Governance Handbook 8/31/2020 Exhibit Workshop Evaluation

SOUTH BAY UNION SCHOOL DISTRICTImperial Beach, California

BOARD OF TRUSTEES - SPECIAL BOARD MEETING

Wednesday, September 9, 2020 - 4:00 PM

Zoom Conference

601 Elm Avenue, Imperial Beach, California 91932 In accordance with Government Code Section 549574.3, the legislative body shall provide the public with anopportunity to address the body on any item described in this notice. The business to be transacted at thismeeting shall be limited to the following:

A G E N D A

1. OPENING/PLEDGE OF ALLEGIANCE/WELCOME

A. ZOOM CONFERENCE INFORMATIONDue to Governor Newsom's Stay At Home order and ongoing concerns relatedto Coronavirus/COVID-19, the South Bay Union Board of Trustees will beholding their Special Board Meeting via Zoom Conferencing. You may accessthis meeting via this link: https://us02web.zoom.us/j/84935145555 In lieu of in-person attendance and only during the time of this public healthcrisis, members of the public may submit their comments via email [email protected]. Comments must be received by the time the meetingbegins. A recess may be called to allow District staff to review thecorrespondence. The Board welcomes your comments and your continuedparticipation and involvement in the District's decision-making process.

Email StructureSubject: Short DescriptionBody Text: Your comment will be read aloud and entered into the record.Comments will be limited to three minutes.

2. PUBLIC COMMENTS

3. BOARD GOVERNANCE WORKSHOP/WORKING TOGETHER

A. Board Working TogetherBoard Self-EvaluationUnity of PurposeRoles and ResponsibilitiesNorms for Sustaining a Positive Governance CultureProtocols for Effective GovernanceRecap and Next StepsEvaluation of Workshop

4. ADJOURNMENT

SOUTH BAY UNION SCHOOL DISTRICTImperial Beach, California

September 9, 2020

ATTACHMENTS:Description Upload Date TypeBB 9200 8/31/2020 ExhibitWorkshop Evaluation Form 8/31/2020 ExhibitGovernance Handbook 8/31/2020 ExhibitBoard Self-evaluation 8/31/2020 Exhibit

BOARD BYLAW BB 9200(a) Board Bylaws LIMITS OF BOARD MEMBER AUTHORITY The Governing Board recognizes that the Board is the unit of authority over the district and that a Board member has no individual authority. Board members shall hold the education of students above any partisan principle, group interest, or personal interest. (cf. 1160 - Political Processes) (cf. 9000 - Role of the Board) (cf. 9005 - Governance Standards) (cf. 9270 - Conflict of Interest) (cf. 9323 - Meeting Conduct)

Unless agreed to by the Board as a whole, individual members of the Board shall not exercise any administrative responsibility with respect to the schools or command the services of any school employee. Individual Board members shall submit requests for information to the Superintendent. Board members shall refer Board-related correspondence to the Superintendent for forwarding to the Board or for placement on the Board's agenda, as appropriate. (cf. 1340 - Access to District Records) (cf. 4112.6/4212.6/4312.6 - Personnel Files) (cf. 9011 - Disclosure of Confidential/Privileged Information) (cf. 9322 - Agenda/Meeting Materials)

Individual Board members do not have the authority to resolve complaints. Any Board member approached directly by a person with a complaint should refer the complainant to the Superintendent or designee so that the problem may receive proper consideration and be handled through the appropriate district process. (cf. 1312.1 - Complaints Concerning District Employees) (cf. 1312.2 - Complaints Concerning Instructional Materials) (cf. 1312.3 - Uniform Complaint Procedures) (cf. 1312.4 - Williams Uniform Complaint Procedures) (cf. 3320 - Claims and Actions Against the District) (cf. 4031 - Complaints Concerning Discrimination in Employment) (cf. 6159.1 - Procedural Safeguards and Complaints for Special Education)

A Board member whose child is attending a district school should be aware of his/her role as a Board member when interacting with district employees about his/her child. Because his/her position as a Board member may inhibit the performance of school personnel, the Board member should inform the Superintendent or designee before volunteering in his/her child’s classroom. (cf. 1240 - Volunteer Assistance) (cf. 5020 - Parent Rights and Responsibilities) (cf. 6020 - Parent Involvement)

The Superintendent or designee shall provide a copy of the state's open meeting laws (Brown Act) to each Board member and to anyone who is elected to the Board but has not yet assumed office.

BOARD BYLAW BB 9200(b) Board Bylaws LIMITS OF BOARD MEMBER AUTHORITY Board members and persons elected to the Board who have not yet assumed office are responsible for complying with the requirements of the Brown Act. (Government Code 54952.1) Legal Reference:

EDUCATION CODE 200-262.4 Prohibition of discrimination 7054 Use of district property 35010 Control of district; prescription and enforcement of rules 35100-35351 Governing boards, especially: 35160-35184 Powers and duties 35291 Rules 35292 Visits to schools (Board members) 51101 Rights of parents/guardians GOVERNMENT CODE 54950-54962 The Ralph M. Brown Act, especially: 54952.1 Member of a legislative body of a local agency 54952.7 Copies of chapter to members of legislative body

Management Resources: CSBA PUBLICATIONS CSBA Professional Governance Standards, 2000 Maximizing School Board Leadership: Boardsmanship, 1996 WEB SITES CSBA: http://www.csba.org

Bylaw SOUTH BAY UNION SCHOOL DISTRICT Adopted: December 8, 1994 Imperial Beach, California Revised: June 24, 2004 Revised: February 22, 2007

http://www.csba.org/

1

CSBA Governance Consulting Services – Feedback Please help us improve our performance by giving us some feedback.

Your responses will be used to improve governance consulting services to our members

District/ County

Governance Team: ___________________________ Date of Work Session: _____________

Part I: Tell us about you.

1. How many years have youserved on this governanceteam?

2. How many years total have youserved on one or moregovernance teams?

Trustees Superintendents

1-3 4-6 7-9

10-12 13-16 17+

1-3 4-6 7-9

10-12 13-16 17+

1-3 4-6 7-9

10-12 13-16 17+

1-3 4-6 7-9

10-12 13-16 17+

Part II: Tell us about your experience.

Very Valuable Valuable

Somewhat Valuable Not Valuable

3. How valuable was this experience inhelping your governance team worktogether more effectively?

Very Useful Useful

Somewhat Useful

Not Useful

4. How useful will the tools/ materialsbe in helping your governance teamoperate more effectively?

How valuable was the opportunity for a team conversation on…



5. …The elements of effectivegovernance?



6. …The beliefs, values, and wishes ofgovernance team members?

Continue to page 2

2

Part III: Tell us about the consultant.

How satisfied were you with the consultant’s ability to: Very

Satisfied Satisfied Somewhat Satisfied Not Satisfied

7. Remain flexible and responsive to theteam’s interest?

Very Satisfied Satisfied

Somewhat Satisfied Not Satisfied

8. Keep the team focused andproductive?



9. Handle sensitive issues thoughtfully?



10. Ensure all participants had equalopportunity to contribute?

11. The most valuable thing(s) I learned from the workshop was:

12. I wish we could have spent more time on:

General Comments:

Thank you for your feedback.

Governance Consulting Services is committed to providing district governance teams with the

best possible service.

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South Bay Union School District

Governance Handbook

February 21, March 9, and September 6, 2017, July 19, 2018 and January 23, 2019

Board of Trustees

Marco Amaral, Trustee

Louis Barrios, Trustee

Mary Doyle, Trustee

Barbara Elliott-Sanders, Trustee

Cheryl Quiñones, Trustee

Superintendent

Katie McNamara, Ed. D.

EFFECTIVE GOVERNANCE Unity of Purpose, Roles, Responsibilities, Norms and Protocols

These workshop notes reflect the governance team’s work on the creation of a framework for effective governance. This process involves ongoing discussions and agreements about unity of purpose, roles, responsibilities, norms and protocols that

enable the governance team to continue to perform its responsibilities in a way that best benefits all children.

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On August 4, 2014, July 22, 2015, August 10, 2016, February 21, 2017, March 9, 2017, September 6, 2017, July 19, 2018 and January 23, 2019, South Bay Union School District Board

of Trustees and Superintendent participated in “Working Together” workshops on Effective Governance with the California School Boards Association. These workshop notes reflect the

governance team’s discussions about developing and sustaining a framework for effective governance. The notes reflect highlights of their conversations about unity of purpose, roles,

norms and protocols that enable the governance team to continue to perform its responsibilities in a way that best serves all students.

TABLE OF CONTENTS

UNITY OF PURPOSE

Areas of Which We Are Most Proud ................................................................................ 3

What We Hope to Accomplish as a Team (not in priority order) ..................................... 3

District Mission and Motto ............................................................................................... 4

ROLES AND RESPONSIBILITIES

A Discussion of Roles ...................................................................................................... 4

The Board’s Responsibilities ........................................................................................... 4

An Effective Trustee ........................................................................................................ 5

What the Board Needs from the Superintendent ............................................................ 7

What the Superintendent Needs from the Board ............................................................ 7

What the Board Members Need from the Each Other .................................................... 7

POSITIVE GOVERNANCE TEAM CULTURE

Norms ............................................................................................................................ .8

Meeting Guidelines .......................................................................................................... 9

SUPPORTIVE STRUCTURES AND PROCESS (Protocols) Public Comment……………………………..……………………………….………………..10 Team Communication: Getting Information/New Agenda Items/Ideas………................11 Responding to Staff or Community Concerns or Complaints……………..………………12 Responding to Electronic Staff or Community Concerns or Complaints……… ………..13 Local Legislator Visits…………………………………………..……………..……………....14 Moment of Silence……..………………………………………………………,………...……15 Board Member Remarks..………………………………………………………,………....…15 Responding to Requests for Meetings with Groups or Individuals……..…….…………..16 New Board Member Orientation…………………………………………..………………….18

GOVERNANCE AGREEMENTS SIGNATURE PAGE…………………………………….19

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UNITY OF PURPOSE

What We Are Most Proud of about this District:

Our Superintendent is “hands-on,” involved in everything and valued and respected by our employees.

We are very community based; our schools are locally-based and children have pride in their own schools.

Our success – We are fiscally solvent, scandal free and we have awesome programs.

Our diversity and culture of resiliency

People really care about our students.

The direction of the district in strengthening teaching and learning and our work in building a more positive culture.

For 98 years, we have grown in our community through best practices in governance.

The innovations that we are willing to explore in order to implement best practices for our students, such as: o The Language Academy o Our 7th and 8th Grade Programs, such as athletics o “Leader in Me” o STEAM Academy o 50/50 Dual Immersion o Emory Academy Global Leadership and Empowerment (EAGLE) o Our Water Safety Program through our partnership with the YMCA o Visual and Performing Arts Program o GATE o League of Innovative Schools

UNITY OF PURPOSE

What We Hope to Accomplish as a Team:

Being seen by the community as united in our purpose to serve the children and that our children are our first priority.

Understanding that there are differences of viewpoints, but that we have a unity of purpose regarding what is best for our students.

Providing students with more opportunities to explore STEAM fields.

Having a clarity of vision that is noble, strong and student-centered.

Continuing to inspire our community with the importance of sending their children to school each day.

Achieving equity in action, not just in theory with respect to finances.

Respecting the cultural significance of our families and incorporating our students’ lived experiences into our classrooms.

Creating a culture of achievement into adulthood.

Continuing to increase our visibility in the community and county.

Educating our stakeholders about the role of the Board.

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Our Mission:

We are a community committed to the academic and social success of ALL students.

Our District Motto:

All Students, All of us; Achieving Success Together!

GAINING CLARITY ON ROLES AND RESPONSIBILITIES

The Role of the Board and Superintendent - CSBA:

School Board Trustees are the representatives of the people, elected to ensure the district schools educate the children in consideration of the interests of the local community. The role of the School Board is to govern the school district.

The superintendent is hired by the school board to provide the professional expertise in the day-to-day operations of the district. The role of the Superintendent is:

1. To work with the school board to develop an effective governance leadership team.

2. To serve as the chief administrative officer for the school district.

Performing Board Responsibilities - CSBA:

In our governance role: We set the direction for the community’s schools by:

Focusing on student learning.

Assessing district needs.

Generating, reviewing and revising setting direction documents: (beliefs, vision, priorities, strategic goals, success indicators).

Ensuring an appropriate inclusive process is used to develop these documents.

Ensuring that these documents are the driving force for all district efforts. We establish an effective and efficient structure for the school district by:

Employing the superintendent.

Setting policy for hiring of other personnel.

Setting policies.

Setting direction for and adopting the curriculum.

Establishing budget priorities and adopting the budget.

Overseeing facilities issues.

Providing direction for and voting to accept collective bargaining agreements. We provide support through our behavior and actions by:

Acting with a professional demeanor that models the district’s beliefs and vision.

Making decisions and providing resources that support mutually agreed upon priorities and goals.

Upholding board approved district policies.

Ensuring a positive personnel climate exists.

Being knowledgeable about district efforts and able to explain them to the public.

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We ensure accountability to the Public by:

Evaluating the superintendent.

Monitoring, reviewing and revising policies.

Serving as a judicial and appeals body.

Monitoring student achievement and program effectiveness and requiring program changes as indicated.

Monitoring and adjusting district finances.

Reviewing facilities issues.

Monitoring the collective bargaining process.

We act as community leaders by:

Speaking with a common voice about district priorities, goals and issues.

Engaging and involving the community in district schools and activities.

Communicating clear information about policies, programs and fiscal conditions of the district.

Educating the community and the media about issues facing the district and public education.

Advocating for children, district programs and public education to the general public, community, and local, state and national leaders.

An Effective Trustee:

The Board determined that the following characteristics describe an Effective Trustee:

BEING MINDFUL: Of the impact that our decisions, manner and the things that we say have

on others; being sensitive to others. That we are Board Members 24/7. That people are looking up to us; we are role models. That people care what we think. Helping people know that we are concerned about their concerns and

willing to follow-up.

BEING PREPARED: Read, read, read:

a. Board materials b. Newspapers c. Google Alerts

Meet with the Superintendent. Ask questions in advance. Attend CSBA and NSBA conferences. Visit schools.

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BEING FOCUSED ON: Our children Evaluation Policies Respect Unity Our goals Accountability Support The state’s direction to the district Our finances

MAINTAINING AN APPROPRIATE MANNER: In Board Meetings:

a. Being fully engaged b. Smiling c. Being aware of nonverbal communication (our eyes, the way we

sit, etc.) In the community:

a. Listening respectfully b. Smiling, acknowledging others c. Making no commitments d. Following-up when appropriate!

BEING COMMITTED TO: The district as a whole:

a. The students b. The staff c. Quality education

Attendance at Board Meetings Doing the best we can!

MAINTAINING CONFIDENTIALITY: Respecting others – referring folks to the appropriate personnel Adhering to the Brown Act Keeping quiet Ensuring that nothing confidential leaves closed session

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GAINING CLARITY ON ROLES AND RESPONSIBILITIES

What the Board Needs from the Superintendent:

The superintendent will support trustees in fulfilling their responsibilities by:

Providing follow-up reports.

Ensuring that all Board Members receive all invitations.

Continuing one-on-one meetings.

Providing us with emergency updates and follow-ups when possible.

Providing appropriate background information, when there is a serious personnel issue.

Ensuring that there are, “no surprises.”

Continuing Friday Updates.

Continuing to provide in-depth information.

The Superintendent and staff providing written and verbal support to the Board.

What the Superintendent Needs from the Board:

The trustees can support the superintendent in fulfilling her responsibilities by:

Giving her clear direction.

Continuing our one-on-one meetings.

Keeping the Superintendent informed about everything that we hear.

Reading the agendas, asking questions in advance - being prepared.

Ensuring that there are “no surprises.”

Letting her know in advance if we intend to make any changes to the agenda.

Showing appreciation to her and the staff – acknowledging their great work.

What Board Members Need from the Each Other:

The trustees can support each other by:

Continuing our meetings with the Superintendent.

Listening to each other.

Making sure that there is time for questions and discussions at Board Meetings.

Displaying support for each other.

Guiding new members.

Seeking clarification from each other.

Ensuring that there are “no surprises.”

Inviting each other to and reminding each other about events.

Speaking well about each other.

Greeting and welcoming each other individually at meetings and events.

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South Bay Union School District Governance Team

AGREEMENTS TO FACILITATE GOVERNANCE LEADERSHIP

Governance Team Norms:

The Board of Education for the South Bay Union School District is entrusted by the community to uphold the Constitutions of California and the United States, to protect the public’s interest in the schools, and to ensure that a high-quality education is provided to each student.

To effectively meet district challenges, the Board and Superintendent must function together as a governance leadership team. Agreed upon behaviors or norms, and operating procedures or protocols, support consistent behavior and actions among team members. The purpose of the South Bay Union SD governance team agreements is to ensure that a positive and productive working relationship exists among board members, the superintendent, district staff, students, and the community. Norms are developed for and by the members of the governance team and may be modified over time as needed.

Our Agreements to Facilitate Governance Leadership:

Norms

Our Governance Team wishes to create a culture that models…

Showing appreciation for the work that people do.

That we are a team of six.

That we can agree to disagree.

Presuming positive intentions.

Ethical behavior.

Respect and dignity.

We have fun.

Efficiency.

Trust.

Children are our top priority.

Open, honest communication.

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To this end, we have adopted the following meeting guidelines:

Meeting Guidelines

We will keep our focus on the best interest of our students.

We will wait to speak until a team member has finished talking. We will listen openly without preparing a response, keep our remarks brief and to the point so that all opinions can be expressed and take turns expressing our views.

As each member, take responsibility for the work of the team. We are all responsible for the success of all meetings, and therefore must prepare to participate equally, and address concerns positively to that end.

We will communicate respectfully, openly and honestly with each other.

We will listen actively to all ideas and avoid side conversations.

Everyone's opinion counts; we will be open to the ideas of others.

We will respect differences, show respect, and never dismiss or devalue others. We will paraphrase for understanding.

Anyone may call a “time out” if he/she feels the need for a break.

We will stay focused on our goals and avoid getting sidetracked.

We will work to ensure that there are no hidden agendas and that all issues and concerns can be dealt with openly by all members.

When we have a difference of opinion, we will debate the facts of the situation and avoid personalities. We will address process, not personalities and perceptions.

We will be aware of our comments and the power of our body language.

We will be supportive, rather than judgmental.

We will build on the ideas of others and look for common ground.

We will work toward the future, learning from the past – bridging forward together.

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Protocols Structure and Process

Effective governance teams discuss and agree upon the formal structures and processes, or protocols, used by the Board and Superintendent in their functioning as a team. These structures and processes guide the operation of the governance team and determine how they do business. Protocols are the agreements that ensure that all members of the team are operating within their agreed upon roles. The following protocols were developed at our Governance Workshops. Protocols to Facilitate Governance Leadership:

TOPIC PROTOCOL

Public Comment Rationale: We want to hear from the public and ensure that all

speakers are treated fairly.

We wish to clarify our practice,

And adhere to our Bylaws: BB 9323, Meeting Conduct and BB 9323.1, Order of Business.

Therefore, we agree that:

Individual speakers shall be allowed three minutes to

address the Board on each agenda or nonagenda item.

The Board shall limit the total time for public input on

each nonagenda topic to 20 minutes each, knowing that

there is an opportunity for public comment on agenda

topics.

Nonagenda items will be sorted by topics.

With Board consent, the President may increase or

decrease the time allowed for public presentation,

depending on the topic and number of persons wishing to

be heard.

The Board President will inform the Board if an extension

is needed. An extension of time will require a vote of the

Board. This would include the opportunity to increase

the number of minutes allocated to an individual beyond

3 minutes.

Speakers will not be allowed to yield their time allotment

to another person.

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TOPIC PROTOCOL

Team Communication:

Getting Information &

Bringing up New Agenda

Items/Ideas

Rationale: It is important for us to have a protocol; on this topic, because: We want to be knowledgeable so that we make informed

decisions.

We work as a team and therefore, we all want to know the suggested process.

This protocol will be helpful to new Board Members.


I. Questions regarding agenda items: When we have

questions regarding agenda items, we will discuss them with

the Superintendent during our “one on one” meetings or as

needed.

II. Bringing up new agenda items/ideas:

Board Members will bring new items to the Board

President. They will label the new items, as to the nature

of the request.

The Board President and the Superintendent will discuss

these items and create a list of possible future agenda

items.

They will then add this list to the agenda under the

heading of “Future Agenda Items” and bring them to the

Board as they arise.

At the meeting, the Superintendent will share the amount

of staff time required for each item and the relationship of

each item to the district’s goals.

The Board will decide which items will be placed on a

future agenda.

The Board President and Superintendent will determine

when each item will be agendized.

III. Setting and changing dates and times for meetings,

site visits and events:

The Board will be notified by the Executive Assistant via

text or phone call when there has been a time change for

an event or meeting.

During her agenda-setting meeting with the Board

President, the Superintendent will text the Board

Members if a time change is needed for the upcoming

Board meeting.

The Board will receive a list of site visits from the

Executive Assistant and will receive a text message from

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her at least 24 hours in advance if there is a time change

for a visit. TOPIC PROTOCOL

Responding to Staff or

Community Concerns or Complaints

Rationale: We care about our constituents concerns and want to

hear them, but we recognize that individual Board Members do not have the authority to resolve issues and complaints, as stated in BB 9200, Limits of Board Member Authority and

We want to have consistency in response.

Therefore, when a Board Member is approached by a community or staff member with an issue or concern, he/she will:

Receive – Listen without interruption and without preparing a response to the person’s issues or concerns, unless it is an issue that may come before us in our judicial role - that information will be shared with the entire Board at the appropriate place and time - during the hearing.

Repeat – If it is appropriate for us to listen to the concern, we will paraphrase or ask a clarifying question to ensure understanding of what has been said.

Request – Ask, “What does a solution look like to you?”

Review – The conversation (and next steps, if any).

Redirect – Put the person back into the system at the appropriate place: 1. The Teacher – Issues regarding specific classrooms

(e.g., the amount of homework) should be addressed first by a discussion with the teacher. Good questions might be, “Have you discussed this matter with the teacher? What did he/she say?”

2. The Principal - Issues not resolved at the teacher level or issues involving an entire school (e.g., school discipline policy) should be addressed with the Principal.

3. The Superintendent – Issues not resolved at level 2 or district wide issues should be referred to the Superintendent.

Report – Refrain from any form of investigation and notify the Superintendent and only the Superintendent of the conversation so that she has the full picture and can follow through as appropriate and/or necessary.

Follow-up – The Superintendent will inform Board Members as to how the situation was dealt with, as appropriate.

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TOPIC PROTOCOL

Responding to Electronic Staff

or Community Concerns or Complaints

Rationale: We are aware that negative comments by Board Members

can have a damaging effect on staff morale.

Written inaccuracies are more harmful than verbal ones.

Electronic communication is very public and speaks to the reputation of the district.

Written comments may live forever.

One person does not speak for the Board, but it will be perceived that way.

We need to always send a cohesive message and be consistent in our responses.

We need to always follow the Brown Act and avoid serial meetings via text or email.

Therefore, we agree to the following:

Social Media: We will refrain from involvement in all

social media conversations about possible future agenda

items and changes, issues and concerns about our

schools and our district, but will inform the Superintendent

immediately upon becoming aware of such postings.

Emails:

When individual Board Members receive a concern via

email, they will acknowledge receipt and forward it to

the Superintendent so that it may be dealt with

appropriately.

When all five Board Members receive an electronic

concern, the Board President will respond on behalf of

the Board, using the language below, and copy or

forward it to the Superintendent:

“Dear ___, On behalf of the Board of Trustees, we thank you for your email correspondence and want to let you know that it has been received. Sincerely, Name Board President”

The Superintendent will inform Board Members that the

situation will be dealt with appropriately.

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TOPIC PROTOCOL

Local Legislator Visits

Rationale: It is important for us to have a protocol on this topic because: It has been the norm for our Board to participate in CSBA’s

Legislative Action Day.

CSBA Legislative Action Day was changed from three days to one day. One day travel is challenging with flights, etc. and it is difficult to get an audience with local legislators on that day.

There is value in meeting with our Legislators to: o Share District information with elected officials. o Foster connections and relationships. o To remind them about their work and the importance of

championing our community.

It may be a priority to our community that Board Members are actively involved in fostering collaborative relationships with local legislators.

Therefore, we agree that: Each year, each Board member will decide individually if

he/she will attend CSBA Legislative Action Day.

Each year, the Board will meet with local elected officials,

including members of the Legislature, Congress and City

Council, in May and/or when there is a change in office.

In preparation for the meetings with legislators, Board

Members shall meet in a Special Board Meeting to review

this protocol and develop talking points, including:

o Current needs and priorities in South Bay Union SD

o CSBA and ACSA briefing documents from most recent

Legislative Action Day

o Summary of the District including enrollment,

demographics, etc.

No less than three Board Members and the

Superintendent will meet with Legislators.

An additional meeting may be scheduled with those

planning to attend this meeting.

All planning meetings will include a discussion about

appropriate decorum, distribution of parts, role play and

create a plan, “B,” when necessary.

The Board President or designee will open and close all

meetings with officials.

The Executive Assistant will make appointments with the

scheduler for private meetings with the Legislator or a staff

member in the education field.

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The Executive Assistant will send letters to Legislators one

week prior to appointment to confirm. The letter will

include confirmation of expectations, best hopes related to

agenda topics, and summary information about the

District. TOPIC PROTOCOL

Moment of Silence

Rationale: We need guidance in order to be equitable in our

practice.

Therefore, we agree to have a moment of silence when:

A member of our district family, staff, student or Board

Member, has passed away.

A national (which may include lowering the flag) or state

tragedy occurs.

Our hearts hurt.

The final decision to include a moment of silence is at the

discretion of the Board President and Superintendent.

TOPIC PROTOCOL

Board Member Remarks

Rationale: We would like to have an opportunity to both celebrate the accomplishments of our district community and share information with our colleagues at our Board Meetings. Therefore, we agree to provide an opportunity for Board Members’ remarks at our meetings, as outlined in BB 9323.1, Order of Business:

“Communication from the Board of Trustees” will take

place at the end of the meeting, right before

adjournment, so that Board Members have the

opportunity to share information with each other and

celebrate accomplishments. The suggested

timeframe for this item is three minutes per member.

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TOPIC PROTOCOL

Communication: Responding to Requests for Meetings with

Groups or Individuals

Rationale: It is important for us to have a protocol on this topic because: Board Members want to hear from stakeholders.

Board members desire positive relationships with all stakeholders.

It is a priority to respond consistently.

Unity in messaging, at all times, benefits the District.

It is an expectation that Board Members have equitable access to information and opportunities (including events and also opportunities to build relationships).

There is always a legal obligation to conform to the Brown Act.

There are Board Governance Documents that dictate what Board Members do, in contrast to the superintendent, and it is important to follow all policies.

It creates clarity for Board members and stakeholders.

We have an expectation that there are “no surprises” for our team.

Stakeholders include: Associations (SWTA and CSEA)

Members of the community

Parents or guardians

Groups e.g., PTA, Foundation

Students

Services groups (Kiwanis, Optimist, Rotary)

Community groups (Boys & Girls Club, IB Little League)

Media (there is a separate protocol for Media in which the superintendent is primarily the point of contact and the Board president is the secondary contact).

Therefore, we agree that: Invitations:

All emails, cards, letters, and phone invitations received

by Board members will be sent (via individual Board

members) to the Executive Assistant.

If invitations appear to be for one or two Board Members,

the Executive Assistant will confirm with sender that the

protocol is for invitations to be shared with all Board

Members. Executive Assistant will then share the

invitation with all Board Members.


Meetings with groups: Board members will meet in pairs unless four decline the

invitation. If four Trustees decline the invitation, one may accept the invitation.

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Board members will listen for information or ask clarifying questions to ensure understanding. (See Protocol “Responding to Staff Community Concerns or Complaints”).

As we have a “no surprises” norm and value open communication, after meetings, the Board President will provide a summary of the discussion to the Superintendent. When the Board President is not in attendance at the meeting, the team will identify the contact person.

Therefore, we agree:

Meetings with individuals Current (March 9, 2017) Board Bylaw 9200 indicates:

“Individual Board members do not have the authority to resolve complaints. Any Board member approached directly by a person with a complaint should refer the complainant to the Superintendent or designee so that the problem may receive proper consideration and be handled through the appropriate district process.”

It is acknowledged that it is beneficial to direct complaints to the lowest level in the organization, as appropriate. (See Protocol “Responding to Staff Community Concerns or Complaints”).

Accolades and encouragement are greatly appreciated. Board members will communicate accolades to the superintendent and encourage stakeholders to contact employees directly.

18 | P a g e

Protocol: New Board Member Orientation

Event Timeframe Facilitator/Organizer

District Overview Meeting

for Candidates to include

LCAP and Budget

During Campaign Superintendent

Orientation Meeting to

include Upcoming Events,

Phone, Tablet, etc.

Prior to Assuming Office Superintendent

Novus and GAMUT Training Prior to Assuming Office Superintendent

Board President

1:1 Meeting with

Superintendent and Board

President to include

Governance Handbook,

Governance Binder, Brown

Act, District and Board

Calendars, First Board

Meeting Expectations, and

Board Member Orientation

List

Prior to Assuming Office Superintendent

Board President

CSBA Annual Education

Conference and Orientation

for New Trustees

Early December Superintendent

Monthly 1:1 Meetings with

Superintendent and Board

President

Immediately upon Assuming

Office

Superintendent

Board President

Official Photo Upon Assuming Office Superintendent

CSBA Books: Call to Order –

A Blueprint for Great Board

Meetings and The Brown Act –

School Boards and Open

Meeting Laws

SBUSD Safety Plan

Within One Month of

Assuming Office Superintendent

Board Working Together

with Luan Burman-Rivera

Within Two Months of

Assuming Office Superintendent

Governance Binder to include

Board Bylaws, Brochures, and

Revised Governance

Handbook

Following Working Together Superintendent

CSBA Institute for New and

First-Term Board Members January/February Superintendent

NSBA Annual Conference March/April Superintendent

Board Working Together

with Luan Burman-Rivera July Superintendent

CSBA Masters in Governance First Year of Term Superintendent

19 | P a g e

We have reviewed and agree to follow the aforementioned governance team norms and protocols in order to support a positive

and productive working relationship among the South Bay Union School District Board of Education, Superintendent, staff, students

and the community. We shall renew this agreement annually.

Affirmed on this 12th day of February, 2019

Marco Amaral, Trustee

Louis Barrios, Trustee

Mary Doyle, Trustee

Barbara Elliott-Sanders, Trustee

Cheryl Quiñones, Trustee Katie McNamara, Ed. D., Superintendent

South Bay Union School District

Working Together EFFECTIVE GOVERNANCE WORKSHOP & BOARD

SELF-EVALUATION

Discussion Guide

September 9, 2020 – 4:00 PM – 9:00 PM

Conducted by LUAN BURMAN RIVERA & SEPIDEH YEOH, CSBA GOVERNANCE

EDUCATORS/CONSULTANTS

Goals of the governance conversation: 1. Board Self-Evaluation 2. Review Governance Handbook

“Individual commitment to a group effort – that is what makes a team work, a company work, a society work, a civilization work.”

~Vince Lombardi

4:00 – 5:00 PM Welcome/Introductions/Overview/Meeting Guidelines

5:00 - 6:00 PM Review of Board Self-Evaluation – Building a Stronger Team:

• Strengths of Governance Team

• Areas to Discuss and Address

(6:00 – 6:30 PM – Dinner)

“The behavior that is modeled by the leadership profoundly shapes the culture of an organization.”

~Dr. Carol Roberts

6:30 – 8:45 PM Review of Governance Handbook:

• Norms & Protocols

8:45 – 9:00 PM • Next Steps

• Workshop Evaluation and Adjourn

Sample Meeting Guidelines • We will keep our focus on the best interest of our students.

• We will listen actively to all ideas. / We will listen openly without preparing responses.

• Everyone's opinions count. / We will be open to the ideas of others.

• We will wait to speak until a team member has finished talking. / We will keep our remarks brief

and to the point so that all opinions can be expressed.

• Anyone can call a “time out” if s/he feels the need for a break.

• We will communicate openly and honestly with each other.

• We will respect differences. / We will show respect – never dismiss or devalue others.

• We will be supportive rather than judgmental.

• We will give helpful feedback directly and openly.

• All team members will offer their ideas and resources. • We will build upon the ideas of others and look for common ground. / We will paraphrase

for understanding.

• Each member will take responsibility for the work of the team. / We will each be responsible for the success of the meeting – participate equally – address concerns.

• We will respect team meeting times: start on time, return from breaks promptly, avoid

unnecessary interruptions.

• We will stay focused on our goals and avoid getting sidetracked.

• When we have a difference of opinion, we will debate the facts of the situation and avoid personalities. / We will address process -- not personalities.

• We will all work to make sure there are no hidden agendas and that all issues and concerns can be

dealt with openly by all members. • We will work toward the future – learning from the past.

How to use your Board Self-Evaluation Results When? The board should schedule a special open-session conversation/discussion meeting to review the results of this survey. Guide to the Report The report provides the board with perception data - how trustees individually perceive the board’s effectiveness. The range of scores across topics will help the board identify areas in which board members might achieve greater collective clarity in fulfilling their governance responsibilities. The results are color-coded for ease of interpretation.

Color Distribution of Ratings

Implications

All board members rated this item as Almost Always or Often

A strength for all members

A majority of board member rated these items as Almost Always or Often

A strength for majority of members

A majority of board member rated these items as Less Often or Rarely

An area of growth for majority of members

All board members rated this item as Less Often, Rarely, or Not Sure

An area of growth for all members

The board can improve its cohesiveness by discussing the range of responses, learning each member’s rationale for his/her ratings. In some cases, the board may find that members have different expectations for what deserves an ‘Almost always’ vs. an ‘often,’ but that there is general agreement on how the board is performing.

How to structure the board conversation As the board discusses these results, remember a few critical points:

The report displays a range of perceptions, not facts.

Focus your discussion on what matters most.

Each member should practice empathetic listening and work to understand the views of other board members.

It’s okay to differ in opinion; you don’t always need to agree, but you do need to understand.

Step 1: Confirm the strengths. (Green) Step 2: Confirm the areas for growth. (Red) Step 3: Identify areas where perceptions are mixed. (Blue or Yellow) Step 4: Focus. From the results from steps 2 and 3 above, the board should agree on the three to five most important areas for improving board performance. The board should answer the question: Which areas of improvement will be most beneficial to the board and the district? Step 5: Set goals. Set specific, measurable, time-bound goals with success indicators for improving board performance in each area. Step 6: Schedule board development workshops throughout the year and add them to your Governance Calendar. If you would like help: CSBA’s Governance Consulting Services provides board development coaching and guidance. If you would like to discuss how these services can be tailored to meet your particular needs, please call us at 916-669-3293 or to request a board self-evaluation visit http://bse.csba.org.

http://www.csba.org/

Board Self-Evaluation Results - 2016

South Bay Union SD

Number of members responded

Almost

Always

Often Less

OftenRarely Not

Sure

1. Conditions of Effective Governance

Board unity

1. The board is focused on achievement for all students. 5 0 0 0 0

2. The board is committed to a common vision. 5 0 0 0 0

3. The board stays focused on district priorities. 4 1 0 0 0

4. The board works well together. 5 0 0 0 0

5. The board commits the time to become informed. 5 0 0 0 0

6. Individual board members do not undermine board decisions. 5 0 0 0 0

Roles and responsibilities

7. Board members agree on the role and responsibilities of the board and the

superintendent. 4 1 0 0 0

8. Board members follow board agreements regarding speaking for the board. 4 1 0 0 0

9. Board members keep confidential matters confidential. 5 0 0 0 0

10. The board gives direction to the superintendent only at board meetings. 2 2 1 0 0

11. Individual board members do not attempt to direct the superintendent. 1 3 1 0 0

Page 1 of 58/27/2016

Area of growth for

most members

Area of growth for

simple majority

A strength for

simple majority

A strength for most

members


Almost

Always

Often Less

OftenRarely Not

Sure


Board culture

12. The board treats the superintendent with respect. 5 0 0 0 0

13. The board manages internal conflicts in a productive manner. 5 0 0 0 0

14. Board members follow agreements on how they will act towards each other. 4 1 0 0 0

15. Board members treat each other with respect. 3 2 0 0 0

16. Board members demonstrate they understand other perspectives. 3 2 0 0 0

17. Board members usually discuss questions about agenda items with the

superintendent prior to the board meeting. 5 0 0 0 0

Board operations

18. The board governs within board-adopted policies, bylaws and protocols to

manage board operations. 5 0 0 0 0

19. Board members receive timely information. 3 2 0 0 0

20. Board members receive adequate information. 4 1 0 0 0

21. All board members receive the same information. 3 2 0 0 0

22. Board members follow agreements about how to request clarifying or

additional information about agenda items. 5 0 0 0 0

23. Board members follow agreements on how to bring up new ideas. 1 4 0 0 0

24. Board members follow agreements on how concerns from the community will

be handled. 4 1 0 0 0

Page 2 of 58/27/2016

Area of growth for

most members

Area of growth for

simple majority

A strength for

simple majority

A strength for most

members


Almost

Always

Often Less

OftenRarely Not

Sure


Board meetings

25. The board agrees on the role of the board president in managing board

meetings. 3 2 0 0 0

26. Board meeting agendas reflect district priorities. 5 0 0 0 0

27. Board members come to meetings prepared. 5 0 0 0 0

28. The board effectively uses data in its decision-making. 5 0 0 0 0

29. The board confines its meetings to a reasonable length of time. 5 0 0 0 0

30. There is a good relationship between how long the board spends on an

agenda item and the importance of the item. 5 0 0 0 0

31. The board effectively manages community input at board meetings. 4 1 0 0 0

Board development

32. The board agrees on the process for identifying officers. 4 1 0 0 0

33. The board plans for the development and training of the board. 4 1 0 0 0

34. The board effectively orients new members. 4 1 0 0 0

35. The board reviews its governance agreements regularly. 4 1 0 0 0

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Area of growth for

most members

Area of growth for

simple majority

A strength for

simple majority

A strength for most

members


Almost

Always

Often Less

OftenRarely Not

Sure

2. Board Responsibilities

Setting direction

36. The board provides opportunity for community input when developing the

district’s mission, core beliefs and vision. 5 0 0 0 0

37. The board adopts long-range priorities. 5 0 0 0 0

38. The board uses the district’s mission, core beliefs and vision to drive district

performance. 5 0 0 0 0

39. The board adopts clear and measurable indicators to assess district


Structure

40. The board adopts a fiscally responsible budget aligned to the district’s vision

and goals. 5 0 0 0 0

41. The board regularly monitors the fiscal health of the district. 5 0 0 0 0

42. The board has an effective process to review, revise and adopt policies. 5 0 0 0 0

43. The board establishes priorities for the district’s collective bargaining process

that support the district vision and goals. 3 2 0 0 0

Support

44. The board demonstrates commitment to district priorities and goals. 5 0 0 0 0

45. The board demonstrates support for the superintendent in carrying out board

directives. 5 0 0 0 0

46. The board is represented at key district events. 5 0 0 0 0

47. The board celebrates district accomplishments. 5 0 0 0 0

Page 4 of 58/27/2016

Area of growth for

most members

Area of growth for

simple majority

A strength for

simple majority

A strength for most

members


Almost

Always

Often Less

OftenRarely Not

Sure


Accountability

48. The board monitors student progress against established benchmarks. 5 0 0 0 0

49. The board monitors progress towards district goals based on established

success indicators. 4 1 0 0 0

50. The board monitors the implementation of the adopted budget. 5 0 0 0 0

51. The board monitors the implementation of board policies. 3 2 0 0 0

52. The board evaluates the performance of the board. 3 2 0 0 0

53. The board evaluates the performance of the superintendent based on

established expectations. 5 0 0 0 0

Community leadership

54. The board uses cohesive messages to communicate district priorities, goals

and needs. 3 2 0 0 0

55. The board provides community leadership on educational issues. 4 1 0 0 0

56. The board pursues partnerships to support district efforts. 2 2 0 0 1

57. The board advocates on behalf of students and public education at the local,

state and federal levels. 5 0 0 0 0

58. The board informs the community on district priorities, progress, needs and

opportunities for involvement. 3 1 0 0 1

Page 5 of 58/27/2016

Area of growth for

most members

Area of growth for

simple majority

A strength for

simple majority

A strength for most

members


South Bay Union SD


Almost

Always

Often Less

OftenRarely Not

Sure


Board unity














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Area of growth for

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A strength for

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A strength for most

members


Almost

Always

Often Less

OftenRarely Not

Sure


Board culture








Board operations











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Area of growth for

simple majority

A strength for

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A strength for most

members


Almost

Always

Often Less

OftenRarely Not

Sure


Board meetings


meetings. 4 0 1 0 0








Board development





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A strength for

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A strength for most

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Almost

Always

Often Less

OftenRarely Not

Sure


Setting direction








Structure







Support






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Area of growth for

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A strength for

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A strength for most

members


Almost

Always

Often Less

OftenRarely Not

Sure


Accountability


















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Area of growth for

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A strength for

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A strength for most

members


South Bay Union SD


Almost

Always

Often Less

OftenRarely Not

Sure


Board unity














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A strength for

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A strength for most

members


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Always

Often Less

OftenRarely Not

Sure


Board culture








Board operations











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A strength for most

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OftenRarely Not

Sure


Board meetings


meetings. 4 0 0 0 1








Board development





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Setting direction








Structure







Support






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A strength for

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A strength for most

members


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Accountability


















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Area of growth for

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A strength for

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A strength for most

members


South Bay Union SD


Almost

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OftenRarely Not

Sure


Board unity














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Board culture








Board operations











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Area of growth for

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A strength for

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A strength for most

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Always

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OftenRarely Not

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Board meetings


meetings. 1 3 1 0 0








Board development





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Setting direction








Structure







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Accountability


















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Area of growth for

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A strength for

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A strength for most

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South Bay Union SD


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OftenRarely Not

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Board unity














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Board operations











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A strength for most

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Board meetings


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Board development





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Setting direction








Structure







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