IS, I'VE GIVEN YOU SOMETHING TO CONSIDER.
I AGREE THAT EVERYBODY CAN MAKE THEIR ADDITIONS.
I THINK YOU NEED TO KNOW THAT YOUR COMPETITORS IN TOWN, AT LEAST ONE OF THEM, IS PLANNING ON IMPLEMENTING A NO CELL PHONE AT SCHOOL POLICY, AND THEN IF THEY'RE SUCCESSFUL, THEY WILL BE TRUMPETING IT.
SO FAIR WARNING. WHO IS IT, BY THE WAY? JUST CURIOUS.
SIOUXLAND. PEOPLE AT SIOUXLAND CHRISTIAN TELL ME THAT THAT'S THE ADVICE THEY'VE BEEN GIVEN IS THAT THEIR STUDENTS WILL NOT HAVE CELL PHONES IN THE SCHOOL AT ALL DURING THE SCHOOL DAY. THAT'S ATTRACTIVE TO SOME PEOPLE.
THEY'RE GOING TO YEAH, THEY'RE GOING TO BE TALKING ALL ABOUT THAT.
OKAY. JUST WANT TO THANK I THOUGHT THIS WAS A VERY CONSTRUCTIVE WORK SESSION.
AND I APPRECIATE ALL YOU GUYS FOR PARTICIPATING.
DOC, YOU KNOW WHAT YOU GOT TO MAKE ADJUSTMENTS ON AND STUFF LIKE THAT.
IF YOU WANT TO GRAB THAT, GRAB A BITE. I HAVE TO GO SOMEPLACE ELSE FIRST.
WELL, YOU DO THAT. THAT'S A LITTLE PRIVATE.
* This transcript was compiled from uncorrected Closed Captioning.