001All right. Well, I'll call us uh to order for our February 12th special board work session. Uh we have all board members in attendance. Uh there is a meeting agenda. There's a motion to >> I would move to approve my meeting agenda as presented. >> Second. >> Okay. I moved like Chris, second by Paulie. Any opposed or all in favor? So that's how that's gonna go. >> All right. Um we have uh we set about 30 minutes just kind of to walk through the agenda. So I'm going to kind of set the stage for what how I see the whole board interview process going. Um for the 30 minutes we're going to have uh >> candidates uh that we interview and then after that um we have just one more agenda item and that's for
002Sean to explain the uh superintendent evaluation process because there will be something coming um tomorrow related to that and we have a job to do before the 20th. So uh that's kind of the order of events for tonight. So more in detail on the interview process. So what we have we assembled the questions here. Um if you have this sheet. Okay. And before we start >> uh it should be along with this matrix. Um yeah there it's similar. Yeah. I >> got it. Okay. >> And you have so you have one for each candidate. Um tonight we will see three candidates our um so we in or Garrettwood uh Caleb Montes and then Kelly Londazo Arasto is um out of country currently and uh was unavailable to join us virtually uh because of connectivity. So
003we wanted to make it as available as possible. So here's what the plan is. Um our well I won't tell you all the options that we did work through but we did work through a lot of options. Um Arasto was provided the same interview questions uh that the candidates will have tonight and he's going to attempt to put together a video response to the questions. Ideally those video responses will be able to be reviewed by us as a board. Um, correct me if I'm wrong on this one, Sarah. Individually prior to the 20th, at very worst, we will review the video together on the 20th. Okay, that will give uh us four candidates to consider. Um, which are the four that we landed on after our first round of screening. Okay. So the process that
004I would like uh that I think will be um most fruitful is uh we're going to use the same or similar adapted technique that we used for the superintendent evaluation service really well. Uh it helped us kind of build consensus along the way while also having an individual equitable voice in the in the process. Um, as uh as we ask the questions, you are free to use this as your notes and I encourage you to do that. But these are your notes. The part that's going to be part of our evaluation is going to take you over to this matrix. Okay. Um, for reference after the first interview, we will have nothing to do uh because this is a comparison tool. You're going to look at holistically between candidate, you know, one and candidate two.
005You're going to look holistically at them and you're going to say, "Which one do you prefer out of those two?" After the third interview, you'll compare candidate one to candidate three and candidate two to candidate three. Who did I like more than the other one? So, it's a little bit clunky, but if you can kind of see this. >> So, you're going down. Not a problem. >> You're going to go down. Yeah. And this one tripped me up. So, after the second interview, It'll just look like I'm going to circle the one that I preferred out of those two. That's it. Now, that's going to take some decision-m time for you. What we're not going to do is have discussion here today. This is an individual um I I'd like the most um uncontaminated perspective
006from each of you. And that's kind of what I think will be the most valuable for us. So after the end of tonight, so after the second candidate um of the night, we'll do the first column. After the third candidate of the night, we'll do the second column and we'll stop there. >> Right here, you'll choose one of these and then after you'll do one of these, I do have a question. I'm >> hoping you'll answer it. Not that you're basically after the second interview, you're comparing two to one. After the third interview, you're comparing. >> This one doesn't matter because we're not actually doing this tonight. >> Tonight, just Yeah. Sure. Okay. And so then at the end of tonight, what I'd like is uh you can write your name at the top or
007whatever and we're going to provide these back to Sarah. Sarah will keep them. >> Okay. So after the third interview after we have a chance to whatever Sarah will keep them for safekeeping and we'll bust them back out on the 20th um to evaluate the fourth candidate at that time. >> Okay. >> So we're not going to evaluate it right after we've watched the order. >> No. And I think realistically it's very questionable that we would have the video prior to the 20th now that I'm thinking. >> Yeah, because he's I think he doesn't get back into the country until the 19th and that might actually be a traveling day for him. >> But he I think he'll have the chance of >> but I don't have Wi-Fi right now. So yeah, received a message
008back from >> So anyway, we're working hard to make sure we get to see all four candidates. >> Okay. Um, our deadline on all of this is March 5th to appoint a member and we're not going to do anything decision-wise before then. That makes sense. Um, but we're going to try to give the option to um to make sure we see all this by the end of the 20th. So then potentially we'll see the video before but no later than the 20th. We'll re review this on our own on the 20th. Obviously no formal decision until it's out there >> but are we having that internal discussion like >> we've we've set aside time on the 20th for discussion. >> Okay. Um, the goal is that somehow to be able to see the video just
009prior to that because I'd rather not have all 30 minutes with watching a video. >> Yeah. >> Leave only 10 minutes to review. >> Um, that was kind of a big fire dump. I still have more, but any questions? >> Just extra clarification. Did I do this piece right? >> Yeah, >> we're not going to use this last >> at least for tonight. We're not going to use this last piece since we don't have 14 in the room. >> Yes. >> Right. Okay. So, >> so it's not the bottom piece. We won't use the whole column. >> It's Oh, but not this one either because we can't four, right? >> Yeah. So, you're not using column. >> So, you're not using column. >> So, you won't use this whole row, right? >> But then also
010this whole >> this one to this one. We'll do correct here. Let me >> I'm just making we can go over that after the second candidate and say this is what you're circling one of these. >> Okay. I think that's better as opposed to >> now and then to just these two column. Yes. >> And he's going to circle circle check mark whatever >> your chosen candidate compared to each other. So after the first candidate we're just comparing well we won't do any comparison because we've only gotten one. Then we'll get a second one and then we're comparing one to two only. And then we're not even going to worry about what we think about two and then I mean big picture and then really like start over and then just comparing two to three
011to three. >> That's what I was tell. >> So in the end you're going to have three circles at the end of the night. You're going to circle one of these two, >> one of these two and one of these two. >> Um which is comparing candidate one to two one to three and two to one. So each can essentially >> I just wanted to make sure I was visually >> when we did it for the full I got pretty quickly. Um >> I'm I we'll have a little bit of time after >> the second candidate to clarify. But what I imagine is you're going to be sitting there side by side with notes and yeah it's going to be a hard choice because we have four outstanding candidates. So it's going to be a
012really hard choice. A good problem to have. Um okay question so far at 6:00 is our first interview. Um each candidate will have 20 minutes to respond to the six questions that were pre-prepared. Want to thank you guys for uh chipping in questions. Uh for the most part we um we removed duplication is really the work that we were doing uh in questions as best as we could and I hope we didn't miss the mark. Um what I'd like is when that candidate comes in I will give them the lay of the land like kind of the expectations you'll have 20 minutes to answer six questions and uh and then I would like to start will each of us will have a question to ask. So >> um I do have a question. >> Yeah.
013Um because this has gone through so many alphabets, numbers, alphabets, numbers. Um >> so for instance on the first one to two >> so that doesn't have anything to do with what here doesn't have anything to do with here. It doesn't have anything to do with >> Okay. >> Yeah. Ignore here. >> Yeah. >> And these are here for your reference to the original submission. >> Yeah. >> Cross that out. And just look at these right here. >> So these are your numbers. >> Right. Right. Okay. >> Yeah. Sorry for that. >> That's okay. I was just kind of trying to figure out I should have taken those off or whited them out because that was from the screening passes randomly signed. >> Well, and when people turn numbers instead of letters and >> Right.
014Okay. Okay. >> And um >> Okay. So, are we doing a hard stop at 20 like or are we given because six questions is a lot to answer in 20 minutes. >> Um, what we're doing is we're not going to start it until the first question is asked. So, that way they're not a prisoner of my work. >> Well, of course. Yeah. But, >> um, but yes, I I >> And even on the video, if it goes 20 minutes, we're stopping the video. >> Yes. And I think that's been provided that clarification. before I >> can see it. >> Okay. Um, yes. I think >> you want me to help keep time and I could give you a five minute warning. >> Yeah, >> that would be outstanding. >> Yeah. >> Um, okay. So, could
015I ask you to just look at the first set of questions and then uh you're you're welcome to swap with somebody if you really had a favorite question. >> Uh Holly, after I do my intro, I was going to ask you to do question one. >> Where? Sorry, >> just the first the question sheet. >> Where are questions? >> I have lot should have been the paper ones that were at your table when you sat down. >> Oh, okay. The ones that Okay. All right. Thanks. >> So, um, Paulie, you'd have question one. Brena, question two. Chris doing question three. >> Sure. Thanks. >> Sean, question four. >> Heather, question five. And I will handle question six and do the conclusion. Uh, there will probably be Do you have any questions for us? Superintendent after
016the event. All right. Um, and just as a reminder, uh, from the boring HR guy, whatever you write down, they theoretically could ask for the notes if it's like any other job interview. So, don't write anything, but don't want somebody to see That's a good >> But they're not a part of the district. >> No, no, but because this is a public meeting, they could request >> whatever was generated in the public. >> Yeah. >> So, just mind your P's and Q's on your notes. >> That's why in general, unless it's like something that really stands out, I don't take notes. But just want to make sure everybody's >> and we have people that take lots of notes, you know, but I mean if it's exactly what they said is what they said, but >>
017oh, you know, opinions, >> right? >> Snarky remarks, >> the memory. Um I know >> keyword >> on the fourth uh candidate. I would uh what it what became apparent is that our options our real options to have all four in the room uh looked like they were going to be uh at or after that March 5th meeting once we really started to look at how we could bring everybody together. Hopefully this is a >> an equitable solution and uh please be agile with us. We're going to find a way to get the fourth candidate a fair evaluation. But yeah, good. Sarah has advised that there is a first aid class outside of this store. So, if you need to use the restroom, go through the office. >> And uh with that, I think we're
018kind of been holding until the >> You want to take a recess? >> Oh, that's sure. We'll recess for 10 minutes. >> Yeah, I think back at 58. Thanks, sir. Just in case you It's all right. I've seen you guys off. >> All right. >> We're going to come out of recess and resume our work session. And we have our first candidate, Garrett Wood. So Garrett, thanks for being here >> and uh thanks for serving on the budget committee and then your willingness to step up in this new way. >> No, definitely. Um, tonight we have six questions. Hopefully you got a chance to see them. Yes. >> Already. Okay. And 20 minutes. 20 minutes with you. >> And so once I get done talking, we'll start uh the first first question. So um so
019you know the process. We're intending to um work toward an appointment on March 5th. >> And so this is just part of vetting of the second round. And we really appreciate >> Understandable. because I I think I understand the framework, >> been around enough time to kind of see how things operate, but obviously there's a lot of things I don't understand and I appreciate the opportunity to learn and to grow if that if that's the the case. >> So, you just let me know, fire them off. I was like, >> we're going to start with Holly. How about that? >> All right, Garrett, your first question is tell us about yourself, your connection to this community, and why you are best qualified to serve Gresian Barlo students and families. So 1976 that's when I was
020born and that's where it started in Gresham is uh but I've you know I'm a product of the school district North Gresham Gordon Russell graduated Gresham High School and now I live literally I should have walked here is uh I really could have made it. Um actually I my backyard bus up in North Fresh grade school. I was like, I see it. I hear the kids playing every day whenever I'm at home or whatever. But I also own I'm a residential paint contractor. I own my own business for 15 plus years and I work out of here out of Gresham. So I that's kind of like uh being part of the community myself. Uh I've been on I've worked with the uh the design committee for North Gresham Grade School. Uh I had the opportunity
021to work on I was on the uh redistricting committee when we did the boundaries. I got to go through that experience. Obviously I've been on the budget committee for three years and then you guys were nice enough to bring me back so I can speak the language a little bit better. And then um but my personal favorite thing that I think that I'm an expert at is um twice a year field trip uh chaperon. You know great school. I got two bus rides a year in me. And uh so that has actually been I mean that's my favorite part is like I'll you know I just spent last Saturday I spent 12 hours at the regional uh drama at Gresham High School helping with the drama the theater department because I have two kids that
022are in a freshman at Gresham and I have a seventh grader at Clear Creek and they spent their whole career through here. So, how am I best qualified necessarily other than just being a part of the community or anything else is um one is I haven't written down is uh I mean first of all I choose to be here. It was like I've made a conscious choice. I understand where we're at. I understand the severity. I also understand what's what's coming down and you know I'm not afraid to make in my business itself is I've had to make many you know I have to make decisions and I have to have a framework to make those decisions. I've had to hire. I've had to fire. Um I've recently had to let a lot of people
023go because I'm feeling the same constraints that the school district is feeling. And so we have to make, you know, and how do you make those decisions and uh difficult decisions. Um but really, you know, just to keep it short there. But um but in essence, the other thing I really wanted to make sure is that with this process and the way that I I feel about it is that we're renting this space is like this Gresian Barlo School District was here before me. is going to be here after me and I want to make sure that it's better off than we can possibly make it uh for the next people that are going to be able to take the reigns and to move forward. And I take that as a you know, it's a
024duty. It's an honor. It's a responsibility. Um I I don't want to digress. We got 20 minutes and I got some I got some bands in there. But uh I just I was trying well I was like trying to uh you know make sure to be honest is what does the school board really do? you know, you see you guys, you come and sit around, you have great questions, but um obviously this is the work and it's the teamwork. And that's the other thing that I really want to impress is I like being part of the team and having plenty of questions, but to be honest is being trying to be a good listener and seeing where everyone comes from in their that'll get down to my conflict resolution aspect. >> But uh anybody have
025a second question for me? So, what builds transparency between a school board and the community? >> Um, I think you we've done a really great job of this so far, but it's opportunities to engage. Uh, would be one. Um, also is I mean I was just part of the budget that Tracy put on over at Gordon Russell Middle School. And so I've seen somewhat of the framework that you know like decision-m process and also I was in earlier this year. So I understand that you know we're work the direction you're kind of working with at the moment is but the uh the thing I've noticed too is the feedback loops basically you get you're creating feedback from from all of us in the population and then the most important part of every feedback loop is
026to close the loop. So to make sure that the people that have talked have been heard. Um and the other transparency, clear communication and then the difficult part about you know transparency schoolboard community engagement is you can't make people engage and so give them as many opportunities as possible to be a part of the process. And be honest, I was like, you know, my parents swear is on fire is uh and that's good. I mean, I have no complaints. I was like, you know, I can easily look past it's the only notification I have. So, I can easily look past it necessarily, but it is but definitely it's I think we've been doing a good job is just the opportunity to engage and being part of much as much part of the process as the
027community wants to be engaged with. do. Um, think I'll put a pin in it right there and move on. Number three. What do we got? Who's next? >> Number three. That would be me. >> That's my favorite number. All right. >> Tell us about a time you dealt with conflict. How'd you handle it? And how do you work through differences to get to more common ground? >> So conflict. I was like, I could talk about the general contractor I was just talking with. I could talk about a lot of different things. is the way I'd look at conflict necessarily is like is it really conflict or do we are we look are we the first thing I want to do is identify a common goal is like if each person are we working in the
028same direction do we all have the best interests at heart are we all here for the betterment of students teachers in our community once we kind of get that then I can really kind of see where are you coming from how is this happening and really the biggest thing is be a listener is you know two ears one mouth sort of idea is that people really want to be able to communicate and talk and get it out and sometimes the conflict arises just by not having all the information or needing that something explained in a different way. Um, that definitely is. But I mean, I've had, you know, I'm my own HR, I'm the janitor, I'm the trainer, and so yes, I could go through the my my hiring um successes and failures is and
029but really, especially with hiring is is that is where people is where you get the most conflict a lot of time. Um but if you start from a place of trying to give them as much information and empower people, usually conflict resolves itself or there is no reason for conflict because we've communicated well enough. And then I always like to say that I don't really fire anybody is they usually choose themselves to fire themselves is necessarily in that aspect if they decide to change you know the conflict can't resolve. I was like, but also it's like I have, you know, your employee handbook. You I mean, there's a set side set of guiding principles that we're all working with. And so if someone wants to go outside that, well, that's the guard rails. This is
030where we're playing. And if you're going to break and create more conflict necessarily is so that's the way I kind of like to start with conflict is because deescalation is what I do every time if someone's going to come in hot whatever at necessarily at me. And but usually that starts here and it comes here and it comes here and you just have to sit and be calm and consistent. But that's how I choose to work with confluence. >> That's pretty good. >> Awesome. Moving on to number four. >> Yeah. >> How do you prioritize needs in a resource constraint environment and what is the role of the board in establishing and evaluating those priorities? So this is the one I was doing some research on because to be honest I was like I really
031had to like what exactly is the school board's like you know charge for I mean I understand the budget committee because you know we look at the lump sum here we go I understand that and I was like I don't know exactly what happens exactly behind closed doors or where you guys end up getting to the decisions you make other than direction you want to get to is so I like to work kind of with the idea if you if you agree or disagree, I'd love to know. But the idea of the preeminence educational considerations, but basically building a framework suggesting that any resource allocation in schools must first be judged on its direct impact on student learning and classroom effectiveness. That was my teacher speak. Um, and also full transparency besides the fact my
032wife is a high school teacher, not in the Gresian Barlo district. She did not look at any of this is I wasn't like I wasn't searching. I was like this is my own uh uh use some amazing thing. I mean basically is I just used the resources that came right with you know off the um the hiring form. I mean the the form there you had some assets there and then from there you can dig a little deeper. But that's the other thing that I always bring to the table is I make sure I do my homework the best I possibly can and hopefully come with good questions and to be an active member of the team. So p resource constraint environment. Exactly. you can only have, you know, they're only the state's only going
033to give us so much, but we have so many things that have to be done. So, I think that comes in with the framework of necessarily figuring out what is priorities, what's not, you know, in a business as I understand also that this is not a business. I was like, this is a school functioned institution. It's a whole different idea. But my the only thing I could kind of cross that over is in business, I have to make sure that we survive. And so the school district must survive and sometimes it's not going to be um you know ideal or people have to get bad news or whatever the case may be but you know we're going to survive and there's going to be another day. So I looked at the the architect of the
034frame you know the school board is necessarily what in the context of school governance was looking at like in that same framework of the allocation schools is like the arch ar ar ar ar ar ar ar ar ar ar ar ar ar ar ar ar ar ar ar ar architect of the framework and the final arbiter of accountability that was what I was kind of like finding as I was looking at different things. Now if that's exactly how it works or not I'm not 100% sure to be honest. I was like, um, but basically is you're going to have to make the big decisions and definitely uh down here I have like some thoughts on like how those things necessarily go down, but that would probably be about questions since is um hopefully that gave
035you but basically establishing a priority, you know, defining the northstar, budgetary frameworks, policy guard rails, which is always a big one. then you can you need to evaluate the priority uh oversight and accountability necessarily um data monitoring public accountability I can go on and on is um but I that's just some of the different things that I was seeing that like responsibilitywise and then within that idea not being an education expert by any stretch of the imagination is like you really got to reach out to I mean the people on the ground that are doing this every day is probably the best obviously the best resource that you know well you'll always have um which I I'll I'll save I'll save that quote for number six but uh >> we have two more questions in
036eight minutes >> just trying to go >> how have you built trust and worked effectively across differences and ensured under represented voices are heard in decision makingaking. How would that inform your service on this award? To keep it short is necessarily is trust is earned and that it's something that happens uh uh showing up consistently and calmly. Uh listen and then um I always really want to make sure that u make sure there's always a seat at the table for everybody. And I think that comes with communication too. I think a lot of people may not understand that there is a place for them. Um, I've spent a lot I work with ERCO, the immigration refugee that that's I I help hire people out of there, try to get them job and really what it
037comes down to is is like they just don't know there different people don't know there's different opportunities and to make sure that they have that opportunity. And so that's how it would help in, you know, inform my service on the board is necessarily is like being sure that everyone does have a place and they're going to be heard and making the time to make sure that they are with the short amount of time since I talk a lot is I will can I answer your question? Do you want me to go any deeper? >> Um, she spoke about the time. >> I know I understand. I was like I just want to make sure that you know >> six. >> Yeah. Yeah. the door. >> Okay, >> you can circle them. >> Okay, so who
038wants number six? >> Well, I'll ask six. >> Okay. >> And uh what are the priorities for ensuring every student is prepared for post-graduation success and how can the board apply lens of educational equity to meet those goals without compromising high academic standards? >> So, that was an interesting question because of the way I think it was just worded to me. Um I would so industry standards you know college and career readiness basically looking outside into the into industry um but then also defining what post-graduate success is which I would say it's multiple pathways um basically is the same idea that like AP classes and CTE classes share the same high standards you know one is not better what works or whatever than the other you know you get the best AP that you possibly
039can, the best welding equipment you possibly can with the resources that we have. Um, which kind of just walks right into because the way I read that question, it kind of says, can the board apply lens of it to meet the goals without compromising our high academic standards, which is like equity, but I don't think we necessarily have to. I mean equity is the floor which we're going to build a scaffolding to get people hired and with I don't think we're comp equity doesn't compromise um goals or doesn't compromise you know I think it's it's the brilliance that we're actually here but how we're going to do that is like I said is I just like the analogy that the you know we everyone's starting here at the equity moving up uh scaffold get taller
040But that's going to be done with like targeted resource allocation, you know, progressive budgeting, identify underperforming areas and target them. Uh removing gatekeeping mechanisms. So if you find a place that necessarily is keeping people from um you know non-open enrollment or anything else of of that nature, but then you also probably have to be data driven. So I know that we're doing great work with math here and I know that people right now we're working with uh literacy right and so they're coming different benchmarks and standards. So timewise is I didn't know if we're saving time for more questions or I didn't want to run out. >> Those were my high notes as I've >> you've got four three minutes. >> We got three minutes. So you can either continue to answer questions, circle back
041or ask us any question that you'd have or >> is well in three minutes. I'm not sure that I'm necessarily going to get the questions I would want out of everybody because there's plenty of questions. is I would just say that if I was chosen to be necessarily uh a member of the board is that I will definitely I will show up as prepared as I possibly can be. I will definitely fulfill this obligation the best that I possibly can. Uh I'm here because I feel it's my civic duty as well as you know having children and not in here but I'm also here for the kids that I threw on the playground and I just I really strongly believe in public education is I mean it besides the emotional and the conflict resolution and
042the fact that like my kids have had more opportunity to be and I've had more the counselors at from grade school up until high school are wonderful. Um, I've got more hero journey stories of the amazing things that teachers and stuff have done. And I was like, I can't speak more proudly of especially if you just engage as a parent, you know, if you just don't just drop your kid off at the door and then just walk away is be an active part. And by doing that is I got to know some wonderful people which makes me feel like I really want to be able to have this opportunity even in this difficult time um to do the hard things and then that's what you'll get with me necessarily and the teamwork aspect is uh
043because we're all you know we're all going to have to be together and we're all going to have to play nice and I really want to learn the process too and so it's an education for me. Um, I'll probably just leave it right there just so that I don't start off on another I mean I can come with another li if the if we decide to move forward I can I have a whole another list of questions but I mean we can just ease into it is uh but I'm serious about the opportunity and and if it if it decides to go my way >> so I appreciate your time. >> Is there anything else I can say do for you? No, really really appreciate you uh >> putting your hat in the ring and
044and you're willing to step up for the >> Well, hey, not a problem. In whatever direction you end up deciding to go or anything, I'm still looking forward to being on the budget committee. And so, I mean, if I can't be on that because I'm doing something else, then that's fine, too. But, uh, I look forward to the opportunity. >> I think I can find my way out. >> Yeah. >> Have a great evening. >> All right. Thanks, G. >> Well, for anybody who's watching online, the board um doesn't have a lot to do right now. We will after the second candidate. So, we're going to go into recess for tenatively 10 minutes unless a candidate shows up before, but we'll be back at 6:25. Do we have someone in >> uh public meeting? >>
045So, welcome to the world. Welcome to um we are going to come back out of recess and reconvene our special board works session. We're going to be joined by our second candidate of the evening, Kayla Barontis. Welcome Kayla. See you. Uh thank you first and foremost for putting your for being willing to step up for the community in this way. Um we are now at the second stage of our interviews. Congratulations for being here for this uh volunteer position. And um and what we've got tonight are six questions that we're going to cover in 20 minutes. So we have 20 minutes to get to know you a little bit. And uh so as soon as I stop talking, which is probably going to be about now. Um no, I one more point. Um the goal
046of the board is to appoint on March 5th >> for this position. So we have a little bit of a gap between now and then. Sorry for that lack of notice in the meantime, but >> um with that, that's all I have. Any questions before we get started? >> I'll kind of help monitor time a little bit >> and I'll start question one. >> Okay. Um Caleb, tell us about yourself, your connection to this community, and why you are best qualified to serve Gresian Garlo students and families. So, I moved to Gresham in 2015 and my husband's from here. He went to Reynolds and um I loved Gushroom instantly. I really really love this community. I got involved in a lot of things um really quickly. I'm a business owner of 18 years and so
047I have a marketing agency. Um, so I got involved in the chamber, became an ambassador within a few months, which is like the welcome wagon to the chamber for anyone who doesn't know. And I joined a lot of different boards. I've served in a lot of different areas. Um, just because I feel like we have to pull up our sleeves and build the community that we want, right? And so, um, I volunteering has been in my DNA forever. I've volunteered since I was like 12. And I just love kind of helping out where I can. Um, the biggest reason why I wanted to go after the school district board, um, was I feel like I've spent a lot of time giving my talents and expertise to the business community. Um, I served on the Gresham
048board, chamber board, um, and a lot of other things business-wise, and my passion is youth. And so several boards that I've been on have been geared towards youth, but I love the fact that I can bring marketing communication style expertise to the school district. So I read everything you guys send out and uh I'm very involved parent. My child goes to East Gresham. I'm a third grader and um I appreciate the idea of being able to be behind what my child is learning and how it how it feels to come to Brussian schools. And so that was kind of the big thing. Thanks. >> What builds transparency between a school board and the community? >> Education and effective communication. Um parents just don't know the things. No offense any parents watching. Um I I'm the
049president of Gush and Barley baseball softball and we serve Gresian parents. We have about 1,200 parents and a lot of the things that we do a primarily as a board is educate the parents on what they need to know because a lot of the things that people get upset about or have questions about it's just a lack of understanding why it's that way or how it's that way. So I think a big thing is coming from educational like trying to make sure that they understand the reasons behind the decisions that are made and also effectively communicating. That's literally what I do every day is communicate um and try to get effective messaging to a business from a business to a business from a business to a consumer. And so I just think it's incredibly important
050and finding out how parents learn and how parents actually get the communications because I know that you guys communicate really well. Um, and I read every piece of information you send um to the Square app and all that, but I know some parents don't do that. So, how can we get the communications succinct to all type of parents as well? >> Okay, I hit number three. Tell us about a time that you deal with conflict. How did you handle it? And how do you work through differences to get to a more common ground? So my answer to this one is going to be interesting considering on there, but um serving on the Chamber of Commerce board, we had a situation that I can't really go into because executive session, but it was a very contentious
051situation. It was a staffing situation and I was one of the ones that disagreed with the way things were being handled. Um, it was a very tense situation and there was a lot of different personality conflicts and a lot of different thought processes of how I should have handled. And I feel like I tried really hard to ask a lot of questions and understand why things were done the way they were by the executive people, the hired people, and just tried to really understand what their thought processes were with how they did things. And I still disagreed with it to be perfectly honest. And I just laid out how I felt like it could have been handled better. And then I just said, "We're done." like shook shook everyone's hand now we're moving on we're
052still all friends disagreed with you that's fine I'm just one person but um to me that's it just like listening and understanding people's point points of view because it's not necessarily that they were wrong it's just the way they did it and then making sure that I could get across how I felt um and some potential ideas of handling things differently and then moving on which I think that's most important is is the moving on because you know you're not open every all time. >> How do you prioritize needs in a resource constrained environment and what is the role of the board in establishing and evaluating those priorities? >> I think the board's role is to constantly educate ourselves on anything and everything that we can. Um, obviously needs to have comes before nice to
053have. And then from there, collaboration. Um, I'm a huge proponent of collaboration. For for my clients, I talk to them about what I call power partners and building partnerships with businesses that are adjacent to them or businesses that can help you guys can help each other reciprocally uh forward your businesses, right? And I think of it very similarly to this is how are what are the community partners out there that are already doing things that we can't do especially with the budget situations that we're going to be in. Um how can we partner with them to provide services we'd like to provide but can't provide. So needs wants allowed. >> Okay. >> We still have like 13 more minutes and two more questions. How have you built trust and worked effectively across differences and ensured
054under represented voices are heard in decision making and how would that inform your service on this board? >> So I've been on the Gresham Barley baseball softball board for eight years. Um I've been this the president for six years. We have 21 board members and there's a lot of personalities, a lot of voices. Um, all important, but I've noticed that, you know, you have your president and your vice president and your secretary and your treasurer and then the rest of them, and I don't want the rest of them to feel like their voice is not as important. Even if their role is tiny, they still have stepped up to be on the board and they want to help, right? And so trying to understand where they're all coming from because everyone has the reason that
055they're here and their wise, right? And so to me it's just really important to listen. You don't see a theme here. I'm a big communicator. Um and so just kind of listening to what matters to them and what care what they care about. And um I feel like that's helpful on any board. But I think with a school district, you know, we have a lot of people to serve. We have the parents, we have the kids, we have the community partners, we have taxpayers, right? So, we have a lot of things to think about and just kind of listening to what everyone needs and wants and then trying to make decisions from there. >> Thanks, Kayla. Uh the the sixth question uh is what are the priorities for ensuring every student is prepared for post-graduation
056success and how can the board apply lens of educational equity to meet those goals without compromising high academic standards. >> I thought a lot about this question. U I think it's a very heavy question, very weighted question. Um I I grew up in a very poor tax bracket. I'm raising my children in a very high tax bracket in my opinion and I also have the opposite educational thought processes or not thought processes but backgrounds. So, I grew up at a very tiny school with graduated class of 82 students and we had didn't have a lot of extracurriculars in a very small Texas town and my children are growing up in this massive, right, with a lot of opportunity and a lot of really cool um extracurriculars and things like that, right? They're also growing up
057in a very different world than I did. Um, and so I kind of related this to business for me because I am a business owner. You know, I deal with a lot of different clients in a lot of different industries and some of them have really tiny budgets, right? They come from very small incomes, right? They also have very little knowledge in what they need to do for marketing. Um, i.e. they, you know, kids that have a lot of different educational, they have very educated parents or very high income parents. And then I have the other side, right? and trying to understand and educate myself on what they specifically face with a low income or low budget or low educational standard at home. You know what I'm saying? And then the opposite of that and
058trying to see what that kid is potentially facing. And that's what again educating ourselves 100% all the time on what that is and trying to understand it and then realizing that we can't please everyone and we can't um change the culture of our world right now. We can keep trying but it is what it is and we have to keep pushing forward and what we can do. And so just kind of trying to understand what the kids are facing and what the parents are facing because they're also going through it and then making decisions so that as many people as we can will win because not everyone will you know and some people have to lose so that everyone can try to sort of win. So hopefully that made sense. I was trying to like
059articulate. So, >> um I think we have a bit of time. Is there any questions that you'd have from us or >> um I overress researched this whole thing. So, no, I'm one of those people. So, I already read like all the pages on the schoolboard page. I already looked at the calendar and checked my calendar. So, um, yeah. I mean, I know several of you. I don't think I've met you or you. Maybe. >> I'm Chris Howitt. >> Yes. >> Been on the board for almost 25 years. >> Oh, that's amazing. Okay. >> And I'm a business owner as well. >> Okay. Awesome. And you're Heather? >> Yeah, I'm Heather and I'm on the chamber with you. I go to the Friday. >> Familiar. Okay. Nice to see you again. >> Nice to see
060you. Thank you. Thank you. as Sarah, right? >> Holly Holly, that's right. Sean. Yeah. So, anyway, nice to meet Olivia officially. Um, but yeah, no, I I'm excited for the opportunity and yeah, any other questions for me or >> Yeah, I don't think so. Um, thank you so much again for for your willingness and uh and for joining us tonight. Thank you for your flexibility to move into this slot. Really appreciate that. >> And uh like I said, we're we're probably not going to have any news until March 5th. >> No worries. >> So, no worries. >> Awesome. All right. Thank you all for what you do. It's great to see everyone. >> Happy. Thank you. We're still >> Yeah, we're still we're still on the um board. So, this is where we go into
061our individual little spaces. We're not going to have discussion about the candidates, but this is where you're going to look at that first column and for yourself compare the candidates and identify which of the first two you um you uh you prefer. So, >> We're just in column one. And uh again, we are not having any discussion about it. And so I am going to put us into recess until 6:55. Uh unless a candidate shows up sooner than that, we'll come back on and we can leave. All right, we're going to reconvene in our February 12th special board work session. We're joined by our third candidate of the evening, Kelly London. Is that >> okay? Very nice to meet you, Kelly. And um we're gonna have some time as a whole board to get to
062know you through 20 minutes with the six structured questions that you maybe saw before you got here. Okay, good. Um so, you know, in this process, we're seeking to appoint board position. As you know, I don't expect a decision for that appointment to happen until our public meeting out here on March 5th. So, the board between now and then will be uh considering all of the candidates and just really want to thank you for your willingness to serve this community in this way. Really look forward to getting to know you. Uh before we get started with questions, do you have any questions of us? >> No, I don't think so. >> All right. Okay. >> I will start with question one. Py, tell us about yourself, your connection to this community, and why you are
063best qualified to serve Gresian Barlo students and families. >> Well, um I have lived in Gresham for about 34 years. Um, I'm a native Oregonian. I'm from Eastern Oregon from Baker City. Baker when I was there. Uh, went to Eastern Oregon State College at the time. I wasn't a university then. Um, and I came to work for the city in 1995. So, um, and retired last year. So in my time at the city those 30 years I I held different positions but I began my my career with the city in the city manager's office and one of the the projects that I was working on um when I started there was with the citizen advisory committees which was a really robust um there was a lot of intent around citizen involvement at that time, the
064the the council, um the mayor at the time, the leadership, we had a lot of citizen involvement committees. And so the I got to work on that project and it really kind of ignited the the passion for doing community outreach because I had not done that a lot before. Um, I'm a marketing major from the 80s. So, um, I had not had the opportunity to do that work, but I found it very, um, you know, I I just liked it. I I really enjoyed it and I got to do a lot of it. And in my time at the city and as I, you know, got different positions, I I always sort of was able to stay engaged in doing that kind of work. I think sometimes because a lot of people don't want to
065do that kind of work. It's, you know, it's not for everybody. It's, it's kind of difficult sometimes to do community, true authentic community engagement, but I really did like it. So, so I have done a lot of community outreach in this community. I had a counselor tell me one time that they thought I had been in every kitchen in in Gresham, but that's not quite true, but I've been in a lot of them. Um and so that that was really a you know that's what sparked kind of that passion of doing um community outreach and um when I was at a point where I was going to change I thought I was going to leave the city um and I I wasn't sure I wanted to go part-time. My my kids were at an age
066where, you know, there was a lot going on and uh I had a conversation with a fire chief at the time who this was kind of post 911 and there had been a ton of funding still doing all all kinds of things and he wanted he offered me a job to go part-time and do a community it was called the community emergency response team training program and um and I it was part-time time kind of picked my schedule and I I remember telling him well it sounds great but I don't know anything about fire. I mean I you know again in the city I didn't know anything about fire but he's like it's not really a fire thing. It's really a community thing. It's just you're out there speaking to people about this work. So,
067you know, I got that opportunity to experience not only moving to a different department and working like that, but also going out into the community in kind of a different way. >> Um, and that was very localized kind of training. So, that was again that work that just continued to help me um kind of feed that need to do the community outreach. Um, and why I'm best qualified to serve. I I you know when I first saw this opportunity I I've long known that when I retired I would seek an opportunity in in this type of capacity. I don't think I thought that it would necessarily be a school board and mostly I thought that because I I don't have any educational expertise but I don't think that it's really necessary. Um, so when I
068saw the the opportunity, I, you know, I thought about it and and I I'm passionate about public education and I'm very troubled about where we are with it and the lack of support that there seems to be for it kind of on a trend. The trend of that is very troubling. So, so I do think I have a skill set that is helpful um in serving on the board. Not only do I intimately understand the Gresham community and the diverse needs of the community and how they've changed a lot over well over the last 30 years, but really the last 10 years. I mean, the our demographics have changed. A lot has changed. So um I I I think that I have that I have that skill set to bring um and so I felt
069comfortable, >> you know. So what builds transparency between the school board and the communities? >> Well, I think well I know that you know open and honest communication is always what's necessary for transparency. Um, sometimes transparency is it's easier said than done sometimes. It's difficult. It opens us up to criticism uh and conflict sometimes to have that open and honest communication. But not doing it has a has a huge downside. You have to catch people up then. And I think that just erodess trust. >> Okay, I get the next one. Tell us about a time that you've dealt with common. How did you handle it? And how do you work through differences to get to more common ground? Well, well, conflicts present in almost most most of collaborative processes I that I've been involved in
070mostly because they've all almost always involved a lot of other people. Um, and I I've wor a lot of my work certainly as I've gotten into emergency management, it's been regional work. So, it's not just city work that it's regional work. And um and so it's it involves a lot of people and and and there are different people. I mean everybody has a different perspective. So sometimes I think that you know conflict gets kind of a bad rap it because maybe it's just differences of opinion which I think differences of opinion are really what get us to really good outcomes. And so I have many times not agreed with my colleagues on what they necessarily thought was um the best thing to do. But if we were all working towards the same goal and objective,
071you know, if we were all real clear on what the mission was, then you know, we could we could get there. And I think people need to be, you know, seen and heard. And I think that's really important to acknowledge people and never be dismissive. When I've been dismissed, it's not it's that's just a terrible feeling. So I carry that um forward when I'm working with people who have differences of opinion. We can almost always get there. I know it's much harder if if we aren't all working towards a common goal that we can agree on the goal but when you can I think it's you know we can get there and it brings a a good outcome. >> Thank you. >> Uh how do you prioritize needs in a resource constrained environment and what
072is the role of the board in establishing and evaluating those priorities? Well, in emergency management, that is always it's just that's just a given. There's never enough resources to do what we need. Um I when I read that question, I I'm not sure that we're always prioritizing the needs um because the needs are there, but there's not enough resources to meet the needs that that we have. So, that usually is the difficulty. Um, and I think having a really good understanding of of what the mission is, you know, what what is what is the the real overall mission that we're that we have to get done? Kind of like what's your special like what are we here for? What are we doing? And then um you know making sure that th that it's in in
073alignment with with the needs of of the people that you're serving. Well, that alignment is I think critical of the alignment of so you know in this certainly environment it would be students and staff making sure that they're getting what they need to the best of our ability and some you know sometimes there's just regular there I know there's regulatory things that we have to meet so those are always the givens but um it's resource retrained environments is certainly a um space we're in and we're going to be in it for quite some time I think. Okay, about 10 more minutes into the question. >> How have you built trust and worked effectively across differences and ensured under represented voices are heard in decision making? How would that inform your service on the score? Well,
074I think sort of as we as I spoke about in uh question three, I I think differences are are not um are not necessarily bad at all. I think that we it's what creates a a good rich outcome when we all have differences. Um so I'm I'm always happy about about about that. It would be troubling, I think, if we were working on something and everybody was just very agreeable. I'm being very agreeable is I think is alarming sometimes, but I'm not sure that it gets us to the right outcome. Um, so when we're respectful and and we hear people and we are all working towards that common goal, I think it really gets us there. Um, so I I feel that I've been effective in doing that. I've done it a lot. uh especially
075in my regional work and ensuring unrepresentative voices are heard in decision-m is critical and it's hard because I and I don't I I think that we we have to do better at recognizing the barriers that people have to engagement and and I I wish that we would do better and yeah so It's it's just important to me and it's frustrating when we can't do better and we have so many lessons. We have so many lessons from co um on that and yet we continue to not necessarily do the things that I think we need to do to make sure that we hear from all people and meet them where they are. >> Thank you. Um the last question that we will have for you uh what are the priorities for ensuring every student is prepared
076for post-graduation success and how can the board apply lens of educational equity to meet those goals without compromising high academic standards. >> This was a very hard question. The first is I've got no idea. I don't know. I mean, um, I mean, I I indicated in my letter that I'm I'm concerned about us not being able to prepare students for the world that they're going to be entering in the now. Um, so the change is now. It's it's not coming. It's not like we should prepare for it. We've got lots of time because it's now. It's upon us now. And so we have, I think, a a really complicated situation of no money and needing to make change. It's hard to do without any resources. Um, and yet, you know, these kids are there. We
077have an obligation to educate them and get them out the door and make them ready. So, so I don't have a good answer for that. I I I I but I'm happy to be part of that conversation because with with I mean every government, you know, all governments are having the same problem. We all the issue is common. We can't afford our services and with education though, you know, there's no pause button. kids are coming to the door and and there are people behind that door that have to do the work and I I swear I don't know why or how they do it but you know or what's going to happen when they all when people are going to decide that they can't do it anymore because it's just too hard. Um, so I
078I don't know what the ultimate solutions to that are, but but I'm I'm hopeful and I'm I'm happy to work on part of the solution. You know, I looked on on the district side and tried to find more information around um maybe a strategic plan. I I I didn't see that. Um I did I did you know find a mission statement the culturally responsible re culturally responsible responsive graduates who will thrive in an everchanging global econ global community which I think is a great mission statement. Um but my problem with mission statements is they're just words >> and so how are we getting there? I mean I I like it. I love it. If I could see a plan that got us there I'd be really happy. Um but we know that that's a lot
079harder than than certainly it says. Um so and and to do that we have to ensure that that all students are getting what they need, you know, and that's where that equity work comes in. >> Well, excellent. I think you have >> four minutes. >> Oh, wow. Okay. >> I was worried I wasn't because I can be very wordy sometimes. Uh we have time for questions if you have uh any questions of us or >> Well, I was curious about a strategic plan. Uh do do you have a does do you have a strategic plan or have you done any strategic planning work? >> Yes, but I'm going to ask Tracy to it's our superintendent. >> Yes. Hi. Um, our strategic plan's kind of embedded in a couple of places on the website specifically, but
080we do have a plan with five instructional priorities that we really focus on. And one of the things that we are talking about is the need for formal strategic planning work and what that looks like. We have lots of these different pieces, but it's not pulled together in like cohesive way at this point, but we absolutely have some very clear plans and very chartable. A good strategic plan, I think, is important. It's hard to do when you're in an environment where you're just trying to figure out how to keep the lights on, but you know, but we'll get through this. But it's going to be a very difficult few years before we can Any other questions of us or >> well, thank you so much for being here tonight uh but especially for your willingness
081to serve the community and obviously your career of service to this. So, thank you. I'm gonna take this water. Thank you for having All right board, I am not going to put us into recess for this one, but the same matrix that you saw before and now we are looking the third candidate compared to the first candidate in uh column two and then the third candidate against candidate two. So in column two both of them >> compare one. So, two circles in column two and then we won't have any discussion about it uh after that point. Um make sure you provide your matrix to Sarah with uh your name at top. Um but I'm not going to put us in recess because as soon as everybody is done with that feels comfortable with the response,
082we will move into our last agenda item. That's enough. Just name was on it. >> Yeah. >> Was it my name? I don't know. >> A name and names on it. >> Four pages back to Sarah. Correct. >> I just took our notes. Uh, I'm going to provide my notes back to Sarah because I >> and follow your letters. Just >> don't want this last one for the fourth person. >> I think we'll probably provide it >> again. I think >> it all kinds of different >> possibilities. But we will we will Jerry. >> Okay. So please do with Sarah. I'd rather keep them confidential in his folder, but I have them sorted the way I want them now. Um then they be put some way that they stay. >> I um >> Would you
083rather that Sarah have them all so that they're not loose? >> I would rather Sarah have them. And I'll just explain my reason, but uh I'm not here to focus it. My reason is to fight the inclination that I think any human would have to get a gauge of how other people are thinking. I don't I don't want that. And I don't I think your best insight is the one that happens right now. U I think everything else is going to be reflective and potentially unfair to candidates. So I have no issues with hanging on to them, but I uh I can say I just want this to be the cleanest >> and most equitable application of your own view without any contamination. That's kind of why I'm that's why I set those parameters. But
084Chris, I'm not going to tell you what to do. You know me. you. I give you one time where you can tell me what to do. Use it wisely. >> He probably doesn't choose this time. >> He'll save that. >> But anyway, that's my reason. Okay. >> I just kind of not cuz I'm a writer like you want me to write >> for everybody this when you come back. I don't think I wrote my name on the yellow paper, but I do >> as long as you did on the del. >> I wrote my name on it. >> The deli >> on your on the deli. >> Maybe it's under the paper. >> Oh, I don't know. We don't know. >> Maybe you did it on the left side. >> Like name goes on the
085right side of the page. >> I'm an expert writing. >> It's on all of >> Yeah, that's harder. Yeah. >> Oh, yeah. Yeah. I don't know my name on it. So, my name is >> Sometimes I get calls at 3:00 a.m. You can sympathize. >> I can sympathize with her. >> All right. >> 3 a.m. was the best. >> Great. Quite a start. >> All right. I lost my agenda because I don't need it because our last our last agenda item is to talk about the superintendent evaluation process. So to tee it up, Sean is our chair. Brena and I are on the superintendent evaluation committee. Um we have prepared with Sarah's assistance a uh a document to help gather the evaluation of our of our board. >> So >> yeah. So uh you know,
086first of all, thanks to Blake and and Brandon for serving on the on the committee with me. Um, and what we've done in the past is we've always handed out kind of a questionnaire um, that the board members would then fill out and bring back um, about the superintendent and based on the uh, areas that they're being evaluated on. And that's what we're doing. Again, we're just doing it a little bit differently. We're doing it uh, through a Google form so it's easier to um, compile the information and get the information. Um and um you have u act I don't I think that you're going to get be emailed these how she rated herself along with the Google form. >> So you could have it side by side if you want or if you have
087your paper copy you could have that >> uh to refer back to. Um if you have it online there is hyperlinks that you can go to to see your evidence and and whatnot. So I would suggest maybe getting the online version so you can physically see the evidence that she's showing and then from there you'll you'll give a rating in a half scale. So it, you know, anywhere from 0.5 to four. Uh, so 0.51 1.5, you know what I'm saying? Like cuz sometimes it's, you know, better than a three, but >> But not quite a four. And um just so everybody kind of has at least the way I my perspective when I evaluate staff and I tell my staff this all the time so they are not surprised. If you're Jesus, you're a four.
088short of being Jesus, you're probably maybe gonna have a four in one area, right? You live in the twos and the threes because that's where you you you generally are. Some areas you're weaker, some areas you're stronger. If you're a new employee, yeah, maybe have a one. You know, we have a new superintendent, whatever. Uh but if if she's been here for 5 years, and she has her one, that's a different conversation. So one is the and it explains the different like what a one means, what a two means, what a three means, what a four means. So she did a good job of explaining that. Uh but so you got anywhere between a 0.5 I believe and a four at a half step. And then what we're going to do as a committee is
089uh without names, uh Sarah's going to um compile the information for the committee. The committee is going to review the ratings and the feedback and everything and come back to the board and Tracy on the uh next. So, this is going to be due by 400 pm on the 20th, which is next Friday, I believe. >> Yeah, it is. >> You'll get the email tomorrow morning sometime. It'll be due Friday by 4 the following Friday by 4 pm. The team is meeting that Thursday or Friday >> the 27th to review the information and then Brena has volunteered to take what we found and put it into a slideshow because Tracy does really good slideshows. So, we're trying to learn from Tracy and uh we will present the slideshow to you all in executive session on
090the March 5th, is it the fifth board meeting? And then from there, >> yeah, >> um we will present the letter that gets presented to the community. So we see the slideshow of everything. Then there's this letter that says, "Hey, Tracy was evaluated on these areas and here's one or two areas of strength because we're only evaluating on four areas and here's like an area of improvement." Everybody always has areas of growth, whatever. Yeah. um and that actually gets put out to the public. So she's the only employee by state law that we actually give her evaluation to the public and she's not like any other employee. She has to be evaluated every year and we have certain timelines we have to meet and this year we are meeting it for the first time. So
091by the first board meeting in March is when we have to have her evaluation done and then her contract needs to be completed by April board meeting, right? Something like that. April 15th, something like that. So then Blake and her and whoever else could be working on that. Any questions? Um, I just have a comment and um, I don't know if it's just me, but I feel like the way you communicate, you try to like manipulate um, the way people might u assess um, the comment that you made. Um, if you've been here one year, you're probably a two or three. Um, one, two, and and you're saying that um, areas of growth are always going to be um, evident or um, always going to be shown on a um, evaluation. And I just think
092that um maybe you could just be a little bit more general about uh the way that you communicate. Um cuz I also felt Well, I'm not going to go back into that, but I just like you just seem to kind of push or imply or infer things. And um I just don't think that's uh fair for lack of a better word. >> I appreciate the feedback and the perspective, you know, but >> might be your manage because you're a manager and you manage people, but I mean maybe I might not feel that she has areas of growth. Maybe I might feel that she's doing amazing in all of the different categories, right? So I don't want someone to uh put out there that there's going to be areas of growth. Maybe I might not feel
093that way. So that's the point that I'm trying to have you understand. >> I understand and that's why we are doing a collective. It's not just one person evaluating. It's the whole board and we're providing the feedback and getting the consensus of the board. What we get every year on every single superintendent evaluation is what is a four? What is a one? How do I rate a one? What? And then for my job, I have the exact same scale. And so there has never been, well, I won't say never because that's a a strong statement, but since I've been on the board, there's always been an area of growth and there's always been areas of strength. The areas of strength outweigh the areas of growth. And it's a positive thing to be able to have
094it like look internally like hey you're providing me feedback that you perceive that I'm trying to manipulate a conversation. Now that's not my intent but I respect that that's your your perception of of what I'm saying. >> Um thank you Sean. The um the other piece I would add is um you'll see the four conditions board conditions that's what the evaluation is on that is how Tracy has provided herself evaluation is on that basis uh what I encourage you is um the board so Tracy has identified the if you remember she had the condition and then action steps like for example one safety she had one a one B as actions. The board has tacitly approved that that's what we're measuring. The way that Tracy has defined the actions, that's how we evaluate our progress.
095It is a progressbased evaluation. So, um this is not one that was on there, but if if if you had defined achievement as 100% graduation rate, for example, and we're at 90, you're not evaluating the 100. You're evaluating is the 90 on track with what Tracy said we would be doing and where we're going. Are we ahead of schedule? Are we behind schedule? Are we on schedule? That's and it's a different framework. So you're thinking progress oriented, not goal oriented, if that makes sense. Um because Tracy has laid out her road map for how we're how she's going to get there. she's provided evidence and now you're just evaluated on that tool that um Sean led us in the development of you're going to have that condition along with that sort of calibration of one
096through four. Uh so you're going to have that ready and then you're going to be asked along with your score to provide the pieces of evidence that you specifically have in mind at least two for each of those criteria. That make sense? So, you're going to have um on safety, I give this uh these at least two pieces of evidence or are what's in my mind for why I think that's a valid score. And you're going to have an opportunity for comments. Uh that's where you could add additional evidence if you want or provide an overall summary. You're trying to use it. Those are the things that we're going to draw from as a committee to help craft that letter. Okay? That worked. Okay. So, you should have >> coming tomorrow, you should have 12
097responses. >> Yes. >> Yeah. >> Or 16 score one, two notes for each. So, 16 possible contributions. Is that accurate? >> Eight. >> Yeah. 16 >> because there's Well, it's going to be on drop down. Is it on each action or is it on the condition itself? >> It's on the condition itself. >> Yeah. So, >> we talked about doing actions, but we just >> Yeah. Four times four then, right? I think >> a score, evidence pieces, and notes. >> Yeah. Okay. >> Well, maybe I need to add a separate. So, I think the evidence pieces is the same as note. There's like one big >> Oh, okay. >> long answer comment. >> Oh, okay. You'll see though. That's the That's the idea. >> 16. Yeah. Wait, I only have one short or one long
098answer. Um, okay. I will uh work with Holly and Tracy on the 20th to make sure that we have an opportunity to evaluate the fourth candidate for the board uh position. Um, and that's uh that's what we have for today. >> Next Friday is the retreat all day >> and silent said 12:30. So that's where I was. >> So we're not technically in a meeting from 8 to 12:30. >> Okay. Let's >> because we're doing the talk. >> Yeah. And when are we meeting and what time? >> You were gone. Were you gone that day? >> I don't think Sean knows about the field trip. >> Okay. Let's So uh next Friday and Tracy is going to bail me out. >> We're going to Oak. >> We're going to It's >> We're gonna visit um
099three sites. Uh, we're going to meet at Gresham High School at 8:00 a.m. No breakfast will be there. And so, make sure you come to bed. >> Uh, we will spend time at Gresham. We'll spend time at um, just a second. I'm going to get there at Hall >> and then we're going to end at West Orient on our little tour. We're not going to have discussion about all that on our tour. We're just an opportunity for like an information session. Uh we're going to be joined by Tracy, John, Sarah, >> Terry Taylor, >> and Terry Taylor and Sarah of course. >> But so when you see 12:30, that's because our meeting will actually start at 12:30 at West Orient. >> Public meeting where we actually created. >> Yeah. Where we actually have discussion and
100we will have an opportunity to kind of briefly debrief what we saw. So that that part will be in in open discussion. Please, uh, we're going to hold discipline. We're going to have lots of grace toward each other and we're also going to be courageous toward each other. If we feel like we're going toward discussion at all during that tour, we're going to correct ourselves and and make sure that we do this right. And so, um, >> so what is the the the total time of this event? >> Should be till 4, I think, is what we have on the agenda. >> So, 8 a.m. to 4:30. And depending on my vet, I may join you at West Orient for that tour just because it might be a lot of walk around Gresham High Schoolers.
101>> You know, I probably do like one tour. >> Yeah, but yeah, >> I don't know if I could do >> I could loan you my >> And I could push other things for everybody know is we we're going to meet at Gresham High School. You'll leave your cars there because part of the field trip fun is riding in a van together. Okay. So, we'll we'll be in a van and once we get to West Orient, we'll have our meeting and from there we'll have cars there to caravan everybody back to your cars at Gres. >> so I got to figure out some of those logistics. >> Alternatively, if you want to coordinate a ride, >> you could be dropped off at Gresham and picked up at West if you want to. >> That's true,
102too. >> I just uh just co-oped my wife into this uh Friday. Well, I also have a car that can seat multiple people and I could probably leave my car at West and be dropped off the Gresham. So, >> we could we'll work it out. >> Or you could leave it at West. >> Yeah, right there. Can you pick me up when he drops off his kidney? We'll figure it out. >> I really appreciate you all board. I appreciate that we can approach all of this work. Um, understanding our distinct perspectives. I hope you see that. I'm doing my best to try to honor your unique perspective in how we get to our finish line. I don't know what this is going to look like on the 20th or the 5th um as far as
103discussion about uh our great candidates, but we're going to get somewhere with consensus and and that's what our what our community is asking. So, >> are we on agenda item number six, >> which is future? >> Yes. Mhm. >> where I've not been able to find wherever the shared >> document is that's supposed to happen >> for future. >> Yeah, I don't. So, I need to have somebody tell me where that is because I >> Yeah, maybe we could have get a link just a >> Thanks for that, Chris. >> Okay. Um, it's >> back in your email. >> Okay. And, uh, the legislative thing is not happening tomorrow. point if anybody was doing that uh that our next time together will be next Friday. I'll see you all >> at least at West Orient,
104but um at Graham High School at 8 a.m. >> All right, we're >> If I'm not there at Gresham, can you text me that you're on your way to West? >> Yes. So that way I could