2. Next Generation Learning Trigg County Public Schools School Board Workshop 1/15/2011

3. http://www.youtube.com/watch?v=xZnSG6 gg1vshttp://www.youtube.com/watch?v=xZnSG6 gg1vs

4. Employers value workers who can think critically and solve problems. Occupations that employ large shares of workers with post-secondary education and training are growing faster than others. PREPARING THE WORKERS OF TODAY FOR THE JOBS OF TOMORROW July 2009 Jobs of the Future

5. http://tipstrategies.com/archive/geography- of-jobs/

6. “ The formulation of the problem is often more essential than the solution.” Einstein What is the “crisis” in the American education really all about—what’s the “problem”? If it ain’t broke, don’t fix it! Their schools are the problem, not ours! School reform is just another fad. Incremental change is the only way to go

7. The New Educational Challenges: “The Rock & The Hard Place” The Rock: NEW SKILLS for Work, Continuous Learning & Citizenship in a “knowledge society” for ALL STUDENTS –Convergence of skills needed for careers, college, citizenship –Students lacking skills relegated to marginal employment & citizenship The Hard Place: The “Net Generation” is differently motivated to learn –Boredom is the leading cause of h.s. student dropouts –Re-Framing the Problem: Reform vs. Reinvention –Teaching ALL students NEW skills is a new education challenge that requires different ways of teaching, and new ways of working together and with our students.

8. Information Fluency Communication and Collaboration Problem Solving Creativity and Innovation Self-Direction The most important 21st Century Skill is… 21st Century Skills

9. The Seven Survival Skills for Careers, College, And Citizenship 1.Critical Thinking and Problem-Solving 2.Collaboration Across Networks and Leading by Influence 3.Agility and Adaptability 4.Initiative and Entrepreneurialism 5.Effective Oral and Written Communication 6.Accessing and Analyzing Information 7.Curiosity and Imagination

10. The Global Achievement Gap is the gap between what even our best schools are teaching and testing Versus The skills all students will need for careers, college, and citizenship in the 21 st century What is The “Global Achievement Gap”?

11. How Do We Stack Up to the Competition? LITERACY PISA Reading Literacy: 15 th out of 29 OECD countries PISA Problem-solving: 24 th out of 29 PISA Science Literacy: 21 st out of 30 PISA Math Literacy: 25 th out of 30 COLLEGE COMPLETION 1995: U.S. College completion rate was number 1 in the world 2005: We had dropped to 13 th in the world 1 out of 2 students who starts college never completes a degree

12. SB1

13. Putting the pieces together Senate Bill 1 2009 – Major educational reform in KY – 4 “Strands” Academic Standards Assessment Leadership Effective Teaching and Learning http://www.ket.org/education/video/ksenb/ks enb_000102.htm

14. Greatest Challenges Coordination Consistency Transitioning Time – to implement, out of class Understanding by stakeholders Providing support, leadership, and monitoring Communication w/ all stakeholders Teachers not knowing content Gaps in student understanding

15. KY Core academic Standards Develop and adopt KY Core Academic Standards in English/LA and mathematics Develop and adopt new standards in science, social studies, world languages and technology Establish and support Leadership Networks Develop a model curriculum framework Implement the KDE/CPE Unified College/Career Readiness Plan

16. The Common Core State Standards Initiative is a state-led effort coordinated by the National Governors Association Center for Best Practices (NGA Center) and the Council of Chief State School Officers (CCSSO). The standards were developed in collaboration with teachers, school administrators, and experts, to provide a clear and consistent framework to prepare our children for college and the workforce. The standards are informed by the highest, most effective models from states across the country and countries around the world, and provide teachers and parents with a common understanding of what students are expected to learn. Consistent standards will provide appropriate benchmarks for all students, regardless of where they live. These standards define the knowledge and skills students should have within their K-12 education careers so that they will graduate high school able to succeed in entry-level, credit- bearing academic college courses and in workforce training programs. The standards: – Are aligned with college and work expectations; – Are clear, understandable and consistent; – Include rigorous content and application of knowledge through high-order skills; – Build upon strengths and lessons of current state standards; – Are informed by other top performing countries, so that all students are prepared to succeed in our global economy and society; and – Are evidence-based.

17. M M M M M M M M E E E E E E E E Kentucky Regional Content Leadership Networks MathematicsEnglish Language Arts FACILITATORS (4): KDE Staff (Content Specialists) Education Cooperative Consultant Higher Education Faculty PARTICIPANTS -75 (25 district teams) NETWORK GOAL: Ensure that every participant has a clear understanding of how to translate Kentucky’s Core Academic Standards into clear learning targets in order to design high quality formative and summative assessments and to plan/select rigorous and congruent learning experiences. The network approach is designed to build knowledge and leadership capacity within the district. Districts should utilize the membership of the networks to scale up pd at the local level. FACILITATORS (4): KDE Staff (Content Specialists) Education Cooperative Consultant Higher Education Faculty PARTICIPANTS -75 (25 district teams) NETWORK GOAL: Ensure that every participant has a clear understanding of how to translate Kentucky’s Core Academic Standards into clear learning targets in order to design high quality formative and summative assessments and to plan/select rigorous and congruent learning experiences. The network approach is designed to build knowledge and leadership capacity within the district. Districts should utilize the membership of the networks to scale up pd at the local level. OVEC NKCES CKEC KEDC KVEC SESC GRREC WKEC

18. Teacher Content Networks 3 English/Language Arts Teachers and 3 Math Teachers are attending Content Networks to – Deconstruct standards into clear learning targets – Design high quality formative and summative assessments – Plan rigorous and congruent learning experiences – Select evidence-based strategies and resources to enhance instruction – Work collaboratively with other educators in Trigg County

19. Other Content Areas Science National movement for common standards Conceptual framework is drafted and released Final standards expected in December 2011 Social Studies No national movement KY is participating with 15 states to review No timeline for release

20. New Assessment Aligned with new standards Balanced – Formative to inform instruction – Summative to measure teaching and learning Combination of criterion-referenced and nor- referenced tests; multiple coince and constructed response Benchmarked to performance standards; provide longitudinal data and coomparisons with national norms

21. New Assessments Assessment FOR learning to refine teaching and learning at classroom level Measure and identify gaps and implement interventions End-of-course exams for high school – English II, Algebra II, Biology, and US History

22. Statewide Assessments in 2011-12 Reading, math, science, social studies, writing (on-demand; editing and mechanics) Writing portfolios to be maintained and used but not part of accountability EXPLORE, PLAN, ACT Annual Program Reviews in arts/humanities, practical living/career students, writing program

23. Proposed Accountability Model Draft for discussion Based on scores from Spring 2012 testing

24. College and Career Readiness Senate Bill 1 mandates collaboration between the Council for Post-Secondary Eudcation, Kentucky Board of Education, and the Kentucky Department of Education to – reduce college remediation rates by 50% by 2014 in comparison to 2010 rate – Increase college completion rates in students enrolled in one or more remedial calsses by 3% annually from 2009 to 2014

25. Unified Plan for College Readiness Accelerated learning opportunities (AP, Dual Credit, Project Lead the Way, Early college) Secondary and postsecondary interventions (credit recovery; transitional courses and targeted interventions) Advising (Professional development on advising and use of the Individual Learning Plan) College persistence and degree support (students support)

26. Balanced Assessment Goal of SB 1 Summative Provides evidence achievement to certify student competence or program effectiveness Assessment for learning Use assessments to help students assess and adjust their own learning Formative uses of summative data Use of summative evidence to inform what comes next for individuals or groups of students Formative Formal and informal processes teachers and students use to gather evidence to directly improve the learning of students assessed Assessment for learning Use classroom assessments to inform teacher’s decisions

27. To be ‘assessment literate’ means to be skilled both in gathering accurate information about students’ learning and in using it effectively to promote further learning. – Classroom Assessment for Student Learning, p. 21

28. Research consistently shows that regular, high-quality FORMATIVE ASSESSMENT increases student achievement.

29. “Formative assessment, when used effectively, can significantly improve student achievement and raise teacher quality. Yet high-quality formative assessment is rarely a consistent part of the classroom culture. Teachers are neither sufficiently familiar with it nor equipped with the knowledge or the skills to put formative assessment to work for themselves and their students.” – Advancing Formative Assessment in Every Classroom: A Guide for Instructional Leaders, by Moss and Brookhart

30. What does formative assessment look like in a classroom? An upper elementary language arts teacher began the lesson by asking a series of planned questions about a story that students had just finished reading. The teacher first reminded the students about their reading learning goals for this week that focused on identifying the main idea and supporting details within a story. Her questions required careful analysis by the students, so the teacher structured her approach by asking students first to think about their answers as individuals and, then discuss their answers in small groups. Each group was to reach consensus on a single answer and that group answer was then shared with the rest of the class using Whiteboards that designated students held up. With this questioning and group work approach, the teacher was able to identify several groups of students who were having difficulty understanding the concept. Summaries of the main idea of the story varied widely in accuracy and clarity. As the lesson was nearing the end, she asked the students to look at the various groups’ answers about the main idea, to select the one that they thought was the best answer, and to write down why they made the choice they did. She had students answer using an Exit Ticket – index cards on which students wrote their individual answers and then handed to her as they left the classroom. This approach provided her with a quick way to review student thinking at the individual level, thus providing information that she could use to shape the next day's lesson.

31. Leadership

32. “Teachers working alone, with little or no feedback on their instruction, will not be able to improve significantly – no matter how much professional development they receive.” Tony Wagner, Change Leadership

33. Kentucky Leadership Networks The Purpose of the Networks is to: Provide equal representation to all school districts (i.e., a ‘senate’ model) to contribute to setting the statewide expectations for and implementation of new standards and assessments Build capacity at the DISTRICT level to understand Kentucky’s Core Academic Standards and their implications for instruction and assessment Create a professional learning community of content and administrator leaders Build the capacity of every member to identify and implement highly effective teaching, learning and assessment practices around Kentucky’s Core Academic Standards Provide the leadership skills, tools, resources necessary for all members to – break down or deconstruct standards into clear learning targets – design/recognize high-quality formative and summative assessments – plan/identify rigorous and congruent learning experiences for instruction – select evidence-based strategies and resources to enhance instruction – support other educators in their districts as they do these same processes

34. KY Leadership Networks Topic – 4 Strands of Senate Bill 1 Teachers – Content Networks – 6 teachers – Monthly meetings Principals – Kentucky Leadership Academy – 4 principals – Three times per year District Staff – Instructional Support Leadership Network – 4 staff (Hamby, Sumner, Stevens, Stinson) – Monthly Meetings

35. Professional Learning Communities The PLC model starts with the assumption that we are professional engaged in a common, shared quest to learn how we can continuously improve teaching and learning in our school. The goal of a PLC is to answer these questions: 1. What do we want all students to know? 2.How will we know when they have learned it? 3.How will we respond when they do not learn? 4.What will we do for those who have learned it?

36. Trigg County – Professional Learning Communities Beginning in 2008, the Administrative Retreat has focused on defining and developing PLCs In 2009-10, Early Release activities revolved around the implementation of PLCs In 2010-11, – PLCs are operating in each school – PLC Leaders are receiving additional support and training on effective leadership of a PLC – Growth Challenge – all staff are invited to participate in a weekly professional growth activity

37. Characteristics of Highly Effective Teaching and Learning

38. Characteristics of Highly Effective Teaching and Learning (CHETL) Learning Climate: a safe environment supported by the teacher in which high, clear expectations and positive relationships are fostered; active learning is promoted Classroom Assessment and Reflection: the teacher and student collaboratively gather information and reflect on learning through a systematic process that informs instruction Instructional Rigor and Student Engagement: a teacher supports and encourages a student’s commitment to initiate and complete complex, inquiry-based learning requiring creative and critical thinking with attention to problem solving Instructional Relevance: a teacher’s ability to facilitate learning experiences that are meaningful to students and prepare them for their futures Knowledge of Content: a teacher’s understanding and application of the current theories, principles, concepts and skills of a discipline

39. Learning Climate: a safe environment supported by the teacher in which high, clear expectations and positive relationships are fostered; active learning is promoted Teacher Characteristics: A. creates learning environments where students are active participants as individuals and as members of collaborative groups B. motivates students and nurtures their desire to learn in a safe, healthy and supportive environment which develops compassion and mutual respect C. cultivates cross cultural understandings and the value of diversity D. encourages students to accept responsibility for their own learning and accommodates the diverse learning needs of all students E. displays effective and efficient classroom management that includes classroom routines that promote comfort, order and appropriate student behaviors F. provides students equitable access to technology, space, tools and time G. effectively allocates time for students to engage in hands-on experiences, discuss and process content and make meaningful connections H. designs lessons that allow students to participate in empowering activities in which they understand that learning is a process and mistakes are a natural part of learning I. creates an environment where student work is valued, appreciated and used as a learning tool Student Characteristics: A. accepts responsibility for his/her own learning B. actively participates and is authentically engaged C. collaborates/teams with other students D. exhibits a sense of accomplishment and confidence E. takes educational risks in class F. Practices and engages in safe, responsible and ethical use of technology Video Clip

40. Strands for every Growth Day CHETL Assessment Literacy Kentucky’s Core Academic Standards Leadership Trigg County Public School’s Plan

41. Senate Bill 1 Senate Bill 1 requires professional development to support: assessment literacy new standards integration of the new standards in instruction and assessments improvement of student higher order thinking and communication skills program reviews

42. “Change is a person by person process. But the system has to respond to the needs of each person.” – Carol Commodore

43. Break

44. OUR CHILDREN ARE GROWING UP IN THE DIGITAL AGE Grades 3-5 28% Email, IM and Text 54% Play Video or Online Games 32% Share Music, Videos, and Photos 51% Use the Internet for Research Grades 6-12 47% Email, IM and Text 71% Have a Cell Phone 26% Have a Smart Phone 38% Use Social Networking Site to Collaborate on School Projects Speak Up 2008 National Data Findings

47. What Motivates The “Net” Generation? Accustomed to instant gratification and “always-on” connection Use the web for 1) extending friendships, 2) interest-driven, self-directed learning, and 3) as a tool for self-expression Constantly connected, creating, and multitasking in a multimedia world—everywhere except in school Less fear and respect for authority—accustomed to learning from peers; want coaching, but only from adults who don’t “talk down” to them Want to make a difference and do interesting/worthwhile work

48. The new college general education requirements-- one half course in each of the following eight categories: Aesthetic and Interpretive Understanding Culture and Belief Empirical Reasoning Ethical Reasoning Science of Living Systems Science of the Physical Universe Societies of the World The United States in the World In addition, the faculty was urged to pursue hands- on, activity-based learning and increase class discussions vs. lectures So Whose Radical Ideas Are These?

49. Harvard College... “These courses aim not to draw students into a discipline, but to bring the disciplines into students' lives... in ways that link the arts and sciences with the 21st century world that students will face and the lives they will lead after college.” http://www.generaleducation.fas.harvard.edu/ic b/icb.do

50. Meeting The New Education Challenges: From Education 2.0 to Education 3.0 From narrow focus on “Timeless Learning” (academic content that has stood the test of time): –Rigor is content mastery (getting more right answers) –Studying existing content by disciplines –Learners working alone & in competition –Motivated mainly by extrinsic rewards (grades) –Taught by isolated content experts through memorization/recall –Assessed mainly by multiple choice, computer scored tests To mastering the competencies of “Just-in-Time Learning” –Rigor is figuring out the right question/problem to be solved –Exploring new problems within & across disciplines –Learners working in teams –Motivated more by intrinsic rewards (pride in mastery, contributing) –Taught by teamed coaches through exploration/discovery –Assessed through auditing strategies, digital portfolios, & exhibitions of mastery (merit badges)

51. Rigor in The Classroom: 5 “Habits of Mind” Learning to Ask The Right Questions Weighing Evidence –How do we know what’s true and false? What is the evidence, and is it credible? Awareness of Varying Viewpoints –What viewpoint are we hearing? Who is the author, and what are his or her intentions? How might it look to someone with a different history? Seeing Connections/Cause & Effect –Is there a pattern? How are things connected? Where have we seen this before? Speculating on Possibilities/Conjecture –What if? Supposing that? Can we imagine alternatives? Assessing Value—Both Socially and Personally –What difference does it make? Who cares? So what? From www.missionhillschool.orgwww.missionhillschool.org

52. One of the illusions of life is that the present hour is not the critical, decisive one. Ralph Waldo Emerson

53. What is Next Generation Learning? A personalized system of education that prepares each child for life, work and citizenship in the 21 st century. Critical attributes: 1. Personalized learning 2. Comprehensive systems of learning supports 3. World-class knowledge and skills 4. Performance-based learning 5. Any time, anywhere opportunities 6. Authentic student voice

54. ● Alex ● 15-years old ● TCHS sophomore ● Soccer team ● Struggling trumpet player ● Member of the Key Club What does Next Generation Learning look like? ● Member of 4 different Learning Teams that constitute his academic schedule

55. Why do we need Next Generation Learning? 1.Social and ethnic diversity in our population 2.Globalization which fosters international competition and collaboration 3.An economy that is requiring higher education levels in the workforce 4.Technologies that are rapidly and fundamentally changing the way students interact with the world Adapted from CCSSO, Next Generation Learners: A Framework for Action, July 2009

56. Next Generation Learning Is NOT a program or PD IS a different way of thinking about teaching and learning Will require new ideas, new strategies, thinking outside the box ovaintioninnovationin

57. So all children graduate prepared for college, meaningful work and citizenship Partnership for Next Generation Learning Innovation Lab Network (Kentucky, Maine, New York, Ohio, West Virginia, Wisconsin) Transform the Public Education System

58. Next Generation Learning Time and Place TechnologyAssessments Human Resources Focus Areas

59. Where does my district fit in? “Affiliate” Site Designated “Model” site The Innovation Continuum Legal flexibility & Regulatory Waivers Board Exams/ Early/Middle College P20 Innovation Labs

60. KRS 156.160 (2)(a) At the request of a local board of education or school council, a superintendent may request the Kentucky Board of Education waive any administrative regulation when a district has demonstrated circumstances that may include but are not limited to the following: 1.An alternative approach that will achieve the same result required by the administrative regulation 2.Implementation of the regulation will cause a hardship on the school or district, or jeopardize the continuation or development of programs 3.There is good cause for the waiver Requests must be submitted in writing to KBE along with appropriate justification Using legal flexibility & requesting regulatory waivers to implement innovation

61. KRS 156.160 (2)(b)The following administrative regulations are not subject to waiver: 1.Health and safety related 2.Civil rights related 3.Required by federal law 4.Those relating to measurement of performance outcomes and determination of successful districts or schools, except upon issues relative to the grade configuration of schools. (2)(c) Any waiver granted shall be subject to revocation upon determination by KBE that the school or district holding the waiver has failed to meet the waiver’s intent Using legal flexibility & requesting regulatory waivers to implement innovation

62. ● For districts that might need to build capacity ● Start small by identifying one innovative strategy that you’d like to work on from one of the four focus areas:  Assessment  Human resources  Time  Technology ● Request waiver to begin work Using legal flexibility & requesting regulatory waivers to implement innovation

63. Participate in initiatives re: establishing Board Exam System & Early/Middle College Current System Board Exam System Early/Middle College ● Seat time and enough credits to graduate ● Subject mastery ● Move-on-when ready ● May or may not adequately prepare a student for postsecondary experience ● Prepares students for success in college or career-tech program ● Remedial courses ● Credit-bearing coursework Prepares students to move on to higher education, technical college and careers sooner and with more success

64. ● Board exam system: student earns special diploma when he/she passes exams; enrolls in 2- or 4-year open admissions school or regional career-tech program OR remains in high school and takes a program of study for selective college or upper level career and tech program ● Students who do not pass exam are given personalized program to help them succeed on next attempt ● Early/middle college: students take college- level courses prior to high school completion and earn college credit through community colleges Participate in initiatives re: establishing Board Exam System & Early/Middle Colleges

65. Participate with one of the Innovation Labs Student Success Civic Engagement STEM Education Health & Wellness College/ Career Readiness Education Law & Policy Analysis Motivation & Learning Technology Leadership Assessment / Accountability Global Issues Digital Game- based Learning TeleHealth Early/ Middle College

66. ● Districts with strong innovation capacity who want to take the “next step” ● Districts will exhibit:  Strong motivation  Leadership  An openness to accommodate change  Tolerance for risk-taking and experimentation  Prior experience with change  And show strength in various other areas of innovative change ● Districts will likely be a part of the P20 Lab work and will observe the work of the model sites Participate as an “Affiliate” Site for Partnership NxGL state level work

67. ● Boyle County/Danville Independent ● Daviess County ● Jessamine County ● Kenton County ● Madison County ● Trigg County ??? Designated “Model” site for Partnership NxGL state level work

68. Where does my district fit in?

69. Next Generation Learning Innovation is the ability see change as an opportunity – not a threat. Innovation distinguishes between a leader and a follower. “If you’re not failing every now and again, it’s a sign you’re not doing anything very innovative!” --Woody Allen Actor and director

70. Culture of Innovation Need to establish a more sustainable culture of innovation –one that recognizes that the ongoing generation of breakthrough ideas –long-standing ways will need to be challenged — as will collective assumptions, mindsets, silos and outdated ways of doing school. –Clearly, the bar will need to be raised for trust, communication, teamwork, experimentation and the willingness to learn from mistakes. –People will need to enter into new kinds of dialogues and debates. It can happen. Indeed, it must happen — that is, if we are serious about closing the gap between rhetoric and reality.

71. Defining Our Terms Culture: The sum total of values, norms, assumptions, beliefs and ways of living built up by a group of people and transmitted from one generation to another. Innovation: –"The adoption of a new practice, process, or paradigm by a community — not just a new product or service. –"Adapting, adjusting, or altering that which already exists for the purpose of adding value." Creativity: "To cause to come into being, as something unique that would not naturally evolve or would not exist via ordinary processes. Resulting from originality of thought." Organizational Roadblocks: "Barriers, obstacles or hindrances that limit or compromise the full expression of our ability to originate, develop and/or implement new, value- added ideas."

72. The Process Secure the Support of District Leadership: Create informed commitment, alignment & active support of positional/thought leaders. Rethink/ Reinvent Process: Change organizational structures and processes to enhance experimentation and risk-taking and to recognize and reward innovative breakthroughs. Build Individual Competencies: Improve innovation-readiness and creative thinking skills. Improve Teamwork: Increase collaboration, knowledge sharing, and ideation.

73. What are the Obstacles to Innovation?

74. Obstacles to Innovation Lack of a shared vision, purpose and/or strategy Innovation not articulated as a district-wide commitment Short-term thinking Focus on successes of the past rather than the challenges of the future (preparing students for jobs that do not yet exist) Unwillingness to change in the absence of a burning platform (in other words without a sense of urgency) Efforts to sustain the status quo (comfortable with the way things are/we are doing okay) Reactive instead of proactive No funding set aside for the implementation of new ideas in the name of sustaining current efforts Reluctance to kill initiatives that are not succeeding, but have been funded and staffed

75. Obstacles to Innovation Fear of criticizing current practices and commitments Already too much to do, not enough time Fear of failure and possible consequences for such Unwillingness to acknowledge and learn from past failures Micromanagement Innovation not part of the evaluation process Lack of skillful brainstorm facilitation No time set aside to develop new ideas and opportunities Inadequate "innovation coaching" No creative thinking training

76. NxGL Team What attributes might individuals on the TEAM Possess? Who would you want on the TEAM? Discuss/Explore/Brainstorm Ideas on how we can be more innovative in our district

77. NxGL Team Who comprises the team? –VOLUNTEERS who are completely committed to the concept –People who are ENGAGED, not assigned and who want to create change –PASSION, and that innovation is as much about learning as it is about creating, so they understand that the ideas will occasionally fail. –people who are willing to discover what's great about an idea rather than what's wrong with it. I need the first words out of their mouths to be "What if" rather than "But". –people who don't care how we did it before, or whether the idea has been considered before. –people who look for opportunities for success rather than reasons not to try

78. NxGL Team –Teachers –Students –Community Member –Parent –SBDM –College/University –Administrator –Recent Graduate –Board Member

79. District Grants Application Process (individual, grade level team, content team, collaborative project) Strategic Plan Budget Judged by a team with criteria developed by NxGL team –Emphasis on improved student learning –Increased Student Engagement –Implementation of the Common Core –College/Career Readiness/Preparation –21 st Century Skills

80. Rollout Process Presentation to the faculty of each school Separate meeting for those interested Innovation Brainstorming Session Consider a book study such as Curriculum 21 Partner with a committee member Draft a proposal to be submitted to panel Proposals that make the cut, full blown plan of action, including budget Review/Selection by committee Funded by TCBOE

81. TCBOE Vision for Innovation

82. Principal Reports Report Topics Covered Previously What would you like to hear? What structure would you like to see?

83. Board Meetings Work Session Reflection Other Topics: –Continuous Assessment –Early Childhood –Professional Learning Communities –Vision/Mission –Goals

84. Board Meetings Consideration –One work session per month (consent agenda only) –One board meeting focused on business/action items