Monitoring Report - Operational Expectations (OE) Policies

Policy: OE-08

Title: Communicating with the Board Interpretation and Monitoring Indicators

Status: Active

Adopted: February 26, 2019

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To: School Board, Ferndale School District (WA)           

From: Dr. Kristi Dominguez, Superintendent

Date: December 13, 2022

Subject: 2022 Phase Two Monitoring Report

                      Operational Expectations Policy 8 (OE-8)

Communication with the Board

 

Superintendent’s Introduction

We are pleased to submit this Monitoring Report (Operational Expectations Policy 8 (OE-8)) for Communication with the Board to the school district’s Board of Directors. This report focuses on engaging in open and transparent communication to ensure the Board is continually updated and kept abreast of imperative information. Effective communication is foundational to a healthy organization. Being both transparent and informative remains a key strategy as I engage in my entry plan, and it continues to rise as an essential theme as I listen to students, staff, families and the community.

 

Policy

The Superintendent will ensure that the Board is fully and adequately informed about matters relating to Board work and significant District concern.

Interpretation

Transparent and effective communication is essential to organizational health and wellbeing. As the governing body to the district, communication is critical in order to build collective trust.

Through the terms and phrases used to frame this policy, the Board has established standards for both the quality and quantity of communication they expect between the Board, the Superintendent and her Administrative Team.

• It is a Board members’ obligation, as trustees of the District’s owners, to make informed decisions on the system’s behalf. This requires that the Superintendent provides timely and pertinent information that allows the Board to be as informed as possible in doing so.

• Matters related to Board work refers to all topics and decisions falling within the Board’s purview, as defined by their governance policies. Such topics and decisions include (a) strategic-level planning, (b) impacts on student outcomes and results, and (c) operational issues monitored by the Board through its Operational Expectations (OE) policies.

• Significant District concern refers to operational-level issues falling under the purview of the Superintendent, whenever such issues (a) represent a significant change; (b) may prompt questions of Board members from parents, staff, and/or other stakeholders; (c) impact a significant number of employees, students, and/or stakeholders; or (d) have engendered, or are likely to engender, significant media (including social media) attention. While Board members understand that it is neither possible nor practical for them to be informed about every matter and decision related to the operation of the District, and that predicting which of the myriad of operational issues might come to the Board’s attention is an uncertain science, they expect the Superintendent to make every reasonable effort to maintain a “no surprises” contract with the Board.

 

Monitoring Indicator(s) are provided below for each part of OE-8.

The Superintendent will:

1. Submit required monitoring data (see policy BSR-5—Monitoring Superintendent Performance) in a thorough, accurate, and understandable fashion according to the Board’s Annual Work Plan schedule. It will include both Superintendent interpretations and relevant data to show compliance or reasonable progress.

Interpretation

We understand this indicator is specifically about the way the District communicates with the Board about the fulfillment of governance policies. These policies define the values by which the Board expects the District to operate, and the results the Board expects the District’s students to achieve.

Here is a quick refresher on some terms relating to this report:

• Monitoring reports are documents the Superintendent uses to present the Board with evidence that the District has demonstrated compliance with each of its Operational Expectations (OE) policies and has made reasonable progress toward achieving the improvement goals outlined in each of its Results (R) policies. The Board expects that (a) we will produce a separate report for each of its OE and R policies, and (b) we will strive to make the reports as clear, complete, comprehensive, candid, and correct as possible.

• Annual work plan is a calendar developed jointly by the Board and Superintendent to establish when monitoring reports for each of the Board’s policies will be available for the Board’s review. We understand that the Board expects us to produce a monitoring report for each OE and R policy, but the exact cycle is still being evaluated.

• Compliance or reasonable progress refers to the performance metrics the Board will use to determine whether the District has provided sufficient information to prove they have met the Board’s expectations and goals. The measure for Operational Expectations policies is achieving “compliance,” which means operating in a manner that matches the values the Board has established in the policy. The measure for Results policies is making “reasonable progress,” which refers to performance over time that represents improvement in achieving the outcomes the Board has established in the policy. We understand that the monitoring reports, in aggregate, will become a significant portion of the Superintendent’s annual evaluation.

Monitoring Indicator(s)

We will know that we are compliant when:

1.1 We have monitoring reports for every Operational Expectation (OE) and Results (R) policy that contain data and artifacts to assist the Board in verifying compliance.

Since writing this monitoring indicator, we have revised the Board’s Annual Work Plan. In the current structure, District staff create monitoring reports in advance of the meeting, and the Board receives it at their meeting. A few days later, the Board is sent a survey about the report, and the results of that survey are compiled by the Assistant to the Board and sent to Board members about one week later. The policy is then reviewed and adopted at the next meeting.

Here is an example of the schedule for the OE-6 review from the fall of 2022.

 

Report	Final Report Due to Kris	Receive @ Bd Mtg	Survey Out to Bd	Survey Due from Bd to Kris	Results Out to Bd	Review/Adopt @ Bd Mtg	Policy Revise @ Bd Mtg
OE-6 Financial Admin (MD)	10/17	10/25	10/28	11/4	11/10*	11/29	12/13

 

1.2 We can provide evidence the Superintendent has communicated major initiatives to the Board prior to their implementation.

The Superintendent has told the Board about her major initiatives and plans through both monthly update presentations, and through her Entry Plan. To read more about the entry plan, visit www.ferndalesd.org/youbelong.

 

2. Inform the Board of significant transfers of money within funds or other changes substantially affecting the district’s financial condition.

Interpretation

We understand this component relates to the way the District communicates with the Board about the budget. Since the Board has a primary responsibility for ensuing that public funds are handled legally, responsibly, and as transparently as possible, Board members need to be assured they are provided with high-quality, up-to-date information about the District’s financial status.

Monitoring Indicator(s)

We will know that we are compliant when:

2.1 We can show evidence the Superintendent has presented the Board with monthly financial statements reflecting all significant financial changes.

In every regular board meeting’s Consent Agenda, a financial report is provided. Here is an example: https://bit.ly/3isHHWi. The Board also holds a special meeting each summer, where the Assistant Superintendent for Business and Support Services provides a report on the upcoming year’s budget. The budget reports from the summer of 2022 can be found here: https://bit.ly/3H28xP7.

2.2 We can show evidence that the Board receives updates on voter-approved bond expenditures.

The Board receives an update on bond-related projects, such as the construction of the new Ferndale High School campus, during every monthly meeting. There is also a weekly Bond Update newsletter sent to the public every Friday.

3. Assure the Board has adequate information from a variety of internal and external viewpoints to ensure informed Board decisions.

Interpretation

We understand this component relates to the Board’s expectations about the breadth of information the District communicates to them. It reiterates the value the Board places on listening to, and carefully considering, diverse opinions and perspectives.

Monitoring Indicator(s)

We will know that we are compliant when:

3.1 We can show evidence the Superintendent has collected survey results, interviews, and anecdotal data from diverse stakeholder groups, and has shared such information with the Board.

The Superintendent shares community input with the Board as part of her Entry Plan, which involves meeting with a wide range of stakeholder groups. The Superintendent also sends a weekly SWAY email newsletter to the Board, which details the various events and updates from the schools. An example of a District directed outcome, as a result of community feedback and input, resulted in the creation of the District’s first Family Resource Center.

The Communications team also shares updates from our schools and departments through their monthly newsletter, website, and pitching stories to local news outlets to reach a wider audience on key topics. Additionally, they maintain a strong communication with stakeholders through their strong and consistent social media presence, sharing about our schools whether it’s the community gathering to send the volleyball team to the state tournament, or a Veterans’ Day brunch at Beach Elementary School. The Superintendent links to the social media pages in her Sways to the Board, so they can easily see these photos and stories.

The Superintendent created the Communications team – currently composed of Executive Director Celina Rodriguez, Specialist Jackson Hogan and Webmaster Lea Morris – so that the Board and the greater community could see the exciting happenings in Ferndale schools. Through their social media posts, we have an outlet to engage with the community through comments sections, whether answering a parent’s question or receiving positive feedback on an event.

3.2 We can show evidence of the active participation of community advisory committees and task forces focused on significant District issues and initiatives.

An example of a community advisory committee in this light is the Bond Oversight Committee. The BOC meets once per month to receive detailed updates on voter-approved projects, and to give their recommendations. The committee represents various viewpoints, with members involved in the financial, construction and interior design industries.

The District is also creating an Early Learning Task Force, which will include teachers, school administrators, community members and more. Notes and outcomes of the task force will be publicly published as the work takes place, with the recommendation to the Superintendent being available for review as well.   This Task Force is an example of an improvement effort that provides opportunity for active participation of staff and community members and includes transparent communication embedded in the plan.  

3.3 We can show evidence the Superintendent debriefed with the Board any situation where the Board could say in hindsight that they needed more information.

Whenever there is a safety issue in Ferndale School District, such as a lockdown or a significant medical emergency, the Superintendent keeps the Board informed through text messaging. This is the most immediate and direct way for her to reach the Board.

4. Treat all members impartially and assure that all members have equal access to information.

Interpretation

We understand this component expresses the high value the Board places on equity in all aspects of the District’s operation, including the Superintendent’s treatment of individual Board members. The Board expects such treatment to be equitable – which means providing each member with what he/she needs to be successful – not necessarily equal – which means treating all Board members exactly the same.

The Superintendent reaches out to individual Board members through numerous avenues mentioned above, such as Sway email newsletters, phone calls and texts. All Board members also have easy access to Kris Newberry, the Assistant to the Board, who can answer questions and troubleshoot.

Monitoring Indicator(s)

We will know that we are compliant when:

4.1 We can show evidence that requests for information from individual Board members have been shared with the full Board when appropriate.

There have been instances where the Superintendent has provided information based on questions from Board members in her weekly Sway email newsletters. In her weekly SWAY, there is a designated section titled “Communication from the board.” This is where any questions and accompanying clarification or information, if available at time of distribution, is provided. Here is an example from a SWAY in late October, after Board members requested an Executive Session:

EXECUTIVE SESSION CALLED: We've added an Executive Session to the November 29th meeting. It will run from 5:30 - 6:00 pm and we'll provide dinner. You'll be discussing items that arose from the last board meeting. If you want to review any of the investigative materials prior to the meeting, they will be available to view at the District Office. Just let me know when you might swing by so I have a space ready for you.

4.2 We can show evidence that the Superintendent has held regular meetings with the Board President to set agendas and plan meetings, and that she has issued an open invitation for one additional Board member to participate in these meetings when needed.

The Superintendent meets once or twice a month with the Board President and the Board’s Administrative Assistant to form the agenda for upcoming meetings. An area for growth and expansion is to begin to invite one additional board member to the monthly meetings where the agenda is set.  This has not been occuring but will be put in place in the new year. As of now, any communication, including these meetings, between individual board members and the Superintendent is shared within her weekly updates so that everyone is made aware.

4.3 We can show evidence that the Superintendent has offered to hold private meetings with each of the Board members at his/her request and convenience.

Dr. Dominguez met with each Board member individually following her employment. The purpose was to learn more about each member and their individual’s communication preferences. The data collected in these meetings resulted in a weekly update, using a SWAY, phone calls or text messages for more immediate communication needs, and email structures for less pressing; yet still critical information. To better serve and support the Board/Superintendent partnership, a position for a full-time Assistant was hired in August.

To date, Study Sessions, Executive Sessions and the annual WSSDA Conference in November have provided an opportunity for Board members to connect with the Superintendent one-on-one. The Superintendent has made it known that any Board member can make an individual request to have a meeting with her at any time. She has made the District office available for any individual Board member to come in and ask questions or engage in individual learning opportunities. For example, in the summer the Superintendent brought in a consultant to help the Board learn more about the Coherence Governance Model, which resulted in a policy adoption/review/change cycle.

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5. Inform the Board in advance of any deletions of, additions to, or significant modifications of any instructional programs.

Interpretation

We understand this component expresses the Board’s expectation that they are kept up-to-date about the core work of the District: the teaching and learning of students. Although decisions about the instructional program are part of the day-to-day management and operation of the District, and therefore do not typically fall under the Board’s purview, we understand this is an area of high interest and concern to the Board for at least two reasons. First, the instructional program represents the engine that drives the mission of the District. Second, the overall scope and sequence of the instructional program is related to the District’s ability to achieve the goals defined in the Board’s Results policies.

5.1 We can show evidence that the District has briefed the Board annually on the information contained in the OSPI Report Card.

The Executive Team continues to include data from annual OSPI Report Cards into monitoring reports. For example, in recent reports on R-2.1 (English Language Arts) and R-2.2 (Math), testing scores and data from the Report Card were included.

However, District leaders also demonstrate student achievement to the Board using real-time data analysis, rather than solely depending on the OSPI report card, which is only issued once a year. Attending to the feedback that the Board has provided, it became evident that the District needed to invest in a data dashboard that will allow us to take the raw students/district data and analyze it allowing us to make meaning of our story and numbers. Based on the Board input, the Executive Team, Tech Team and other critical staff have been engaging in a thorough investigation of data dashboards. In November, the team made a formal recommendation to the Superintendent to adopt Homeroom. She informed the Board of this decision during her update at the November Board meeting. After onboarding the dashboard Homeroom, the District will be able to share up-to-date data with the Board in future reports.

5.2 We can show evidence the Superintendent has briefed the Board on any significant changes to instructional programs or materials in advance of implementation.

In full transparency this is an area of focus for continued growth. The Superintendent and Executive Team are working to develop a clear and public process well documented on our district website for all stakeholders to see. We have engaged in a system that allows for advance notice of any major curriculum changes before they are implemented. For example, in the March 2021 meeting, the Board saw a presentation on a proposed new elementary-level English language arts curriculum from American Reading Company before voting to approve it. Making the process more transparent to all stakeholders by ensuring the process is more public is a targeted outcome for the Superintendent and Executive Team.

As the Superintendent works to communicate the impacts of instructional decisions, Board members have been invited to join the Superintendent on school visits that have been part of her Entry Plan. On November 30 of this year, two Board members joined the Superintendent on a day-long tour of Vista Middle School, documented through social media.

The Superintendent also informs the Board of other instructional program changes, such as class start times. For example, in August 2022, the Superintendent informed Board members via email about moving the start date for Jump Start and Kindergarten to Sept. 6 of this year, to comply with state law and better support and serve students and families.

 

Superintendent’s Final Remarks

Effective and transparent communication are key ingredients of a healthy organization. As I have been engaging in my Entry Plan, it continues to come up as both a need and a goal within the district. It was not by chance that I included a tagline in my first months - #OneTeamOneTown, to emphasize we are all on the journey towards continuous improvement together. Communication is critical to building and sustaining a district vision and mission centered on increased student outcomes.

When I was hired, the Board shared with me that one of the intended outcomes for my position was a need for a concerted effort towards the unification of the district and community, both internally and externally. I have prioritized communication as a key strategy to increase this targeted outcome. When I was first hired, I made an intentional leadership decision to expand our communications team to highlight the strengths of our system by telling our story. I also continue to work on the most effective means to communicate directly with the board. This has included text messages to communicate an urgent need, the use of email to follow-up or share timely information and the addition of a weekly SWAY newsletter that also includes the voice of other members of the Executive team. To better understand and communicate with the board, our students, staff, and community, I have intentionally focused on being present in the schools and the community. These various strategies have allowed me to reach a broader audience by keeping everyone informed regarding the day-to-day organizational efforts/outcomes, as well as those events and decisions that directly impact students, families, and staff, academically and emotionally. It has been an honor to celebrate the incredible strength of our organization as well as begin to unpack areas for improvement. As I continue to engage in my Entry Plan process, the theme for a unified effort continues to rise to the top. I appreciate the Board’s foresight in understanding this paramount need. It has been a catalyst for bringing us together as a community (and let us be honest, it has been a lot of fun).

As I continue to hear from the students, staff, and community, I will continue to reflect on how we can improve as a system regarding our communication. We remain in a process of continuous improvement and reflection. I do not believe you can communicate enough, but the platform, timing, audience, and purpose need to be continuously considered to stay relevant and meaningful. We also need to remember to be willing to share what is good and areas where we need to improve so we can create trust within and between the district and community. Though it can be quite humbling, it is crucial to own our areas of challenge as well as our strengths.

Thank you for your continued support as I learn this new role in supporting such a fabulous district and community. As I have stated repeatedly, we already have all the ingredients – we are just working to ensure we are mixing them together in the right way. #OneTeamOneTown captures the essence of who we are striving to become, and I am excited to capture our story and share it along the way.