March 12, 2026 Board Work Session

001I am gonna go ahead and call us to order for this uh March 12th, 2026 regular board work session. U in attendance we have five of our directors, Chris Howitt, Ross Jacetta, Brennan Peter, Paulie Regalman, and myself. Um, we do have proposed agenda to entertain a motion. >> I would move to approve the agenda as presented. >> Second. >> Moved by Chris, second by Brena to approve the meeting agenda. >> All those in favor? >> I opposed. >> All right. Our first item uh is here as an action item. It's not something that we have to take action on. In fact, typically we would take action on this as a consent item at our next uh business meeting, but we have policy review and I will turn it over to Don. >> Thank you, chair.

002There are four policies tonight as you can see. We're starting off in I believe alphabetical order. So, it's boards and reimbursements. the committee has reviewed that had some good discussion about it and really it's about uh whether board members should have stipens or not. So what you're seeing here is exactly what came from OSVA uh and it's open to discussion. >> I know we talked about in the policy meetings did Portland have they tested this? Have they gone through because it you have to do like a different set of motions and certain people can vote and then you vote and then you keep doing it. >> So you're not >> Yeah, that's exactly what they did. So >> PBS does have board stipens now. >> Um and what they did was >> each board member

003recused themselves when it was a vote for their position. They voted on by position and so that position board member recused themselves to the vote >> so that it wasn't a conflict of interest and they have multiple actions for each board position. Okay. >> And then um as I understand as well the policy and the law says that you don't have to take it if you don't want it. >> That is correct. Um, >> do we even have to change this policy at all? >> Um, we would need as a group once you all decide how this would work. Um, there's some things in brackets there. The sentences that say the amount of the statement is literally the amount included in the budget. The statement amount will be approved by resolution of the board. So

004you do have once we move forward on how you all want to address this, there's some decisions to make about the amount of the stipen should be. >> Uh >> is it limited by statute to $500? >> I believe it is. It's been a while since we talked this through with the >> board meeting. But yes, that was I think there was like inflation like 517 now or something like there was something to do with the inflation that it went >> up slightly. Wait, like as in there's like a requirement of a minimum. >> No, a maximum. >> Maximum. >> Yeah. >> Yep. And I do believe you're right about inflation. >> And I know it's Can I just keep going? >> I know it's been a conversation that we've had on and off over

005the years prior to the legislature doing anything. And I have generally been in favor of having a stipend as an option. If you choose not to take it, that's a personal choice. Um the conversation that has been had around budget and there will always be budget. >> That's just there always is. And I look at it in some respects as we are, I believe, the only elected officials who do not receive compensation for the time that we put into the job. And it's a job to make sure that we're informed, that we attend, we don't get paid for attending the meetings. I'm not even sure. Can I submit I haven't ever submitted my mileage, but just getting from my house to the meeting. Um I don't know if that's uh reimburseable because that's a regular

006thing. >> Um so it's just to me it is has been a um a recognition of what we do and that we are not volunteers. We are elected officials and every other elected official in the state of Oregon receives payment of some kind because it's an impact on your family, your time and your effort. I'm done with that speech. I think for me it it's not that I'm 100% opposed, but I think especially because the budget right now, I think we all ran for this position knowing it wasn't paid. Um, and I just I don't think even if the budget was better, I don't think I'd feel comfortable taking dollars away from students to support our work. And I would I would push back on that a little bit and I do it because I

007want to be a better board member. But every time that I attend a conference or a session or something that is going on that is outside of our twice a monthish board meetings. If I have to do something alternative with my business. If I have to back in the day had to make sure that I had child care set up. We've had board members who do have to have child care to attend. So, there are costs associated with doing this. And for me, it's been the cost and time of going to training and work sessions and opportunities that I was in a privileged position that I could do that. And that privilege was I had someone else who could take care of my kids. I had someone who could cover my loss wages, my lost

008time. and not everyone has that. So, it becomes somewhat of an equity issue as well. And I knew that we didn't get paid when I got elected. That's not the issue. The issue is whether or not that was really something that in this day and age with the amount of activity that the board is expected to do, the amount of training the board is expected to have and the decisions that the board has to make um it has transitioned in the last 30 years from being what was more of a volunteer show up do a couple of meetings and that was about it. It's way more complicated now and being able to have that opportunity and time for training conferences and I'm not talking about the national stuff. I'm talking about everything that goes on

009here in Salem, locally, whatever. >> So, I still um if you don't want to take the stipend, >> great. I would like to have that option for board members and have it be just a regular part of So again, if we have someone who can't take time off work, who can't take time to do that helps allow them to be a better board member. >> Yeah. Yeah. I don't I don't disagree that we are maybe not deserving of it. I just again I I don't feel like especially now taking dollars out of the classroom. I I I you know, if we're talking about budget, I couldn't choose something else to give up if I had to in place of that. And so I feel like that's what we're dealing with right now with the budget.

010And maybe that would be different in future years. This is how I feel about maybe a little bit with a big smile on my face so that you know I'm not um is that the more training that we have to understand the impact of budget and the impact of school that's time that we take to make sure that we are aware involved engaged and part of that conversation in a way that's not a cursory level we understand what it is that's going on. So, it makes it allows us to be making better decisions when questions come up about budget or curriculum or how we do things. And the only way that we can get to that is being able to make sure that we all have access to the same level of training. >> The

011training I mean like I was able to go to OSBA conference that was completely paid for. I didn't cost me anything. So where are you? Where are you? >> I was the conference as well and it cost me three days of work >> because it was worth going to the conference. Yes. The district pays for my registration fee. >> Yeah. >> Um but it doesn't pay for >> but talking like it's not I don't know for me like my time like if we're if we're going to put like a dollar amount on time like you just can't like in my opinion I'm like you can't do that. So, like it didn't even make up even if you were to take those three days. Does it does this monthly allotted amount even make up for that?

012It doesn't. So, I I don't know. >> Um I think we could also get creative with how we do our trainings where we can do more in-house at meetings if if that's what we want to do so that it's not as much as a conversation with other board members though and conversation in a larger. >> Well, we could even bring in another board. I mean, we could think outside the box and bring in another board to have those conversations. I mean, I think we just have options if that's what we want to do, too. >> Could I ask on the practical side? Um, >> t board members would be responsible for any tax obligations resulting. Would this be like a 1099 issued to the board? >> We we would have to treat it like an

013employee. So, you would get your end of the year statements. Yes. For your tax uh there would be taxes. Also, there may be taxes taken out off the top, too. You just have to claim the other your income tax return. Um I I recall that uh other aunt Sean had strong opinions on this one as well. And while we keep kicking the can down the road, I guess another question is once the board makes a decision if they opted to approve the stipened option, is that retroactive or is it from the moment that it's approved? >> According to policy, it can be retroactive to the beginning of the year, missed months. Uh you could also choose to start it in July. In the end, once you decide whether it's going to be retroactive or starting

014in July, it's a certain set amount by the board divided by 12 months. So divided by seven then divided by 12 months that would be the stipen total for each individual if you took it. Um and then it would be payroll business office um I'm not asking for you to express an opinion you'd rather not express but do you have any thoughts on it? Yeah, my thoughts would be just kind of based on uh being able to attract, you know, folks to these positions. And I know, you know, that involves kind of thinking, you know, that you might not be, you know, in in office, you know, for forever. But I'm thinking in terms of attracting people, having the stipend would allow folks to, you know, it would allow to attract, you know, a wide

015uh variety of folks so that folks who might have, you know, constraints like Chris mentioned, you know, child care and whatnot, they might be able to to be enticed, you know, just kind of based on this type. Um, walk me through how Portland handled that approval. Again, who who was that you that made the decision? >> So, they when they were approving the stipen amounts for whether each board position wanted to take one or not, um, whichever position they were voting on, so if it was position one, that person that's in that position would recuse themselves from the action. And so the rest of the board would vote on that motion with that person recused on whether that position would get a board silent. >> Here's here's what's written in policy because that's covered in

016law. Because board members likely have an conflict of interest when uh approving an annual resolution. The board may need to approve multiple resolutions each applying to fewer than a quorum of the board. Uh so that's even more specific. >> Yeah. So I but that wouldn't be the policy. The policy would say whether whether the board accepts it or not and then it would be a follow-up resolution. That's the one the Portland adi position. >> Yes. Okay. And I I do believe each year, if I'm reading it correctly, I've read it a couple of times, uh you need to approve a new amount every year or approve the same amount. You need to go through that process every year also. Um, okay. I think the best way to move this forward, um, you said it can

017be, you read that, John, as there's a language in the policies that stipens will be issued monthly and may be prorated for service for incomplete months. >> Yes. You read that as could be retroactive. >> I did. I read that actually in the statute. I have to go back and double check. I was asked a few days ago that it could be retroactive, but based on policy, now that I'm reading this tonight, I don't know that retroactive is accurate. I'll research it for you. >> Okay. Um that'd be helpful to know. And uh both from a policy language, but also statutoily what we're allowed to do. >> I'll make sure to have support. Um, my hesitation is we I realize how much I keep pushing this off to try to get full board vote, but

018if that can't be retroactively applied, then we really are hamstringing the board if they opt in. >> I agree with you. Um, based on this understanding that we have right now, uh, if you chose an amount, it would just be through June 30th anyway. Then we're going into a new pay year. Uh, so that does add some complexity to it. uh it would be it's easier to look at July through June of next year >> when it comes to math. Um >> and if we decided that we wanted to approve this policy, it just puts the policy available. >> I agree. And then at a future date, whether the future date is in July, if it's two years from now, whenever it is, the policy that is in place that matches the statute. And it

019doesn't it it would sort of prevent someone from trying to say, well, can we do this or this or this? No, we know what the statute is. We know what the the rules around doing it or the procedure. And if it never was acted on. >> Yeah. Yeah. Let's talk what what are our options with this policy. >> We we have to adopt a policy position one way or another. >> It is a required policy. So we took it from the other paragraph that I want you to pay attention to is the one below the highlighted one. >> So at the as I'm listening to the discussion tonight about mileage and other things. So you'd fall under the same rules that employees would, I assume. So we don't pay employees to drive to work every

020day. That's their obligation. We do pay if they're going between buildings or going to a meeting, then we would pay mileage for that. So having an understanding of what costs would be reimbured and we do already pay for your conferences, travel, um food that goes in dur when you're when you're at those conferences if you're traveling. All of that's already covered. So, but I do want you to make be familiar with that so that you know what questions you're going to ask or what would or wouldn't be covered. >> And it also says that the board has to approve those expenses. >> Yes. >> I don't know how if that's an individual or I don't know that looks like but >> so you go back to your practices in the past >> the uh one

021the second paragraph not including that first one that looks like a paragraph in shiny font. So it's the one that's not mostly highlighted starts with a purple line. >> Okay. Right. So what it means then is coming to the board meeting you're not getting mileage. If I'm going out to a school visitation >> but all of that it says um it says when such attendance has been approved by the board >> right >> there have to be some approval process whatever that looks like for conferences. >> This is the gray area that makes me the most comfortable. If you guys set a limit, just as Chris said there, if you visit a school building, would we owe you mileage for that doing that? Uh, is that something the board would approve? Uh, so and it

022has to be approved. So, if you chose or were invited to a building by a principal and you went, but the board didn't approve that mileage, that creates some discussion for all of you that keeps coming back and keeps coming back. >> Yeah, that actually makes me a little bit that part makes me uncomfortable to be aggressive. I I almost wonder if there's a board level AR that could come in after this that just the board reviews annually to say this is the acceptable >> Yeah. >> expense. But that that's a conversation for another day. >> Um I I don't I'm at the mercy of the board. But, uh, I don't think I think this is something that really does deserve to have Sean and and Heather's inputs because I think we're pretty split is

023my gut. And so, the way that we've handled conversations such as this where we have various opinions and I've just kind of proposes to the board is um, one, I just look for a general idea. Is this something we do want at the next board business meeting or is it one that we want to bring for action at a at an upcoming work session? Would we feel more comfortable having conversations like the around this table or do we want to have a conversation from there? >> Yeah, I use this table. >> Okay. So, that pushes the next >> Yeah. business meeting. >> Yeah. >> John's going to look into the retroactive. I am. >> Um >> I'm also going to look into an AR as well to see if there is more. >> Anything that

024other districts have done would be really helpful. But um and then what I would like is maybe at our next work session I could put out a note. One way we've handled conversations like this is we kind of have said each board member gets to you know gets their two three minutes to express their position. We don't have a lot of rebuttal. is just kind of here's where I'm at. We walk through the considerations and the net board member has all the information that's important to each other summarized. Are we okay with that kind of process? >> When it comes to amount of stipen, the budget total, >> would you want maybe Pete to come forward with something that we see as reasonable for you to consider? And you can go up, down, or sideways

025from that, but at least a starting point. >> I I would follow the statuto ballpark. I'm seeing 40 $4,000 if fully claimed over all 12 months. I think that's the other is there's like months that we take off or like we're generally not >> we do have like one in July one have other conferences and things that we can go to that's considered the off season like the July summer >> board. So, okay. So, I don't think so, John. I think we're really kind of looking at it as >> whatever >> law allows or >> that works. >> Does that work? >> Okay. So, we'll look at the the work session after our next board business meeting. >> So, summarizing >> April 23rd. >> So, have your summaries kind of >> dialed in by then.

026So to summarize the needs of the board, we're going to research to stifen the retroactive piece. Um disco there's a board level AR research what other districts have done. Portland service area you and I can talk about that tomorrow. >> And then statute is 44,000. So that's the basis of what we're coming with. >> I I this >> No, I talked a while. Well, I was just going to say my one other my one other thought about this policy is that that makes me feel a little bit more comfortable approving a policy for stipens is if there was something in there about after our um minimum um well the board currently has 8%. So what do we call that? What's what's our ending fund balance? if our if we're at our ending fund balance, >>

027then we would consider it. Um because to me then I'm it it's not choosing between cutting a program or something from a classroom and or giving board members a stipen. So I don't I mean that we can discuss that further but >> um >> next in April >> if that's even an option of something that can be added. >> This is when you cut to me shaking my fist at the clouds. If to me the spirit of this is for all the reasons that have been stated. time is valuable, opens the door for for other candidates potentially. And all of those are what was expressed by the state >> and then it's pushed to local level. It's like, hey, no funding, but here's something that's available to you for all of these principled reasons. It's

028it's uncomfortable. Um, but okay, >> we'll have all 2030. The other thing I would just add is I would you know I don't know how this uh affects the budgeting process for sort of >> is that something you have clear in your mind? >> No. But if >> we were to adopt it and everybody were to take it that's a that's somebody's position that we're taking away right >> it's about a quarter of a position. It's about half of a classified wait. It's about a quarter of a teaching position. >> Um I think on that point I don't actually know what we budget. I feel like we've had a discussion about what we're doing for travel and trying to curtail some of that. So maybe there's some offsets. >> Move some things. >> Okay. >>

029All right. Naming of new facilities. >> Okay. In your board packet, there is a draft that didn't come to the last meeting where we discussed this. Tracy put this together last year. >> Um based on board policy committee >> input. It covers uh three things basically. It covers the naming of an entire facility. It covers the naming of air spaces in the facility and special honorary plaques. We didn't have those last two pieces in the policy before, but based on where we are and what we have learned, it was time to add that in. So, this is the suggested language. I will say this is one that I had requested to be brought forward um because it there had been a one recognition that just went away without any conversation. >> Um another one that

030I'm interested in and then it just brought up the conversation about how long do we keep something named and mostly named for I think it was more the naming of spaces. I still am also I have some thoughts about um facilities and what defines a facility necessarily. Um but it was more clarifying uh who decided what a space in our building would carry designation for for how long and um and how that was recognized and um and so I think this this fits pretty closely with >> I think it does. Essentially, it gives the board the the authority they should have in naming facilities and and it takes it away from principles naming individual sections of the building, which has gotten chaotic in some places. >> And it is your responsibility and privilege to be

031able to do this. Well, it could also be um because the way some of the spaces have been named, it hasn't been very consistent in the naming and it's been um some people have asked questions of well, how did that happen and how come that person and not this person and who decided that person? And uh and I'd say, well, we don't really have a policy on that yet. We're working on it. >> Well, I was a little upset that nothing's aimed after me yet. And then >> maybe >> you're still alive. You're >> exempt. >> Well, abide >> anyone that self- advocates privately, >> right? >> Uh I think this is a lot of work, >> but I think we, if I remember, last time we started talking about this, we were hoping to

032see maybe what facilities around the district are currently need. >> I can tell you that right now. Bring it up. Give me a moment. And then there's also what was added was an honorary plaque which could be something that wasn't necessarily they weren't deceased. It could just be a plaque that that shows um because we do have some spaces in our building that are named dead. >> So we looking to rename existing places or >> Yeah, that's a good question. Rosa, I think this came up honestly um in there. Uh I think this came up a lot of following um interest in a current coach who's had a lot of success within the district and longevity wanting to do something to honor that long-term employee. >> Yep. Um so that was the catalyst to the

033conversation. But alongside that there are a number of fields and office spaces and conference rooms that are named after >> other folks who served a long time in the district. >> And we had I had brought it up because we had a space that was named for someone at North Gresham and they took the building down, rebuilt the building and the new space was not named for that person. So, how did that decide >> to get named >> and um and I have >> Chris has interest in a current building being named after somebody who >> a space. Okay. >> Yeah. Not a building >> based health center was >> in that process too. Yeah. Yeah. >> So, I'll give you a rundown of the places in the district that have a name. We'll start

034with San Barlo Fred Huskim. >> That's the only spot at Barlo. >> And how long has that been named that? >> Heaven knows 20 years on a I love this built. >> It's probably >> I I played in it. So, >> I believe >> I knew when he died >> I would say over 20. >> I think it was >> it's been at least >> and if you ask the kids if you really want to it's similar to McCarti and it's similar to Gordon Russell. So, if you ask the kids who that person is >> they're going they don't have >> I know who McCarti is. >> Yeah, I do too. But not now that I've met him. But the kids >> I've met him went to the party. >> Yeah. >> So that's a

035>> Sam Barlo High School gym Gresham High School the football stadium. Staple Stapleton Field. That's the mayor who passed the first helped pass the first big bond. So it was named >> 100 years ago. >> Yep. Uh 1915. Yep. Or 14 whenever it was passed. Then uh the next is um Gordon Russell. They have the Ron Hudson main gym, Mike Reed track shed, and that was a I'm not sure why Mike just gets a track shed, but that's how it goes. >> I thought it was Mike Reed. I thought the whole field was >> They say it's just a track shed on the list I sent out, but I thought so, too. So, and then Linda Eie. >> So, Gordon Russell has the most. Those are the only facilities in the district that um have

036names to them. >> And then we have the Al Cove at Gordon Russell. >> Yeah. But that al cove is the council center. >> No, the al code that has the um statue in it. The um uh was it the principal or the first? It has the carb statue in it >> that's referenced as a totem. That's not a totem. >> They didn't list that as named here. >> Okay. >> Yep. >> Okay. Okay. >> Yep. >> Wonder if it changed. >> It has a plaque. >> Is it still there when we were there? >> Those are the only three schools with >> Yeah. Oh wow. >> Well, but there was also I mean what was was North had the library that had a plat for Judy >> Dow that gone away at West >>

037Judy Dowy. I mean she was a teacher like 25 or 30 years something like that and they put a plaque up for the library. >> I'm sure more will come up but like Tracy said too there's also the stuff that people don't think about. Dedicated tree here this here that there student who died who now put a plaque in front of it. I know at Creek >> there's a bench out there that has all the principal's names on it from beginning to end. Not as a dedication, but this is a bench. >> Yours was scratched out. >> Well, there's that piece. >> Um, >> so we have to be approving all of that all the time. Then >> that's a question. And >> so what this will help us do is once you all decide

038on the policy that you want, we approve it, we're finished, I can retach principles. So I can retach principles on what can and can't be done. >> Well, and the timeline that I put in there is this was it's been in the works for a yearish. >> Um like the period of five years to revisit things. Doesn't have to be five years, but that that was just kind of a number. >> And then I think the other thing that has come up is the whole do you have to be deceased or can a living person be recognized? when they were >> and that's where some of the temporary nature came in because if there's things you find out about someone after the fact then what's the process then for changing that some of the different

039layers >> I'm entering this maybe at at uh I don't know how high schools usually handle but I imagine it's similar but at the collegiate level you have if you're looking at a football field usually have the name of stadium, you also have the name of the field. >> You have the name of a press box. >> Yeah. >> Um uh at the university level, you'd have in a gymnasium, you might have an arena name, you might have a specific gym name, and then you would have a court name. >> Right. And I I'm I heard you say not sure how a facility is defined, but I feel like there's different levels is my >> um >> Well, to throw a completely different wrench in, a lot of those things are named for fundraising purposes.

040And so, >> is that something that we want to entertain or >> say no to? I mean >> at a >> I don't know my opinion on it but I just know that is why a lot of fields are named >> the commercializing at a K12 district level would be problematic for sure. Uh in in the past even when COPE would sponsor different things this is early 2000s we had to move away from that because all kinds of copyright controversy all kinds of things that happened. And then the competition piece, you're a public school, so you're endor you're getting endorsed by Coke, but you won't let Pepsi creates a lot of challenges for us to do that. >> I think it would have to be a more local I >> kind of fundraising effort, you

041know what I mean? I think it would need to be a local company or a local person who was still being >> as opposed to like a big >> but I think we at least have some mechanism for that. At least we did a while ago at Gresham where we had the banners where businesses would pay to have a banner that >> right and if they're paying to do it that's another issue but paying to name the gym after themselves probably problematic for us. Paying to hang bangers and banners >> and advertise. Okay, good. Uh that I can see but I know that we have been down that road before with potential lawsuits. It creates issues in a public school setting. Uh Okay. >> I uh well one first first comment uh it talks about

042pursuant to a OAR facilities will not use names associated with or significant to a Native American tribe unless a school district enters into an approved law. >> Yep. >> Yes. And that law specifically exempts a term like Thunderbirds. And because that's applicable, I wonder about footnoting it within the policy so that it's an aggression. >> Did they did they work with >> I think they lawess. >> Um but I thought they also when they did it there was some when they were doing the artwork that they had >> more recently, not when it was originally. Yeah, I agree. I don't remember. I don't recall exactly, but I remember there being some kind of process where they investigated that >> or reached out to look I don't know what the whole process looked like, but I

043think there was something that >> and I remember when Rand did do the reach out, they appreciated. They thought it was great. We could get a written agreement pretty easily. They loved that the art it even had the artist's name on some of them too who did it. But I think a written agreement would still need to be need would still be needed once you all decide to adopt as a policy. We could do that. >> I'm just I tried to link but it's not I I think we should look at B because I remember this came up about three or four years ago and I believe Thunderbirds is one of the few kind of global it's >> might be >> it's something about like connected to the mythology is exempt from that exemption process

044but if you're naming after a tribe for example then absolutely >> no >> so does the name of the policy get adjusted because the name of the policy is naming of new facilities and >> in the one that I'm thinking of it is not naming it would be a commemorative an honorary plaque. So that's we have areas of spaces to be named and honorary plaque. So it's not actually it's more inclusive of just naming a facility. So do we change the title then? Are we allowed to change the title on that? Because we have two things down there at the bottom that are not naming facil facilities. Although I don't know um mostly the plaque part. Do you see what I mean, John? >> Yes. And I got stuck here because like you are correct

045as I'm looking at. >> Yep. >> Thunderbirds is uh allowed to be used white buffalo eagles because they're cross tribe. Uh, so we're good on the Thunderbirds piece, >> but we just want to be really careful about that. >> We do. >> Yeah. I just think it should maybe be included in the >> Yeah. So as a reference for our aggression barlo policy. >> Yeah. I already cut and pasted and put down the bottom. I'll make sure reference gets in there. Sarah's taking the notes >> for There's one other suggestion I'd like the board to consider is um these facilities were named for a reason by people who do have heartstrings attached to them. Maybe grandfathering in the names of saying currently named facilities stay that way for another three years until the board has

046a chance to reconsider might save some heartache for you. >> And would that be like Stapleton Field um Gem? Yeah. Things like those sort of things. >> Yeah. >> Okay. >> Because once you adopt this policy, they're all over the number of years. It's time to reconsider the needs. Yeah, I don't I feel like a lot of work has been put into this policy, but I'm I'm not I think uh establishing a process for how something is named >> and the that board review is a part of that. I'd be more comfortable with automatically saying the um no living or you know deceased for 3 years or more. I don't I'm not really hung up on that. I mean >> by by the time Ron Hudson passed away, his influence on our students was well

047known. >> Yes. And I don't see why you would sit there and hang out the naming of a facility 30 years of his life. >> I I just I don't know why we would do that. But um >> somebody who's alive gets to gets to feel honored to if it's named when they're alive. And I think if the requirement is they have to be deceased for three years, >> we take away that option from a community who's trying to honor somebody, whoever that might be. The issue I think you would want to consider in that is we have many veteran teachers who've had that same impact on people. >> Maybe not as big a personalities may not have be out there but they do. Kids know it and family know it. So it's that we

048have a ton of people that way. >> I I totally affirm that. Yeah. >> I think that is a consideration for the board to make at the moment that somebody >> is floating a nomination for something for that level of honor. I don't know that we should put policy that automatically says, "Well, that seems like a sticky situation, so let's ignore it alto together." >> Yeah. >> Um >> I mean, I'm Yeah. >> one paragraph where it's talking about um maybe named as brutal uh names of persons who are living or been ceased for less than three years. Uh and then I was thinking may not be considered or or something in there. Um might have to have further review or something. >> We could take it back to the policy committee. >> Okay. try

049to work that through again and bring it back to all of you. >> And is naming a space more um what you're looking for with the coach as opposed to an honorary plaque? >> Yeah. I wouldn't name high school after somebody, for example. I wouldn't name a gym. I But I I think honoring somebody with a court or a field or a >> that was relevant to what they g that one is a gym, right? >> Right. Um, so >> and it would be nice, it's not attached to me. Um, it would be nice to make sure that we do have this in better shape in terms of who can and should be named. Um, we may have some people who come back and say, why is it named for somebody that's been gone for

05060 years? You know, we have Gordon Russell. Why is it named Gordon Russell? What is the significance of that? we want to name it something else and just have either a policy procedure in place or a way to have that conversation. And I'm not absolutely saying that we should rename the place, but um >> uh you know, it's just we have the names that just become the names. There's actually another school I'd rather name, but I won't say it. Um and um I know >> uh but and and mostly, you know, I will say I had brought this up because of a former board member who was um instrumental in having a space created and I wanted to commemorate that space. So, not name the building for them, not do anything like that, but do

051it in a way that said we wouldn't be with this space if it not been for some of the work of that board member. >> so would some of that procedural stuff go in policy or we need to look at an AR? >> We could look at an AR. >> Okay. So, and I think what I'm hearing is the primary sticking point right now is living or deceased >> and language. >> I think that and and the time frame and I don't I honestly I don't know the right answer to the time frame. I >> I I see the value in setting a time frame, but then I also don't want it to just be every five years. We rename and then rename and then >> Yeah. >> is a review though. You wouldn't necessarily

052renaming every annual review along with our agents of record >> your board here's here's the list of facilities and their naming we're not proposing any changes but we approve it on an annual basis >> and that gives the board flexibility and it gives it helps us be adaptive if >> right yes the obvious reasons why you wouldn't name it after somebody living is because of the risk >> I like that idea their lives at some point change right So I could um >> we could take it back to policy committee. Policy committee needs to consider the language around deceased or living and the time frame >> uh and then an annual review seems reasonable to this group and maybe that's what we put into the policy >> and it would be that August here's our

053deal. And I think it would be interesting then to know I mean I think I know most of the spaces but a couple of them have come up just in this conversation I was not aware that they were actually named spots in the building. So I don't know how many others there are that are unofficially named. >> Yeah. Um, >> and I wonder the other and maybe it would be in an AR as Sarah suggested, but like the the echelon of facility what we're talking about I think I don't know that it's been clarified in policy but you know like >> a shed, >> a waiting room versus a building, right? >> Very different, >> right? Ability versus a space. >> Yeah. I don't know. Yeah, that's a good >> I don't know if that

054can actually come through policy. I don't >> Well, then the first sentence is areas or spaces in the second section. Areas or spaces in a school or district facility, eg library, gym, cafeteria, field may be named after an individual with board approval for a period of 5 years. That's the first sense that does kind of define areas. Um, >> and I don't know if that would include conference room, you know, if there's conference rooms that are made. >> I don't think there are because the principles I asked them to be pretty thorough. This >> one's going to get >> is it? But this one belongs to the city. >> The city. You're going to have to >> Okay, I'll tell. Okay. Um but that's you know um >> space versus facility. I think it would

055be an interesting process and I don't know how to define it to maybe put together an AR for how a nomination for a Navy facility should come forward like the procedurally how does the community bring something like that forward >> and uh I don't know who we bring together to try to do that >> it may change it may change over time it may not be the same set of people and um it may be someone who is involved in the sports world and would have the conversation someone else who's involved in another aspect of um education academics I will see what other districts have in potential AR I can't imagine this hasn't been discussed somewhere and even at the collegiate level and that would be a good start too >> so then uh and

056we can address those other things once I get that information we can take it back to a policy committee see if we can tweak this language a little bit and then get an AR back to you. >> You talked about the policy maybe if we can get away from new facilities. Did you mention that in the title? >> Right. Well, just adding something beside it's not just naming new facilities because somebody look at it. It's a facilities of district. So, yeah. >> Okay. >> Sorry, I I bogged that one down. I'll try to be dead quiet on the next two. >> All right. >> Well, we brought Yeah. I don't think don't make promises. You think we >> all I promised was that I would try. >> So Ji Joa >> Ja popping that up.

057The board has given this pretty thorough uh consideration at the end what they suggested was unstriking grade number 11 and 12 grade level and most recent school attended. So, what you're seeing here is that update. >> Um, we've got AI. >> We're gonna go back to AI. >> Got it. >> Ja directory information. >> Got it. All right. Sorry. It shows it in here in different order. >> He just wants more time with Jeff. Y. >> Okay. All right. >> So, these changes are what the board um suggested. >> We are bringing it back to you for that consideration. Uh, in my humble opinion at this point since we've made those and consulted with OSBA, we could probably take this forward to the next business meeting vera. >> So, are those automatically in there? And

058can a parent or student say, "I don't want those in. They're default in >> their default in." Yes. This is >> say, "No, I don't want that in there." >> Mhm. >> John, I don't remember. Um did we get clarification? Is this just the specific directory information that somebody can request from the school office or is this published in any capacity student information? >> It is published like sports uh when we put out that team ro they do go out. Yes. >> Qualify under this. Um when the military asked for this, this is the initial director information that goes along with some other things. Colleges, same thing. Uh so this is the information we would provide automatically. Okay. >> And so for a student, if there was someone who did not want this, are they

059where would they find this out? How would they know? Every year in that registration review, parents have a check box of whether they can want it released or not. And then it just gets entered automatically into >> which comes through a parent. >> Okay. And if a student were emancipated, they would have access to that same document that says here's what we would care and if you don't want it, check the box. >> Y thoughts on this policy committee's proposing this to move forward. So we would see it at our work >> business in >> Okay. >> All right. >> Last check for >> any good or so. Okay. >> Okay. That will move forward to the business meeting in April. And now we are moving to is it IKJ artificial intelligence. Um this the

060committee has considered. We haven't done many changes at all to it. This is going to be one that we anticipate you would have a lot of questions on as well. Uh I did make a side comment at the end of last meeting that I thought it would go through very easily. I was corrected by director Welman pretty quickly that may not be. All right. >> Uh I brought Jeff in as well because we have been doing a lot of work behind the scenes and he is helping to manage a steering group related to AI. So they'll have some context for you of what we're doing behind the scenes and this is for your consideration and discussion, right? As a general and it feels like there's from when we first looked at this, there's already been

061a whole lot more news and things and stuff that's gone on with AI. It's changing that fast. Are we doing things in a deliberate way that are helping students to understand the impact of AI? How to how to look and at least see whether or not it looks like this is an accurate representation information image, whatever. Um, every time somebody will say, well, if you look for this or look for that, and then it changes again. And so how are we at least trying to help kids understand this? >> So right now we have pockets of teachers doing this. Um, but what we're working to, what the steering committee is working to is developing special development with teachers that would happen next school year. >> And we'll try to get all the teachers to the

062same level of comfort um and understanding with AI and how to teach students how to use it appropriately, how to check for bias, inaccuracies, things like that. >> Okay. >> And doctorred images, things along that line, you know, that look real that aren't. Yeah. >> And I know that's not always possible to do, but >> I want to take you back about three decades. In all serious, make an analogy. I know. Yeah. >> Oh, >> is there anybody offended by going back three decades? You want to put that on the table now? >> I wish you'd stop saying decade. >> So, when you're looking at the late 90s when the internet started coming in big in classrooms, we're wiring all of our buildings. Everybody has access although the tool is different I'll be and you

063get a different product out of it the same questions were being asked how do kids discriminate this information how do we teach them this how do we keep them from plagiarizing because they could just cut and paste from that then uh how do we teach them to combine all kinds of information although AI does that kind of for them now it's more of how do you be more discriminatory in what you read so you know you're getting accurate information so we've addressed as a society these questions before But it is a new tool that we have to start to adapt to and that's what the steering group was working on too. So all of your questions are humane, but they're not new. >> And I think people forget that. >> And I think where maybe

064some of it is for me is that cutting and pasting from a known um source, reference source back in the '9s >> is a little bit different than taking and using something that's absolutely false and a created thing and then either not understanding that it was false or trying to present it as being true. And I think that's where some of the more angst is coming from. >> The same challenge existed then. People were posting things on the website that were on websites that were not true that kids were using. >> Yeah. So that's true. Everybody before our time now was honest all the time. >> Right. >> From publication especially. >> Exactly. Exactly. So the the questions are really not different. It's how are we adapting to the new time and a new tool.

065I my question I think at the time was about um at the bottom of this it says the district will provide notice to parents regarding student use of generative artificial intelligence as part of classes. Um how are we doing that? >> Yeah >> isn't a reasonable expectation for us to do. Um >> so >> I guess >> we could remove that. I think it's I think it's good to be at least >> I mean I'm not against informing parent, right? I just don't want to set ourselves up for something we can't >> exactly >> follow through with. >> So I think the plan with this language would be to put it in the registration packet so that they all parents and students have access to it. But it would just be a blanket like hey

066check your teacher syllabus. they may or may not be using artificial intelligence and they'll list out their expectations for the student use of artificial intelligence in that. >> So it'll be a blanket statement because yeah I think if we had >> every teacher had to do it there would just be a lot of communication and >> for teachers >> I mean even with the syllabus >> it requires a teacher to know ahead of time when they're putting out the syllabus that they might use an AI tool. Y >> and they might not I mean they might not know >> ahead of time >> with with the AI that's in use by the district is it a contained system learning system or is it connected is the information that is put in within our district architecture

067also going out? >> No. >> Okay. >> No, we we definitely vet approved tools. We have lists of approved tools and not approved tools. And the difference between the two is 90% of it is the student data privacy. >> So are what are they doing with the student data that's entered? Even if it's accidental, we don't want that to go out. >> Clearly, that's a big concern. >> Jeff, is it reasonable? Uh to Holly's point, >> we send out our annual notices, the student rights and responsibilities. >> Yeah. >> Is this something that we could include in there? That's problematic for parents, honestly, because that book is really thick. there's a lot of annual notices that we have to give, but it would cover our >> Yeah. >> legal obligation if we wanted to give

068notice. >> Okay. Yeah, I think so. And and to that point, the steering committee right now is talking about kind of a a scale of AI use. So teachers might have okay for this assignment it's okay to use AI to help you do research or to create an outline or to do these things but for these other assignments you can't use AI at all or varying degrees of AI use and support. So right now we're trying to develop a scale so that we can get all our teachers on consistent uh consistent use of the scale and that'll help students know when it's appropriate and when it's not because even specific course different assignments or projects might might allow different uses of any time. >> Yeah. Yeah. I mean I think it's a valuable skill for

069kids to learn how to use AI, how to prompt AI, how to I mean so I'm not against it at all. Yeah. It's just I don't want me to set ourselves up for something we can't follow through with. So, >> so um and quiet I don't want to >> just jump right in. Um, the learning curve is steep. >> What I've been seeing recently, by recently, Jeff, in like the last week or two, it seems like it's been cycling up in the news, is how much energy it takes for AI to operate, how much water, how much energy use, how much bandwidth. I'll just use that word. If that's the wrong word, you just tell me. But how much it take in order to do this. And I'm not sure if that's something that as

070part of being good stewards of our students going forward, them being adults eventually, that that's part of what they should know. Yes, we have AI. Yes, you can use it for this, but here's what comes with that. And you know, is that conversation is it too early for that conversation? Is it changing every day? We don't even know. >> I think that that's true. Uh, but I think that'll come with teaching students how to use it efficiently, >> right? So my kids sometimes they'll just type something and hit enter or see what comes up and then they type some and 10 prompts later where they've used all this compute power >> off in a data center somewhere across the country. >> Um, you know, finally they'll get an answer that's somewhat okay. But >> if

071we can teach students how to enter what's called a good prompt >> that is has a lot of context and details and gives them a good output maybe it'll only take one time instead of 10 times. >> Okay. >> So and beyond that and this is this is a serious comment when you look at the market when you look at rates of utilities electricity it's really driven by AI and what we're using and the amount of electricity we don't have surplus anymore. So there could be a market correction that we're out of that's out of our control. But that's when they talk about the tech bubble that's at the center of the tech bubble. >> Okay. >> Um I I would fall said quiet but I've been pretty quiet. >> I think it is a

072critical skill for kids to learn. Yeah, I think their success in the job market AI has to be contextual to everything they're learning because I just don't see a future where it's pervasive. Um, also I think we should have kind of an AI lens to other policies including like our sexual harassment policy. I think we got to start >> getting ahead of the curve on some of that especially looking at even local news. lesson. This is a policy that I'm curious. So, it went through that committee. Is it have building principles maybe seen this or >> uh select teachers just >> building principles have been integral to our first attempts at AI policies. They've been in the middle of it. So, have teachers because we this is our second or third iteration of a policy

073from when this first started happening. So they're aware, they just haven't seen this policy. >> Yeah, I do think this is in alignment with what we've been talking about with >> and the AI steering committee uh mostly made up of teachers, various lovers across the district. Um and they yeah, they we've reviewed this enough with me. It's wonderful. These are the committee's recommendations. They uh made some suggestions about eliminating a footnote which we have done >> add a few things in. So the this is what the committee has forwarded to you >> in terms of bringing it forward for April 2nd. >> Does this mean so we're moving >> okay? Does this mean? >> So, I'm hearing JOA and IKJ move forward to the second. >> Yep. >> A little bit more work on naming

074of new facilities. >> Yep. Uh and the DHD will come back 423 work session to talk about. >> Correct. >> Okay. Thank you. >> All right. How are we doing? We're an hour in. >> Right. >> Need a little fivem minute break. Five minute recess. Coming back at 706. That's Jeff, are you joining us for the rest? >> No. >> I was enjoying the discussion, but >> we don't blame you. >> Thank you, Director Gibb. We are back. Uh we're going to reconvene our uh March 12 work session and we're next up is a budget survey data review with Dr. Clean. >> So we're meeting recordings. >> No, we're not. We're going to go to our next item which is retention board meeting recording. But I got >> Okay. This is just um for some

075conversation really in terms of as public meeting laws changed and as there have been requirements for us to record. We um Sarah and I have had some conversations about how long we want to keep things. Some of it started just from the simple space of like storage, electronic storage and what does that look like and how much and some of that. And so then Sarah, chime in too because you've done some of the research on this. Um, so kind of what is our practice and how does that need to evolve as public meeting law has kind of adjusted. So we also had a request from someone who made public comment that was interested in having their public comment like deleted from the record. And although that wasn't necessarily something we could do from like the

076the written record, not having the video available is a way that we could address that. >> So it just led to we need to kind of have some some um conversation. Our understanding of the requirements is that we need to have the videos of our meetings accessible to the public for three months on our website. and beyond that the district's required to keep them for a year. Um so then if there is still some public records request or some some request for them they are available. Um, we Sarah and I have had lots of different discussions about what that could look like in terms of it could be a quarterly update of the website. It could be an annual cleaning up of the website, but it's really what are people's thoughts on how long we

077want our recorded meetings available for viewing. Um, you might recall earlier, might have been even in the summer, I had shared that there are some AI bots that are capturing little snippet videos from board meetings and and kind of organizing them in a searchable way. And so that's just another layer of how much information do we want accessible and how and who. And so it doesn't affect there's a written record that's kept in >> perpetuity which includes the microfish that nobody can read. >> Yeah. I have a whole drawer full of microish if you want to look. >> I don't think we have a microfish machine anymore. We used to in the small conference room for >> And is a year a legal requirement >> or just so a year? It has to be a

078year after the meeting minutes are approved. So, it'll end up being like a year and a month because we always approve the meeting minutes >> at the next business meeting. >> Um, it's a year from when the minutes were approved. >> And would there be some times when the board could request something to be kept longer, a video, because it's we're only talking about the video part, right? The rest of it written is kept. >> That's always kept, but it's more the audio and video. And the district could keep it longer. We could still have it. We We could decide what the period from three months to whatever the board decides for how long keep things on a website. That's one decision point. The second decision point is how long do we want the district

079to to hold it. So it could be that we do a quarterly or an annual update of the website and then we keep them for three years or five years. But and then the question becomes how much space is that taking up? How much time is that for someone to look up? And if we do it for some, we have to do it for all, right? You can't just pick and choose necessarily or we'd be a we'd have to tell people. Yeah. Yeah. How would we decide? >> I think once it's beyond that year requirement, that probably is. But if we say we wanted to keep it for three, then we could pick the business meeting versus work sessions or I'm not sure what, but I know it becomes a big storage issue. And then

080how does someone get to it? Do they still have the same technology to get to it? >> What does it look like when you get into it? Um, it's all those things. Sarah had >> where this so I have kept everything from when I started in 2017. Mhm. >> So, and it started out just being audio recordings, which is was less space. >> Um, but yeah, definitely since co and the pandemic when we had to start requiring the Zoom and having it on video, um, I was running out of space on my laptop and so we had to like move and create a Google Drive for me to save the audio and video recordings in because I >> had filled up all the space on my laptop because of recordings. That's partially where this conversation

081started because we don't have any space left and is it I mean it's the technology keeps changing and Jeff left um >> that you know saving them >> again if it's saved if we say well we want to save them for 5 years >> do we know that we're going to have a device that we can actually restore it to after 5 years. So if we said we're going to keep them and someone says okay I want to see that one and we can't show it to them are we in a liable situation >> that the format shouldn't change I think if we store a video we store a video because you can find videos from 20 years ago and still play them it's it does come down to storage when you look at total

082storage though for videos take a laptop aside like for our servers >> if you look at the how much storage happens with our videos all with our 800 cameras. That's a substantial amount of storage. And we're regularly looking at servers that cost about $40,000 because they exceed the capacity for these things. So when it when we talk about storage in the grand scheme, it's expensive. >> So anything we can do to minimize that, that's great. But I'm not sure in full transparency that board meeting videos take up that much storage. >> And the paper and minutes are our official record. That is the when comes to shove that's the >> I'm not going to go back and look at I'm not going to go sometimes some of these meetings are three hours like I would

083rather go back and read the minutes anyways >> like I mean there's maybe some moments but I don't know like when I like before I started in July like I went back and I but I skip like I didn't I didn't watch them all so >> I don't know if I've ever gone back and watch >> a whole not a whole video like skinned for something or whatever >> been looking for watch a month. Yeah. >> Yeah. But to that point, so if you have someone that's considering, you know, wanting to be elected to the board, then having more than three months might be nice for someone to kind of get a sense of, you know, >> but we're required to keep them for a year. >> We're required to keep them on our website

084for 3 months. >> Oh, okay. >> And then just have them accessible by public records request or whatever process for a year and then beyond that, we're done >> or technically can't be What's our relationship with YouTube? >> We have it. >> And do we have the capacity to hold those videos just on the district website? >> So, right >> or do they get if we if we chose today >> that we only want them available for three months on the website, one year archive. Does that mean that all old YouTube videos get pulled? >> So, we should maybe clarify. So, right now the videos are posted to YouTube. They're not on our specific website. >> Yeah. Yeah, the board meetings, committee meetings, those are all posted to YouTube right now. So, it would be

085taking them off of YouTube as like as the threemonth website. >> There's a month from the website. >> Exact. Yeah. I was like, but they're they're housed on YouTube essentially, not our website. >> Are we housing the full 12 months on YouTube or just three months? >> So, right now we are housing everything since it became required. So, it's at least two years worth of videos. Um, since it became a requirement that we had to have video recordings. Um, but the new law, the change in that is that we don't have to have them. It only has to be available for that 3 month period. >> Whereas before that was not clear. We didn't know. It was just like, oh, you have to have it videoed and have to have it available. So, we were

086just posting it and leaving it on YouTube indefinitely. Do we get many questions or or contact about I thought this was going to still be up here. Three months feels really fast actually and I don't know how often people go back if they're trying to remember or look up something that then comes up later terms of a budget issue or >> we wouldn't have gotten any feedback so far because they're all >> Yeah, they're all there. I mean, well, that's what I'm saying. You know, I don't know. But I used to get when we were still using Metro East community media, like for the business meetings, it would be like there was a delay sometimes of a a few weeks before that video was available. And so sometimes that's what I would get saying, hey,

087there's this video available to watch. So >> that's what I got in the past. But yeah, we haven't deleted any of the videos yet. So >> So we don't know. Yeah. if people are looking for old ones or not. >> And they could still request them. It would just take a public records request. Yeah. >> I'm not worried about them getting deleted, but we pay for YouTube is if YouTube's story was like YouTube is do we pay? >> So like we don't I would assume I would assume that there's no storage like issues there. That's what I think certain numbers fireworks that we'd get more views and then get >> let's I was just clarifying that like we're not paying for anything with them like so >> I know like with Gmail you know there

088is a certain limit to it you know it kind of is unlimited but you know there's a certain limit to it so I wonder if YouTube you know kind of has the same limit we may not be aware but might be there. >> So maybe just generally kind of working around what are the thoughts of >> let's start with the three months >> um >> getting rid of the video deleting videos after 3 months know how do you feel about that or is there a different timeline that you'd be more comfortable with? Um, so I'm still trying to figure out if it says that we're required to maintain them for one year, >> then where are they going? If you're saying they're not on our website, >> I maintain them on my store. Like I

089have them Google Drive, on my laptop, like I have them saved. >> So that's the archive. Like we have all of the videos. They're just not posted publicly on YouTube for that's what the >> it's just the three months >> on the website. It it it feels like if someone looked at this and read it as it's there and they would say they're required to be there for one year after the meeting minutes have been approved and I go to our website which takes you someplace else and they can't see it because it's only there for 3 months then something isn't >> well they wouldn't be reading this right it's a it's a OS >> right this is this is >> this is just our for the for the agenda for tonight. It's not a

090policy. So, it's it would really be they would be referencing the >> But if they look at the OS, does the OS say when >> that I don't know. I don't know. >> That's a good They're saying it's it says three months available on video on website. >> I wasn't sure if this wasn't a policy that said this. No. >> No, I think the end probably should be a policy. >> Yeah. Yeah. >> Policy issue. >> It feels policy about just retaining records. Just I don't know. maybe as an addition to our board meetings, >> something. >> Well, and especially if we're going to choose something different than just what the OS says. If we're going to extend that three months longer or keep it for longer than a year, then I feel like it

091should be in policy so that people can have access to that on our website and know >> know what it is. Otherwise, the RS isn't really going to say what we specifically do at Gresian Barlo. >> Right. And >> and I want to add to this also applies to committee meetings which are also posted. So, >> because it feels like one of those where >> like Sarah said, we really didn't have this issue before CO when suddenly everything was, >> you know, we had our meetings through access and >> there wasn't really >> I don't think we ever had a policy meeting that was recorded. We didn't have other they were recorded by audio and there were minutes, but there was not video, right? >> And so, it's a different landscape now. And if we're

092doing it, then how long do we allow it to be available to be looked at without involving Sarah? You know, if we have to keep them for a year, but we keep them only live for 3 months, then if someone asks for it, how do they get it? They have to come through a district employee to get it then, which is time and money. >> And we can start small. Like we can start with they're going to be on the website for a year and we're going to keep them for five. we're going to ditch all of our audio recordings, you know, like we can just start with some basic parameters. >> Yeah. >> And then we adjust. >> And then I also say like, do we want to keep executive session longer >> than

093a regular business meeting? Because if that comes up in litigation or if it involves litigation, do we want to have access to review that future? I would say that would probably be smart. >> What are your thoughts on the timing? I think sorry >> we should definitely meet the minimum requirements you know of one year you know storing the the files but I think we should also specify the maximum time frame and that would allow us to be able to you know speak to why we may not have you know certain recordings in place and we'd be able to do it consistently as well. Mhm. >> So specify the maximum meet the minimum. Um as far as storing posting on the website, how do you feel? 3 months a year. Do you think those should

094be in alignment? >> Um which I think is what I was getting from you. >> What are your thoughts on that? >> Yeah, I think it should be in alignment just so folks have just one place to kind of go and view the files. Just extra clear clarification. We are essentially housing these in three locations. YouTube website and your computer. Is that correct? >> Well, YouTube, my computer and Google Drive. >> Does the website link the website? >> It takes you to YouTube. >> So, that's the website. >> So, really the the storage conversation is has to do with the drive. >> Yes. Uh, as far as what like we're worried about YouTube, we're not really worried about they can be housed there as long as we want to. There's no it's YouTube >> as

095far as the website. >> But we don't unless Yeah. Unless there's some change. >> If I go to the website and I say like I'm I go to the the video, it's going to take me to YouTube where then I still have access to all the videos. We're just saying three months on the website specifically >> or we would say it would be three months. >> You're saying YouTube? I'm just website. Okay. Yeah, >> I was thinking like on the website there'd be like three videos. >> The links would basically work for three months >> and they could leave it on I mean like that's the we could leave it on YouTube but like Tracy pointed out we were finding there was an AI bot that was shown to us that was taking little snippets

096so stuff could be taken out of context. And in full transparency, a student is the one who was requesting. I mean, it was a it was an underage, >> it was a minor, >> and a minor who requested that theirs be taken off. And so, you know, whether that can change the changes the consideration, >> and we could take that video off and leave the other ones on if it wants. I mean, >> after three months, >> that specific one has passed that anyway. There's >> there's a little bit of um we want to be transparent. We want to have the information available. So, however it works um which I'm I'm a little bit more inclined to keep it 3 months feels very short. If I'm thinking gosh, what happened at that meeting? >> Three

097months is not very long >> and I wouldn't want to get into >> the policies we brought back tonight. >> Yes. >> Yeah. And so, especially if um if it was something that someone was like, I think that happened six months ago. I don't know. And yes, you could do all of that to find it. However, if you're taking multiple steps to get to something, the probability of you being more maybe I just wanted the information. Now, I'm ticked off about having to go to all these different steps to try and find it. So instead, what was just a hey, I'd like to know became a what's going on here and and then it's it's spawned a different conversation that I think if we're more upfront within the reasonable of how much space it takes

098and having it. But um but my thoughts are get it off of your drive. This is an easier solution. Like you don't need it on there. I was on YouTube. You can disable I would say like at least six months uh of it uh at least visible and then you can disable the other ones. We still have access to them if we ever wanted to enable them from YouTube. That's an easy and then you're still within the parameters of that year but we would still technically have access and like if you wanted to like she could uh disable it and then send us a link that we could still have access where the public doesn't have access. So that's easy to me. Yeah, it's an easy win-win. I don't know if that makes sense. >>

099What were your thoughts time? >> I have mixed feelings. I I think it's for simplicity sake, it's easier to just say a year, a year to keep it public and a year to have just a year. Um, if we wanted to keep it longer, which I think we should consider that for things like executive session or really anything that the district foresees could go to litigation or that we might have other reason to access later. Um, we should consider keeping those longer. Um, are you saying on like her? >> But I think if we want to keep any of them longer than a year, then they should be on Because a year is really I mean that's one school year. >> Yeah. >> So three months does I agree with Chris. Three months feels really

100short and goes by really fast life. >> So um yeah something that happened at the beginning of the school year would be gone already. So I I I think a year is good but I and also for simplicity sake >> one time frame instead of trying to explain we have this for three months and then we have this for a year and >> yeah and that year would be like so one video would be coming off every month essentially because it's okay that March to March we've had that one now a year that video comes off and then likewise still have it's not like there's a whole chunk of like oh all of last school year gets deleted Well, it's not >> because it wouldn't be a it wouldn't be a calendar year. >> Yeah,

101>> that makes sense to me. So, what if we looked at amending a policy to one year and I think it would fit I think we have a board games policy like that talks about frequency and >> I don't >> I'm not sure. I'm not positive >> if we already have a policy >> that we could just kind of amend with an addition about records. >> I know we have one about public comment at board meetings. >> That's true. >> That item we have I don't know about this. >> Well, we have one about c the specific types of meetings that we have. But when the calendar has to be approved for board meetings is BD. There's one that has public land in law associated with I think it could add to a I mean

102I think it could I'm >> here's a minutes of board meetings. >> They're looking at policy although for this >> coordinating procedures well >> uh how do we want to proceed? I think I'm I >> we can send it to I hear kind of a general >> okayess about alignment of the one year >> I think I think we can implement that as practice but it would be good to codify it in policy but cover >> um as far as archive though that was part of the alignment but I'm with um with Holly about the executive session maybe we want to keep that longer and that's really for the board's protection >> right >> um more anything >> because that's not all the best >> in the district. Yeah. Right. >> But man, I am

103so in favor of getting old videos off of YouTube to be honest. It's >> so want to send it to policy committee with those notes. >> Well, >> yeah, if we can find a policy that fits too >> or write one. >> Okay. >> Which would have to include that or of whatever that is. >> That's it. And then that protects it as we go forward on if and when we ever let Sarah go. Um then whoever follows >> I know I know exactly but in you know 15 or 20 years and that and that if the technology like the microfish you know we don't have the technology to do that. >> Yeah. Well, we'll always in paper, right? That's the >> So, in the short term, no changes to what's accessible until we work

104on a policy and get that approved. >> I do. We need to take action because otherwise I'm hearing consensus that we're good with a year and now we just want policy to >> I just want clarity for because does she need to get storage back? Right? Like are you worried about >> I'm okay right now cuz they set me up. I guess that's what that was my thing was I was just making sure like if it comes if it comes down to storage issues for her computer >> go on YouTube >> like except for the executive sessions like I wouldn't have thought of that. So but I was like if you needed to clear space >> then I would say do that. >> I think the bigger is the community member that requested the video

105so this would satisfy that >> right? Yeah. Um, do you feel like we need action related to it or do you >> because you're covered by law anyway, >> right? >> Yeah. >> Well, thank you for bringing it to the board instead of just deleting. >> They're your meeting. >> So, John, are you making notes about what policy? >> I am. I'm looking up the >> BDDG right in it. Oh, that's a good one. you know, and it's important. >> Okay, >> thank you. >> And with that, let's move to um what I really wanted to talk about first, but it's okay, but it's certainly a data review. >> Okay, Dina's going to chime in as she so desires. And Okay. So, as you all know, related to our um budget reduction process, we've done

106some community engagement recently. So, this is kind of the update on what we learned from our survey. So, just as kind of background and a reminder, we used a three-step process to engage our community. Um, we started out by just sharing lots of different information and kind of uh little updates that were sent out. Um, then we created an opportunity, several opportunities for our community to share their feedback on what their priorities are related to the process. And then we've as a leadership team been using this information to kind of guide our our thinking around the the budget that we're working to develop. As a part of the process, we had an in-person budget forum that was well attended at uh Gordon Russell Middle School back in February. The following week we had a virtual

107budget forum uh where there was a presentation there was opportunity for questions and answering and um an online survey and then we also from that had a a video that we shared just more broadly working to try to help people make as educated decisions as possible when they did the survey. So with the survey was a little short kind of intro video where people could get a little context about where our money comes from and how we spend it, some of those sorts of things. So much of that stuff that you're all very familiar with. So we had over 900 people um that took the survey and you can see there really a pretty balanced breakdown of who participated. um 36% parents, 35% staff, 20% were students, um and then 9% were community members. Um

108as a part of this, we did do a key communicator meeting as well with our business and faith-based leader group that we meet with um and gave them some of the same background information about the budget and where we're at and encourage them to take the survey. So I would imagine that's a portion of that community member feedback that you see there. So from there, there's a lot on this chart, but really what this shows you is as a part of the survey for elementary schools and then separate for middle schools and separate for high schools, um participants in the survey were asked to kind of rank order the four things that you see in each column. So, student supports, specials, class size, family nights, and after school programming. And what you see here is

109in the the first column that survey all that's the over 900 responses all together. And so, you can see that student supports was the most often rated as the the top priority, followed by specials, um, class size, and family nights and after school programming. In the forum, we included that as a separate column. And the reason for that is that the forum was really an opportunity for people to hear other people's perspectives. And it was a group activity. And so you had teachers, sitting with classified staff, sitting with parents, sitting with community members, all kind of grappling with some of the reasons why behind some of what they would choose and put in what order. And so we wanted to include that. Those were really um thoughtful and um really good conversations, deep conversations were

110happening. Separate from that, we wanted to pull out parents and we wanted to look at staff separately to see just kind of what differences or what patterns we started to see. So again, this is just elementary and really part of what we found throughout the survey is the top two things on every single one of them are pretty closely ranked. There's not a lot of difference between student supports and specials on the on the all um or between class size and specials for the parents. They're all really close in terms of what the top priorities top couple of priorities are. So questions about how that's set up. So we have one of these for each of the different levels. >> Okay. >> What as it was presented to folks, what would student supports look like

111on the survey? How was that defined? How about >> um so specials was defined PE music library. Um student supports was counseling support, behavioral support, special education support I think was a part of that as well. Y >> and it was had a little definition with them on the survey. So then middle school is set up the same way. Um so give you just a minute to to look at that. Definitely see the the trend of student supports being in the top two for for um all levels. some variations on class size and different perspectives there. >> So where um because you had the survey respondents that 20% of the respondents were students >> where are they reflected in this in the in this >> they ranked each one of them or where are their

112responses? >> Yeah, >> their responses are in the all >> they're in the survey all. >> Yeah. >> Okay. >> Yep. >> Okay. >> Good question. because they didn't have a separate column or right okay so wonder we could have had 4,000 columns right well maybe not that many but we could have had a lot so we tried to really keep it so they survey >> all good question though anecdotally I'd be curious how students >> like differ or pull out of the all >> information but yeah >> we can definitely pull that together for you >> okay >> and then the other pattern really you'll see family nights and after school programs are at the bottom of all the rankings as well. Um, I think that is what it is and it's probably the

113thing that is the smallest investment. So, it's not something where there's a lot of savings that we can experience um in that area. And then high school see some variation in where electives or CTE again some of these are so close it's really >> um >> see so like there >> if survey all has them as electives number one >> imagine how overwhelmingly the students had to answer that in order overcome it being, >> right? >> Okay. >> There was some evidence in reviewing the surveys that um kids may have taken them in courses. >> Um some of the comments of course as a possibility. >> It's a possibility in the possibility which they were. >> It's possible. It's possible you know possible. Okay, helpful helpful context. >> We love our students. >> Um, and

114then the last one. So, those are all three of the levels. And then we also did the same for district level rankings. So, we had a brief explanation of what each of these four things are. And part of this is is that, you know, there's there's belief and acknowledgement that some of those reductions need to happen at the district level. And oftentimes people don't understand what district level staff do. And so trying to add some context for some of um what we do and it was consistent across the board in terms of what those priorities were. And again some really great conversation about some of the wise and kind of prioritizing here. This next one. So, this is kind of a um all-in-one kind of shot. This has this is just all from the the

115big survey, so not in the smaller groups, but it allows you to see a little bit more side by side, specifically the elementary, middle, and high school rankings. So, you can see that there's differences of opinions around class size, for example, based on the level of the student. Um, student supports is still really consistent. And again, those top two are really the the two that were um closest in scores. Um you get kind of a little side byside view. Part of what we heard at the forum and talking with our community was gosh, everything on here is important. And I think that's part of what's reflected in the survey as well is that it's all important. So, when you're at the forum, and this could be something for continuing on, it would be really nice

116to have a couple of um links or email addresses of our legislators >> so that when they say they're all important, great. Let's all together now take 10 minutes and fire off an email to our representatives and say, "We're in a forum meeting right now talking about these things for education >> and prioritize the top three. you know, get them used to sending notes to the legislators. >> Okay. >> Um, do you do you think there could have been any confusion between career technical education and electives? >> They were they were explained too, but it's possible for on the high school level rankings. On the survey, it said electives such as art, vamp, and fire. And then for career technical education, it said such as automotive, construction, culinary, integrated media, etc. So, it did separate

117that. >> It's pretty great. >> It is. And you know, it really kind of depends on what you're >> Well, and there's some fall into either of those that are >> considering an elective on a transcript, but what they want to do for a job, so they're looking at it like But yeah, I would say that's pretty Yep. So, um we also re so we have some kind of key takeaways from the survey and we also looked at all of the comments that were shared and um one of the things that was reiterated in the comments is really around class size with elementary specifically. So, um, one of our key takeaways is really to be mindful of class size, um, but especially at the elementary level. >> Another another one of our key takeaways is

118around just that student support need related to student behavioral and mental health. Um, but that's part of having a safe and effective learning environment. So, that's one of our takeaways. electives and career tech programs are valued in this district by by the groups as well and is an important part of student engagement. And then really we took the the way the survey just played out in terms of everything's important really some of that speaks to just a well-rounded education. lots of opportunities for students, lots of ways for them to engage, ways for them to feel a sense of belonging, connection to their school. And so that's really probably the overarching key takeaway for us is really around just maintaining as many opportunities as possible. And then from there, that's really the kind of data and

119summary portion of this, just kind of looping back to our guiding principles in terms of you've seen these multiple times, but it's really around how are we creating stability? How are we um keeping our options kind of open and flexible so we can respond to various needs and and things that come up? How are we planning ahead for for fiscal stability? Making decisions that are uh sustainable year after year and not thinking about things is just a one-time short-term solution while al also uh maintaining a full school year for our students. And then lastly, just guiding principles that we've had around process and really trying to be um straightforward and upfront and informative with our communication. So that's been kind of some of the ongoing information. Um we do have plans to push out the

120similar information to what you've seen tonight to staff and families um and just kind of share that next layer of information. um as a part of our decision-making tool that's referenced there. One of the questions that we ask is around what is the um community impact or community oh I don't know the question exactly basically what are the thoughts of the community in this and that's where this survey kind of comes into play in terms of our process and the questions that we've had all along um and then how are we supporting staff and students who are directly impacted by the reductions that we make that you've seen all of those before and That's really what we have terms of big picture from the survey on the guiding principles page. Um I'm I keep reading

121the sentence and I'm not quite sure what it means, but identify budget cuts that are sustainable year after year without the reliance on solution on last for one fiscal year. Mhm. >> Does I mean that could be read one of two ways. Either I look at it and I think well then there's something that's been cut that's never come in that it's outdated, no longer viable, no longer able to support. Is that one of the >> I would say probably the two strongest examples of what we were really thinking about with that is to not utilize something like furlow days where it's only one time >> and then you've got to put the days back, >> right? or a cola freeze where we're asking >> it's a freeze but then got up two years later.

122Yep. Okay. Less about less about >> programs that may come and go, more about doing things that are we save that money now and that's not something that we have to like >> renegotiate or put back because we have to. >> Cuz I was trying to figure out what is that. >> Yeah. >> Those things. Yeah. Like furlow days and cola tend to be a a immed questions. >> How were people notified about the survey, about the fellow? >> So many ways. >> Oh, yeah. >> If you're a parent, you found out a lot of ways. So, if you're not a parent, then I don't know. But if you were a parent, you knew. >> And I would think the kids got notified in especially when they're serious or whatever, social studies, whatever. High school

123students all got an email invitation to participate. >> Okay. From their principles. >> Um, so how about non-parent, non- studentents? How were they? >> We emailed invites out to key communicators >> and we also had it posted on our board website. Our board development website. >> Budget development. >> Okay. I was thinking, okay. All right. That makes more sense. >> Developing our board. We don't know. >> Yeah. And how much advanced notice did we have about the survey? And and I'm not doing a gotcha. I'm just curious, how long was the advanced notice? Because I'm thinking, was there time to get info into like an Outlook editorial uh letter or whatever. Hey, we're going to have this deal. We'd love to have your input. Or is that too broad? You don't want to bring it

124out that big. you want to at least kind of keep it focused with people that have >> our goal of this was to focus it on the people most impacted by the budget reductions. Okay. >> Because we really wanted to hear from them as they're going to live it. Yeah. >> So, you know, um families are a top priority, students >> and staff, and then community. So, and you know, when you're trying to get people to do something that they're not getting paid to do, >> it's challenging, you know, and we had really great survey results. Um, 8.3% if you compare um the amount of staff members we have and the amount of students, 8.3% responded. And I looked at Eugene's, they had 7% respond. and Portland public schools when they released their community engagement

125process they said they had 300 people respond >> so >> it's one of the bigger survey responses that we've ever had if not the biggest and people were limited like each if you haven't each computer could submit one response wasn't that I could >> and times yeah >> okay the window was open for a week or two >> weeks two weeks the budget presentation. >> I remember feeling like there was good information about it and it was a it was a good amount of time that if I forgot I could go back and remind to do it and you missed it. >> No, it it felt like a decent chunk of time. >> Okay. >> Yeah. And like I forgot and then was reminded like, oh, oh yeah, I can still do that and it

126was still open, you know. And then especially on the community folks and maybe even some of the parents as well, is there a followup back with any of them that participated in some of this in person only because it's they're they're not as they're not a parent, they're not a student, they're not a staff member, they're in the community and are able to stop some of the rumors, have information or say, "Hey, you know what? I know who you can call to get more information about it. And that's where I'm kind of thinking if someone was that interested in doing a survey, how do we kind of keep them engaged to present correct information? >> So, all of the budget updates that we've been sending out over the last three months have gone to our

127key communicators list >> and they are all posted on our budget development web page. And that's where we're really pushing people to as their source of truth as far as what's happening. We're making sure that web page always had the forum information so you could register for the forum. It has every single communication that we've sent out. It has the budget committee timeline and when their meetings are times. It has a frequently asked questions list. It has an email address where you can send your own questions in. And so, um, that's a way that school districts are using to communicate with the community cost-effectively, you know, rather than, >> um, >> well, most likely they found the survey there, so they would know to go back there to find the update >> hopefully. And I

128was really excited um the budget presentation video that we do did with the CFO. It was short. It was only six minutes because we know not everyone's going to watch the full budget forum that was virtual. >> It had 331 views. >> So, I'm really thankful to those 331 people who sat at home and watched. >> I wonder if it if it logs you every time you start it because I think I started it three times and never got to the end. and tried really hard. >> So it's 3 >> I got distracted. >> Yeah, take three. >> I did watch Jones, but I don't know that I ever made it. >> Something always hold me back. >> So where where on the website is it? If I'm if I'm a community member, I've heard

129rumor that there's going to be massive cuts at the school and I want to find out what's going on. How do I find that? So it is in the board business section. >> You go to the >> department services department. >> Isn't there a link from home page? >> not at this moment. >> I think there was. So >> yeah, I do think there was. So business services. Okay. >> And then 2627 budget development. Okay. >> And you can watch the film. >> Oh yes. Mhm. >> Just have to be undistracted for a certain amount of time. What I did for me is apparently 10 minutes. >> I tried. I tried multiple times. I really did want to watch the whole thing. >> Any other discussion about this one? >> I'm just curious. I I

130know you gave a response rate of I think 8 something%. Uh do you have that broken down? You know, students, uh staff, parents? I could break that down if you would like that information. >> Yeah, I'm just curious. I thought you had the information and if not, I mean, no, >> you could derive it, right? Because you said 36% was >> there. So 36% of 900 >> um >> 300 >> 20% of 900 but our student body would be your representative count. Is that what you're talking about? >> Well basically what you do is you would take an estimate of how many parents you have and you see that number that percentage and so I know what that number is and then I would consider what the percentage for that is. >> Same with staff.

131We total refunds for >> 900.36 >> but your point being it may be that there are >> maybe you factor for the parent count one and a half per >> student. So maybe it's 36% of 15,000 >> right? >> Yeah. >> And then a then 300 of that. Yeah. >> Yeah. So if you did it out of the total 900 it would be 324 if you did that way but I haven't done that math going be a smaller percentage >> any other discussion >> okay next up is a strategic plan which was a um the next two items were added to the agenda fairly late. Um maybe while you I'm going to reverse something so whatever you need to get up. >> So let's talk real quickly about the uh Congressional Arthur Academy update. Um

132the board received a letter. >> Oh, that was printed out. >> This is not the letter. >> Oh, okay. >> No, this is for later. He said Arasto might not have received that letter. >> True. >> Uh it was emailed to the whole board >> and I um it's my job to respond to them and typically I do that. >> When did >> um maybe >> it was the third. Is that the right one? >> Yes. >> Oh, request. There we go. Okay. Yeah, I did. Okay. >> And um so I I maybe usually I am very comfortable just responding to the board because I can say you know it's it's processor. What this is is within a contract, the district talking with the um a charter school and the charter school appealing to us

133about kind of the the outcome of that. Um, and I just realized as I'm getting ready to craft a letter, which in full transparency would have my default would be uh we're in the midst of a contract and we rely on our district staff to do this. Um, I also realized that I don't know that we've I have that clearance from the board, if that's fair. I don't know. I don't feel the confidence that I'm speaking for the board. And so I wanted to kind of broach the subject. Is this a conversation we want to have as a board or not? Uh in any case, I need to respond. So, I want to respond to them. Either um this is what the situation is or uh the board has agreed we want to take this

134out of our board session. I think what you're kind of saying makes sense. I mean, given that we cannot override, you know, the staff that kind of know kind of the bot and nuts about, you know, the the budgeting process and whatnot. you know, any response that would deviate from what they're doing, I think would undermine them and it also may not kind of be a a prudent approach to to to this matter. >> Yeah, I think um answering it carefully because there's more information that we don't necessarily know that staff takes care of. as they're supposed to take care of and I'm not sure how you would put that into um but there's a whole lot of of missing information from their end that I would be careful answering a letter without assistance from

135>> well the court the core of the appeal is a disagreement over the outcome of this audit this court of informal audit that was produced by our business services. >> I'm wrong. >> Right. >> Finance office and uh >> the the is this is a group that came to the board, >> brought this forward. We asked for the followup through the superintendent to work on audit. >> Right. Right. >> They did. They delivered uh >> Okay. Okay. >> Tracy delivered the results and now they're coming to us because they disagree with the outcome of that result. So >> Oh, okay. I was reading the wrong I was reading the older note. I didn't realize we had a chain of emails on here. So, if you give me a second >> we did I remember seeing

136it. Was that in >> you haven't we haven't shared the audit with you specifically? >> No. No. Um, you have received, I think, two different letters from Arthur Academy and they did come to uh a business meeting. Yep. >> Um, and I I mean to to Blake's point like part of my perspective on this is we are in an existing contract. That existing contract meets the statutory requirements. So, we're not doing anything out of line in terms of what we're supposed to do or um different than what we had agreed upon when everyone signed the contract. This would be a request essentially to amend a contract. Um and so in that conversation, um you know, of course, there's advocacy there. So, yeah. So this just to reiterate the board did approve initial initially the contract

137Martha Academy. So that did come before the board and was approved by the board. I don't know the date of that but I was thinking this with the audit but it was the um >> I'm I'm comfortable with you speaking on behalf of board um >> in conjunction with >> Tracy. When is there when will their contract ring will be? We're about midcycle. I feel like we're two years in and it's a fiveyear. >> So that's where they're Yeah, I got you. Yeah. >> Yeah. To me that would be the board action would be if if the board wanted to take it up. Uh any change to it would ultimately be a for a charter the board me do we approve the contract or do we approve the district negotiating contract >> approve it back

138to you the charter first and then there's a contract the renewal and then it's not enough to go into negative sheet Is that >> Well, it it would take board action to change the terms of that contract. >> I gota um and >> I got Yeah. And one way to look at it would be the district is saying we don't want to break that to our board and we don't see a purpose of bringing it to our board. >> Yeah. >> And Arthur Academy is asking us to overrule that determination and bring it back. And so I'm I'm gathering we're okay to communicate any um no I'm just kind of looking at this and thinking about because we've had more recently we've engaged more with OSBA. We've had um Kristen Miles who has been involved

139with helping us do this. And I wasn't sure if she was still if she was aware of this, if she's been brought into any of this conversation or if that would be not it's past hers because she helped them with the >> She helps us with the process for the charter renewal and then the contract negotiation piece. So, we haven't gone back to her in regards to >> a It does seem a little bit unusual. >> I think it would be appropriate to bring her in if we were going to pick it up and >> Right. Right. >> Well, and I mean, Arthur Academy in their first letter did explain some of the financial hardships they're having just like everybody else is having and that's really the why behind it. They've been a good partner

140for us and I believe they would say that we've been a good partner to them as well. And so it's really about everyone's trying to figure out how to, you know, make it financially. And so they asked us to really assess the costs associated with us supporting them as a charter. And so that's what the conversation has been um in the meetings that we've had with them. Um but ultimately we are meeting the requirements of statute and our contract with them. >> And an important piece of information is in the district's analysis, it is a fair rate. >> Yeah. It's not just a statuto, it's also fair. That's what they disagree. >> Yep. For some of the methodology and Yeah. >> Well, I will um we talked about this in a previous meeting. What will

141happen is I'll craft a letter of response with probably with Sarah's assistance and maybe Yeah, I think I'll just get your help with some of the review of it. Um, I'll probably lean on Holly a little bit too make sure it's right and then I will be C or I will CC the board on that just make sure you do not reply all. Um, >> okay. >> And would that reply be just to make sure it stays very small directly to you? Not even to both you and Paul or do you want to because the more you do that >> if you have I'm going to send the finished letter. you're just going to receive it >> information >> so that you know I have responded and why was contained. >> Okay. So that takes

142us back to the strategic plan. All right. So, these are the slides that I have shared with you during the retreat just to kind of like refresh everybody's memory. And then there was a follow-up email with a homework assignment that I hope was helpful. Um, so just kind of really quick, we we talked through um a strategic plan, what it is, and why it's important. So, all of that is still here. Really the focus of tonight's conversation is to hear some feedback from you about the homework that you did, but also to um share with you I drafted a request for qualifications after our last conversations, which is what you have in front of you for your review. And I have kind of a proposed kind of next steps and timeline. Um, but I thought

143where we could start is you've had a chance to review some examples. Is there anything that stood out positive, negative, or things that you want to um make sure we kind of highlight as a part of what we do. And thinking that if you have that conversation first and as we move into the request for qualifications, it might kind of um guide some of that conversation. I did look at all of these different um examples. I take that back. I looked at five of the six because I didn't see the link for the other one. Um sorry to that one. Um, a couple of them were Hillsboro and Centennials um were pretty similar. Probably they used the same company maybe. Um, but I did like how informative theirs were and and how clear they were.

144Um, they listed out the plan really clearly, who was involved in, you know, contributing to that information. The metrics were really clear, the action steps were clear. Um, and then a couple of them, I don't remember exactly which ones, I can probably find it, but a couple of them had interactive um, graphs to look at their metrics, which I really liked, >> like a dashboard. >> Um, based on Yeah, based on whatever the metrics were they set. And then those were broken down in various different ways um, that you could just click on and see the different graphs. That was really nice. Um I think I think Beaverton had that I remember right. Um a couple of them had theirs translated in Spanish which was good. Not all of them did that. So I think

145that's would be important for a district. I think oh the one other thing I say is um I don't remember which ones but I think multiple had calendars with the timelines of when when each meeting date was and who that meeting was with. So, it had like the board's going to get an update on this date, this date, this date. I mean, it was all in calendar form. This is when we're doing community. This is So, that was all spelled out for like the whole year or whatever it was. Um, so real easy to see where the information is coming from, when it's being received, all of that. >> So, that's in terms of the process of creating each. >> Yeah. And I don't know that you'd have to keep that on the website after,

146but like during the process, I think that would be really helpful for people to have a place where they could always go to see where are we at, where could I have access to give input, you know, maybe I fall under this category or fall and then the dates were there and >> all of that. So that wouldn't have to stay after anything. But >> how does this update us when something's added to the agenda? Where does it do the update? Because it's not an email. How did I know that this was here added on March 9th? >> Or what? >> The strategic plan. It says it was added on March 9th. I'm looking back through my email. >> It doesn't prompt and there's a change. So, um, the old one didn't. Look again. Yeah.

147And then look again. Yeah. Excellent. We had talked at retreat about revisiting it at this work session. Um, and it got missed on Friday. So, >> some you'd like to have more time to review. >> Yeah, I haven't looked at it. So, >> and we can do that. And I think that's probably fair with uh I don't know that we're going to get to a resolution necessarily, but I think we it it's a hot burner topic. And >> Tracy, I wonder if you go to the options that you talked about and because this is the core of it >> and it's the options and then kind of what based on last conversation I have kind of some proposed next steps which is why you have the request for qualifications also. But yeah, so we had

148talked about just kind of the different levels of strategic planning um that we could kind of consider. Option one being the most comprehensive really hiring a consultant to really facilitate a deep process with staff um families in our community. Um, typically those plans are a fiveish year kind of commitment and kind of game plan. Um, the middle of the road option two was really about utilizing a lot of the things that we have in place but possibly hiring some consultants or somebody to help kind of judge it up um update it uh maybe help with some alignment kind of of pieces. um you have an estimated cost there. And then option three is really to continue utilizing our integrated grant process which we have done now three different times and that process is required. Um

149if we did engage in um option one that would count for our engagement process for integrated grant process. Um, and there are some other layers of accountability through the accountability bill that's coming out in the, you know, now. Um, that tightens up some of the language around targets and measures. Um, but really it was like which which direction do we want to go? And the the follow up homework was really about like what do we already have in comparison to what this can really look like other places. Um, so we kind of had kind of left it there for people to do some research and then just after that conversation and some reflection, some of what I felt was like it doesn't hurt to push something out and start to gather some requests from people

150that do this work to see what they see in what we have available. um and to then decide once we hear from organizations that do this work um what they would propose to us. So this is a draft that has a pretty ambitious timeline that can completely be modified. This was me taking some liberties after our last conversation, but we could push out this RFQ or, you know, with some revisions and have a due date in April and really kind of get to it within cabinet, you know, looking at some of those proposals to make a recommendation to you all at the April work session. Um, and then kind of figure it out next steps from there or make a final decision on which option we might want to cons consider. Um when I really

151started to think about timeline, the urgency I feel if you look at the um the end of the proposal is really around the timeline put in place for how something could actually get done. So you see the proposed timeline. There's really kind of a stakeholder input phase of June through October, which since summer's in the middle of that feels pretty pretty ambitious. Um then in November we would have some you know some type of proposal and kind of be getting a product to really look at and then January through um August we would have that document to really guide our budgeting guide some of our rollout plans for the following fall. You really have to have some time to get those things into our school improvement plans that you've all just experienced. Right? They start

152to do that now for the fall. So, we'd want we have a little bit of wiggle room there, but we'd really want to be thinking about budget, school improvement plans, and how we start to build this into the work that we do, unless we wanted to slow it way down. So, so if I were to frame this or kind of frame the board conversation about it, uh the time-sensitive issue is the RFQ. And so I um because the RFQ is not binding. Just because you ask for qualifications doesn't mean you can select anybody. Um so I think the board maybe this is an opportunity to review this RFQ and see are there flags of any kind in there that make you feel like maybe our our intent isn't being fulfilled through this RFQ. Um that's

153probably the most urgent conversation. The other goes back to those options and what our comfort level is with it. Um, and I will say from the I I I won't speak for Heather and Sean, but I will say that I feel like the board really narrowed it to those first two options at least in our strategic planning meeting back in February. So, I think those are the pieces of information that could be helpful for for Tracy and the team. So, any conversation about those or do we want a minute to maybe look at the RQ? >> If I were going to like focus your eyes on any part of it, the last paragraph on the first page really, it's the top few paragraphs are just like our demographic kind of stuff about our district. the

154last paragraph on the first page. Um, and then as you get into the second um, page, that's really the methodology and kind of the mandatory state alignment was something that I felt was really important. So that second page probably is more important. Um, I have an immediate thoughts I I don't know that we want the process to be confined by the portrait of grand >> rather than re redefining with that. I I think of being more in favor of blanks like or with the newer things that we um the board conditions um the ones that we've reviewed in the last more recent couple years. So the edtech plan is I think a year old. So leave that leave and >> only one voice but >> it's a suggestion more than it is because it is

155your strategic plan but I the portrait of a graduate but I mean you even said in here it wasn't fully implemented as we hit co changed more than just an implementation plan it changed >> the the future of our students. So, >> y >> okay, >> I mean I'm very partial to the board conditions, but I feel like we've done work to that. So, if there were like I would choose board conditions over portrait of graduate, but that's my position >> with board conditions. I would need to build that like put the descriptions in here, which is easy enough to do because they aren't even on the website. So that's certainly something >> that I can build in. >> The other thing I realized is when I linked things under the resources, I neglected to

156include like the edtech plan and the long range facility plan. So I would add those. So may maybe this is a dumb question. I was trying to find the snow educational technology claim where I was looking on the website. I can't find it there. Is it where would I have seen that? But what is it exactly? >> There is it's a requirement for us. It's probably So, if you on the find it fast button, if you type in um education technology plan, it it brings it up. It's about halfway down the page that it brings up. It brings up a couple other things that have the word plan in it, but it brings it up. I'm finding that's the quickest way for me to find stuff on our website is through that find it fast

157box. Oh, is this the same? >> You got it. >> Yeah. 2020. >> Yeah. >> And like you find Did you find the links to the homework portion? No. >> Yeah, it was in the presentation. or if you you can also look in your email on the 22nd of February >> on the PDF >> this agenda item, >> but she hadn't seen that ahead of time. So that's why I was it was also in an email from Gracie on the 22nd of February if that's easier to find. >> Oh, >> with the links. >> I did review them, but I did not take as clear of notes and that I should have taken. But I did look at all those I didn't topic was not I did not do my homework and I think that's

158fine. It really was like even if it's as much about the concept of what it is, right? >> Because if if we do move forward with a vendor, they're going to have samples. They're going to have, you know, things to show you >> kind of an idea of what what a strategic plan is and how would it even like I tend to like to look at things um and not always focus on content, but like >> so sometimes I can go that route instead of the >> right >> so I skimmed the content and and I probably should have looked at the content more. I looked at visual >> of like how it was like present >> which is also important because you lose people if it's not. >> This is an investment, right? It's

159an investment in um kind of a clear planning process in a way to vet budget decisions and to you know support decision making and it is also >> a communicate communication tool about what are we about and so my goal in having you look at it was like it might be about the visual and it might be about the content. It's all of the above because you all are going to need to decide how much you're willing to invest in a process to get whatever result we get. Okay. Yeah. >> I did a little bit of both. And Harley, I think you echo there. But you found you now have >> I would echo kind of the feedback that you provided regarding you know kind of the content and the visuals pertaining to the I

160I looked at the top four and you know the top two Centennial and I think Hillsboro >> those were really nice. Baton, they had the stuff kind of hidden in different areas. So, it was not readily apparent, you know, just as an example. Um, you know, the information talking about equity, you had to dive into like, you know, teaching and learning. So, it was kind of hidden out there as opposed to, you know, having a one-stop shop where you can actually get all the information. Now, I was pleased with um Hillsboro School District because they had a whole bunch of uh data, you know, pertaining to the district report cards. There was just a whole bunch of graph, a whole bunch of information that if I could, I I would want us to emulate that

161just have that information. >> Yeah. I one thing that our website didn't have that I liked about Hillsboro is it's all in one. However many pages it is long, but if you want the information, it's a one-stop shop. Everything's there. >> It was a lot to read. I did not read every word on that page, to be honest. I did dive a little in, but I did not read every word. It was a lot. And then as I looked at the other ones that were similar, I really didn't read every word on the page. But >> it it's nice to have the information there, and it's a good place to point people >> if somebody asks. Yeah, >> it's all there instead of go to the search bar and type some word that we may

162or may not know, you know. >> So, that was good. >> If it only included the interactive graphs >> because that's the one thing I really liked about Beaverton was the interactive graphs that you could click the subgroups and you could >> change and that was nice >> just in visually I would like. >> Yeah, it draws even for sure. So, um, not not put the cart totally before the horse. I I will absolutely put the cart before the I really >> I will say the the one that stood out right away was Beaverton. The way that they led in with we envi what we envision our students saying >> is maybe the coolest approach to a strategic plan >> that it just caught my eye really quickly. But all of these were produced out

163of option one. I would just point out all none of them were out of that option to Tracy leading the charge and we're just adding somebody to spruce it up and present. All of these were a consultant coming in, right? I'm not trying to >> I believe so. I know for sure >> at least >> I know for sure Centennial and Hillsboro and they did have the same person or same >> group. We would want ours to look more Barlo. Theirs was more >> Theirs looks spec. It would be nice for us more not Barlo Gresian Barlo is what I mean to clarify that you're looking >> I mean sorry that's why you point out like >> that's fair >> we want it more we want want to customize the market >> this was my

164intent yes >> that happens you know how >> I can take it that's fair >> do we have Oh go ahead >> I was just going to say visually I would like Beaverton. I liked Beaverton's but then Hillsboro um I think Hillsboro was the one that had the whole the one >> PDF like that you could just scroll through and so that night like I don't know how you do a combo of the two but I liked visually I really liked >> I think Beaverton might have been more visually pleasing because it's not so many colors and so it made it feel extra. Beaverton was more simple but also didn't have as much info. So the Hillsboro info is good, but the visual aspect of the Beaverton, >> one of the things that we will

165be have to be mindful of is accessibility. Beaverton's with its like click on the button and the drop down, that's all a very accessible model, meets our accessibility criteria. The be proud of me. >> Um, anything that's a PDF can be challenging for us and we're going to have to figure that out regardless. But just some of the visual stuff is about accessibility, too. Do you have accessibility included in the arc >> or is that but we certainly should >> um >> I the the thing that >> I think is included in them because like the others I didn't read every word of them um >> the thing that I would really like to >> I didn't necessarily it didn't jump out at me I would love to see the strategic plan not like working

166through alignment with our regional partners, but addressing regional and bringing them to the table. The city, the county, MED, like I um I mean, I've already stated my case. I think we're option one. I think as hard as our budget situation is, our our community cannot afford a lot of vision >> for the kids right now. And it's not that we don't have vision, it's that we have fragment vision about what our students can fearing for them. So I just I'm real big proponent of option one even as I acknowledge I think that number is a little bit low but you know based on what I have in mind and what we're seeing I'm still in favor of option I think is what I'm getting at but that's my position. I would agree and I

167would I would also add that part of the reason I'm in favor of that is not just that we have fragmented pieces but those pieces feel outdated because most of them were prior to COVID and so much has changed that it just it isn't the same landscape anymore. So to have a clear path forward I think is even more important when we're in the middle of the budget crisis that we're in now. So, it does cost, but I I feel like without doing a strategic plan, well, the cost is student outcome. And I'd rather spend the money than then give up student outcome. >> I'm also in favor of >> just drive everything we do. >> And when everyone's moving in the same direction, that's when outcomes are affected. So, if we're fragmenting all these

168things, >> I mean, that's what I mean. Like, the outcome suffers. We might save a little bit of money, but the outcomes suffer. And I think the outcomes are way more important than dollars. >> Yeah. >> So, >> but that's al that's sorry that's exactly why we need to put the board conditions in here, right? Because it's not just the district being aligned. It's about the board and the district team being aligned. Sorry to interrupt. >> No, no worries. Yeah. I I just wanted to add I think with the budget constraints it is very important for us to communicate clearly you know what we are doing to help you know the students out. >> Yeah. >> Um what else do you feel like you need traces? um if this request here here's what I'm guessing

169is we'll push this out and people have whatever process they do and they're going to they're going to communicate to us the pieces of what they do that fit what we're asking for and probably things that aren't included in here likely things that aren't included in here and so what I really tried to include are the things that I think will help us with decision- making so I am um happy to add in the board conditions. I think absolutely making sure I have accessibility in there. And then the regional partners piece, do you mean Blake in terms of making sure they're a part of the process or that they're a part of the outcome or both? >> Um, they are a little bit of both. I mean they're not defining the process but they are

170informing it and they are included in >> how how our students fit within their regional >> Yeah. Okay. Um and then I guess I just I kind of feel like get it out there and start to see >> who's interested in how they work with us. I wonder about broadening the equity and cultural responsibility to reflect some of the other groups that are within our community that that >> Yes. Okay. Some of the demographics are on the front as well. >> Oh, that's right. >> And I used a template from >> Well, that's fair. >> Good job, Tracy. Could it be efficient? Knowing you, I know that the RQ you're >> I get the sense that the board's comfortable with you pushing forward with the RQ. We'll look forward to seeing it at maybe the

171April work session or shortly thereafter. And I would just say that that gives us and looking at the timing, June is stakeholder input phase, but I would say that we'll probably be scheduling some one-on- ones or small group ones. April's difficult, I know, but maybe through May gives us a long runway to look at these and really look at what we like and bring those to Tracy in those one-on-one tooling. I think that would be >> maybe a good way to >> like really deep dive into them. >> Yeah. Talk about what >> Yeah. what your expectations are and then ultimately we're going to trust Tracy to synthesize that because we we've all got one set of thoughts there. But >> okay, >> I know I wrote down at the strategic planning meeting you had

172some top ones that are they listed in order here of via the website other school district samples. >> Um >> I wrote them down on a paper. I just didn't write them on this. I'll just say Centennial and Hillsboro really resonated with me. Um so they probably were at the top of the list. >> Yeah. >> And I was really intrigued when I after doing some research found that they had the same organization support their plan. Okay. And part of it is so as the state moved through all these new grants and then tried to align all these grants and created all these processes, we need someone that understands some of those requirements so that and that's what I could see in their plans is it was the meeting the requirements of these different state

173things that we have to do so that we're kind of getting multiple things done with one okay >> one plan. Um, and I could see evidence of that in theirs. And I liked just the clarity of it and the metrics and the just being simple. >> The the thing that I and I know I'm going to option one. The thing that I heard at the school improvement plan meetings was all of these incredible building level leaders talking about crisis response. At ours, we Bren and I were together. It was crisis response. I I love the instructional leadership. I'm often in crisis response and I feel like that seems to be true of so many administrative level within education and this is our opportunity to get them to instructional leadership in a coherent way. So I'm

174a big fan of this. I believe in that big time. So, um, like we'll have our next next one-on ones with Tracy or whatever those small groups look like. Let's come prepared with uh with our thoughts of the samples that she gave us. >> But then you'll also move forward with her. >> I'll make some revisions and we'll start to get this out and start to see what we get. And because really those things will kind of be our ask of whoever we would choose to do it. And so okay, we can work on that while she >> Gotcha. >> Yeah. >> And I mean they'll have their own sense of timeline like I mine might be completely unrealistic or they might be able to move faster. It might be summer is planning and board

175engagement and >> cabinet engagement. I don't you know Yeah. We just start kind of making stuff up at >> that point. They'll tell us. Yeah. >> We'll pay them to tell us. >> Yeah. Yeah. Yeah. >> Right. Thank you. >> Yeah. >> All right. Future board agenda topics. Uh I uh this conversation just alerted me to the we used to be notified whenever anything changed within the agenda. We're not now. That was something that escaped me until just now. So I will work on that communication component. how we make sure that if a agenda adjusts late, how we're notified. So that's affects future board of this. Um, >> and did everybody get Sarah sends it the future board agenda topic? >> Yeah. How about you've got it also stuff? >> Maybe not. >> We're still

176working on this. >> Weird. So, >> let me um I'm realizing how late it is. Do we want to have a conversation about any of those future board agenda topics real quickly or uh you got something? Otherwise, we'll just >> There was one that I noticed that really I don't know. I mean, we're here. Um, it was just a reminder. There's a lot of stuff on our website that the fastest way to find things is through that little box, fast find. The other one is there's a translate button on the website. And when you hit that button, you've got half a dozen or so languages to go to, and it translates everything in about as long as it takes to go. Boom, it's done. I think that was a question by one of the board

177members about having translated material. It's all right there. And so it's kind of a uh just how does our website work? What all great information is on it? It there's so much there. How do we find it? >> Yeah. Yeah. And I think as board members, how do we find the information? So when someone asks, we can say, "Yep, it does that." Or, "Yes, it's here." or go to the box and type in the words and it it does come up with a good search for it. Um the find it fast button and it's right next to the translate button. >> Good. Um, we are adding we're looking at a I'm not sure yet how we're going to handle the training side of it, but we are going to introduce some training on that 23rd

178work session related to a couple of policies that we had in question from last meeting. Yeah, but thanks for sticking through the uh this is really quite a gauntlet for us as a board. This isn't we usually don't see each other multiple times a week or every week but >> great. >> Thankfully >> with that I think I I'll get us to close. We've got a special board work session next week. keep uh yeah, that's a that's still a definitive >> um at 5:30. What we're looking at doing is running that 5:30 to 6:30. We'll still have a light dinner here and then jump into budget 101 for those who want to be present. So that will be at Cal and there will be an opportunity to join virtually at Cal for those who are

179in person. I will not be in person. I'll be virtual for both of those. So if we have one is the special board work session going to be at >> you kind of make it sound like it was here but that would be >> it's not here but it's >> and so I probably said it will be here it is at however >> it's virtual so it's not going to be the board in a room talking necessarily um or at least maybe you will but I'll be up there >> at cal >> and it would start at 5:30 if we end up having that or >> 530 Hey, >> that was not >> not sure when we'll have resolution on that, but >> are you saying we're not all going to the budget meeting? Is

180that what usually said? >> We are. We may also have uh something before that at 5:30 also at Cal, >> but the 5:30 meeting is virtual. >> It's virtual 5:30 and then at 6:00. Okay, you got to click. >> Not all of us >> except for got it. >> I guess what I'm saying is >> you can join that virtually from wherever you want >> or you can go to C. >> But it's still going to be a virtual meeting. >> Um, spring break coming up. >> Are you going to have a real spring break? That look I'll have three to four days of it. Yeah. >> Are you gonna have a real spring break? >> Going to a funeral and then I'll be working. >> Jeez. >> Sorry. >> I'm glad I'm going. So

181>> life of an educator. >> We're having a break. We're not going to meet. >> Good. Good. >> And then April second. >> You're gonna have a break from us. I'm just telling you. April 2nd, uh, we're back here for the regular board business meeting, council chambers. All right, with that being that is for the board, we're journ.