January 22, 2026 Board Work Session

001But I figured we off the ch. Okay. >> Well, welcome uh everybody to the January 22nd regular board work session. I'll go ahead and call us with order. We have in attendance uh Holly Regalman, Chris Howitt, Brena Peterbaw, and myself. We expect that uh Heather Coleman Cox will join us later into the meeting. And we're [clears throat] missing Sean Farn this evening for a for an excused absence. Although we don't excuse absences, that's not our job. >> All right. So, with that, we've got a meeting agenda. >> I would move to approve the meeting agenda is presented. >> Second. >> Right. It's been moved by Chris, second by Holly to uh approve the meeting agenda. All those in favor? >> I. Any opposed? Okay. Uh our first item is executive session. So the Gresian Barlo

002School Board of Directors will now meet in executive session for the purpose of discussing the following. Personnel pursuant to OS192.6602B. Executive sessions are closed to the public. Representatives of the news media and designated staff shall be allowed to attend. All other members of the audience are asked to leave the room. Representatives of the news media are specifically directed not to report on any of the deliberations during the executive session except to state the general subject of the sessions previously announced. No decision may be made in executive session. Uh for staff and we have superintendent Tracy Klinger, John Cook, Sarah Deo, and Mcueen. Okay. >> There's not a motion. that is [laughter] okay. >> All right, >> we're going to reconvene now into our regular work session. Uh, next up is information items. Are are we

003set for the legislative update because we are going to have a guest we should approve. >> Okay. >> Um, so first up is going to be a legislative meeting. Oh, >> I don't think it actually motion, but >> we need to do a motion now, right? >> Oh, we need Okay. >> I think so. There wasn't one on >> everyone to come in. >> They were going to do a motion. >> Yes, they can go in because it's not >> Yeah, it's it's not exact. >> Yeah. >> Doesn't need that for the wording of the legislation. >> Thanks for joining us. Let's get shared for you. coming back. >> Maybe just >> Well, now it looks like nobody want >> So, we're still on we're still on camera. >> Yeah, we're still on public. Um

004so uh >> reconvening into regular work session but before our information items uh the board had an opportunity to discuss um an item uh pursuant to OS 1926602B. Um, having had that discussion, I would uh the board really has three options. Uh, we could um adopt a recommended decision. I don't see recommended uh language, but adopt a recommend decision. Um, or we could defer and request more information or we could opt to have a hearing. And so I would maybe clarify that is that we are adopting the material presented regarding a complaint. >> No further hearing. >> Sure. I'll entertain it. So is Adam. >> So I I would move to um approve the recommended >> adopt the recommendation. adopt the recommendation from the superintendent in regards to the confl. >> I'll second. >> Okay.

005Moved by Holly, second by Brena. I'm going to provide some language that I heard from you and then Sarah and my poll board to correct it. So moved by Holly, second by Brena to adopt the recommendation presented by district staff. >> Any discussion? >> Okay. All those in favor? >> I I >> Any opposed? All right. Now we get to move on to information items with the legislative update. Uh Dr. Penard, do you want to introduce? >> Yes. Are we doing >> We have people in the room. Are they doing another? Okay. >> Is Lisa Merrick from MESD and she is our government relations. Is that the right term? Um advocate support person. Um Stacy Michaelelsson was formerly in the role and moved to OSBA. Lisa has taken her place and so I'll let you

006kind of take it from here. Kind of share what's coming. >> Great. That's good. I do have a slide deck. Do you all have access >> to that? Okay. and pranking us. >> There's a lot of running around before the meeting and [laughter] I do think well we are on the eve of the short session. Um and I think that this is a a dynamic set of information. So I think what I share tonight could be out of date in uh you know not [laughter] >> so um you know I want to open this uh line of communication up with you just to share some information kind of a preview of what we're going to be expecting to see during the legislative session and then of course continue to send updates um as things uh

007change and evolve o over the next few months or a couple really lessons. in about two months. Um so I can share the key legislative updates um which is in the second slide >> and we do have the slide on on our >> as well but it's more for the public who might be watching. Yeah. But we have it on ours as well. >> So um we are about to enter into the short legislative session. uh the legislature convenes every other year um during oddnumbered years for a long session which is about six months long and then on the off um on the even numbered years they do the short session which is about six weeks. So it's kind of more of a sprint than a marathon of the long session. Um which is good

008and bad but it does mean that legislators have bill limits which is someone who tracks the legislation. and I appreciate not having to track 3,000 bills. >> Um, so each legislator has a limit of two policy bills that they can um introduce and then committees get five bills. So there's just kind of a smaller pool of policies to uh track and then the legislature is also um responsible for passing the budget. Um, and I'll share a little bit more information over the next few slides, but it is we are entering a challenging budget environment. So, that's kind of one of the key topics this upcoming session. Um, so just to go through some legislative dates. Um, last week the legislature convened for their January legislative days. um they do these legislative days um throughout um

009kind of in between legislative sessions where they really just meet to talk aboutformational topics, check in on policies that they've passed before. Um so they just had those last week and then last Friday was the bill drop deadline, which is when legislators have to introduce their policies. So we'll actually be seeing bills um likely in the next week. what is going to be officially introduced. And then the legislative session begins February 2nd and it has to end by March 9th. And there's a couple of deadlines in between. Um so the February 4th revenue forecast is a key date. That's going to be the the last revenue forecast that they'll look at before they officially pass the budget. Um and then February 16th is the first chamber deadline. So that means that bills have to pass

010out of their first policy committee um in order to go to the first chamber to get a vote and then they go through the other chamber. Um and the second chamber deadline is February 26. So it's really really compressed time frame for bills to move through the process. Um and then the January 2027 is when the launch session will start and the date the official dates aren't um available yet but that will come out soon. Um and then the governor can also convene a special session at any time. Um which is um could be a possibility depending on what happens with the budget and the transportation package. Um so we can go to the next slide. The big topic of this session is really around the state budget and um in response to Congress passing

011HR1, which is the big beautiful bill. um not so beautiful to everyone, but um there are it's causing a decrease in the revenue that the state is um receiving because that bill included some tax cuts um across a few different income brackets and um it's as a result we're not getting as much revenue to our state. So the governor and the legislature have gone through some budget exercises to prepare for potential reductions in the budgets that they passed last session. Um so state agencies right now have prepared a couple of different budget scenarios um that they presented back in November. And there was a December uh sorry a September revenue forecast which was pretty it was a lot more um it showed a lot more significant um impacts to the state revenue. The December state

012revenue forecast was a little bit better and I will go more into detail um on that in the next slide. Um, but essentially it's looking like we're in a better trajectory than we were in the fall, but we will know for sure by February 4th. Um, and so the legislature will officially consider budget reductions um after February 4th. And we can go to the next slide. The December forecast um showed that the net general fund and lottery resources were up about $318 million. It still showed resources down by about $635 million since the close of session forecast. Um but based on the numbers that the legislature presented, we believe that um we went from about 400 million in the red to $80 million in the red with the state resources. Um, and so there's other

013based on some other numbers including that the state will project out a ending fund balance of about 350 million um just to have some funds to help with HR1 implementation and um potential wildfire costs. The um the state budget holds likely about $600 million. Um, and there's currently no corporate or personal picker forecasted. The corporate activity tax, which funds the student success act, is down about $31 million, but the legislature has been reserving funds in that account. Um, so if if needed, they can draw on some of those funds um to keep budgets full. Um, let me go to the next slide. So based on the December forecast, um overall it's good news just to see uh better news from the September revenue forecast, but we still really need to make a clear and convincing

014case in the legislature that um preserving K12 budgets is going to be really critical um over the upcoming bianium. And um there's with because of the HR1 impacts, we are competing with a lot of really important um other agency budgets uh just due to HR1's impacts on Medicaid and um uh food security SNAP benefits um because it changes eligibility to those programs. Um it's going to have some impacts on our social safety net in this state. And so, um, I think legislators are going to be looking at how they can maybe shore up funds for some of those programs. Um, so it is going to be a tough session in terms of a high number of needs for a lot of different programs. Um, and the state does still have this budget shortfall. Um, we

015can go to the next slide. One of the uh I think a big part of our priorities really is calling on the legislature to um really keep pay budgets full this session. And they do have a couple sets of reserves. Um there's the education stability fund that has a projected balance of $1.261 billion. Um it's there are rules for that account that it can only be used for public education and there's no cap on withdrawals. Um it was created by constitutional amendment in 2002. We also have the Oregon rainy day fund um which also has a pretty high projected balance of 2.158 billion um that was created by statute in 2007. There are some uh kind of rules around accessing those funds. They do require a super majority of the legislature to vote on them

016and they they have some specific requirements around what the re forecast has to show. Um which is a final forecast showing a 3% decline in revenue for the next bianium or payroll employment being down two consecutive quarters. um or a revenue forecast being down 2% from the close of session has spent. Um that being said, those triggers can be bypassed and the funds can be accessed by a three-fifths vote in each chamber and if the governor declares um so there are those conditions. >> So all three of those conditions, three-fifths in each chamber. Yeah. and state of emergency, >> the the triggers can be bypassed um with the three-fifths vote and the governor declaring emergency. >> So if the conditions aren't quite met, we have this other option to work with the governor. Um so

017we know we have these tools available. Um and I think our one of our key messages to legislators is that you have these resources. you've actually they've actually used them nine times since they were established. Um they accessed the education stability fund during the pandemic. So um we've used these resources before and this is a really important time to use them. >> Is it true that there's also a mechanism for them to replenish like there's systems so that if you use some of the funds there's >> replenishing that automatically. >> Yes. Exactly. So it will replenish um after the next bianium and so that balance will still grow over time. >> Does that replenishment come out of generally collected revenue that we would have depended on? I'm not Yeah, that's the question. >> Um the

018kicker applies if state revenues exceed which forecast? Do you know or is it a forecast to exceed? Um there's some I can't remember the exact conditions but we have a new state economist and so he's using a different method than the last state economist. They're try I think if they the kicker is like the delta between what's projected and then what's the actual right >> um in revenue >> it's total collected revenue over that period of time and the delta is 2% over if you collect more than 2% of what you predicted then the kicker kicks >> I just say because one of your your previous slides said the kicker isn't assumed but that's neither conservative nor risky as a forecaster it's just assuming you're going to get the revenue that you're going to get

019and >> yeah at this stage. So, and they're using slightly different methods to try to have a more accurate, you know, projection, but I think we'll still have to see what the next set of >> how likely is it that uh it'll meet one of those criterias, >> the the triggers? >> Yeah, one of the triggers. We got kind of mixed messages after the last revenue forecast. And so the when I spoke to the co-chairs, I know they wanted to get a legal opinion and um get some guidance from the revenue staff um that work for the legislature. So I think they will likely get that kind of expert opinion after the February 4th work. So, we just won't know for sure until that that day appro we'll definitely know more right away. [clears throat]

020Any other questions about the forecast or I think one other question about the it's a couple slides back the corporate activity tax. So when you say they um have been reserving 100 million, that is money that has come in through the CAT tax and they're setting aside instead of pushing it out to schools. >> That's correct. Yes, they have special reserves um within that account. Um, and I I'd have to double check the bill, but I don't think there are rules um, unlike the other reserves >> that the legislature has to set aside a certain amount that isn't associated with the student success act. So, they have been pretty conservative in holding those resources. Um, but I think we know that they're there and so we really want to make sure that they're distributing those

021so that you don't have to take additional cuts. Um, knowing that you have a lot of classroom facing staff that are paying for the pass. We talked about that a little bit when we did our budget presentation in November that with the OD's proposal for how to remedy some of the HR1 stuff that the impact that we anticipated was about $600,000 to SIA which is from the CAP tax. So in theory it would be we'd be asking them to utilize some of that stability fund to Yep. That would be the impact for us. >> Yep. Um, so if we go to the next slide, I wanted to just highlight some of the anticipated bills we're hear starting to hear about, but um, with the deadline having just passed, there'll be a lot more that we'll

022hear about. Um, I think one of the big bills is going to be the transportation package. Um if you've seen those headlines, it's kind of been um a little bit of journey for this bill, but the the state is currently looking at um initially they wanted to look at repealing the transportation. They got a there was a legal opinion that said this the legislature cannot repeal a bill that's set to be on the ballot. Um and so in response now the Democrat majority is looking at moving that bill to May the May election instead of the November election. >> You know the reasons for that? >> Um yes >> or do you want me to [clears throat] know? >> Pretty clear. >> The governor doesn't want to have a failed bill on the same ballot

023as her election >> as she put forth. >> Yeah. So, I'm sure there'll likely be a lot more debate about that policy and whether or not that's um legal or um ethical. So, I think there'll be a lot more conversations around that. Um there is another bill that's going to try to solidify more protections for school meals for all just given that the federal government has there's been some potential cuts um around to school meals and um nutrition grants for schools. So they're looking at finding some sort of funding um for school meals. um adding some more protections for immigrant and refugee students. Um responding to requiring districts to notify families and students if ICE is active around their campuses. Um and then codifying the Mckin Vento Act into state statute. Um there's a bill

024that's going to increase the reporting requirements for chronic absenteeism and attendance. Um a bill that bans school vouchers. Um there's one that just came out last week that would abolish the quality education commission and um which does a report on how much it would cost to fund quality education in Oregon. And that's a report that's done every two years. This bill would have the state contract with a third party to do a report every eight years. Um [clears throat] it also added a lot more uh it it kind of tackled on some bigger issues including overhauling division 22. So um we're gonna have a few things to say about policy. >> Can I ask about that one? >> Yeah, please do. >> Yeah. Or make sure you ask along apparently. >> No, go ahead. >>

025Like Chris's story. I just have one I'll ask in a minute. Go, please. >> Okay. Is that bill is your perception of that bill that it would reduce the administrative and reporting requirements of districts or expand them with the division 22 adjustment? >> I believe it would expand them. >> Okay. Um, and so I think the initial feedback that we'll probably provide to the legislators is to really look at what they've done with the accountability bill and making sure that further changes are in alignment with that. Um, as a it wasn't in the bill, but as a part of that accountability package, the Department of Ed committed to to trying to streamline the grants and reporting requirements. And so it feels a little bit contradictory for them to be doing something a little bit different

026and new. And so I think kind of trying to align it with what the Department of Education is doing is the best route to go. >> Two partic reporting around chronic absentism and attendance. Is there a chance that those bills get merged or those efforts get merged like or is it similar parties who are introducing those? >> No, there's one one is a legislator and then the the quality education bill is coming out of the committee. It's a committee bill on the mini for public education appropriations >> which is it is that's Rick Ricky is representative Ruiz is >> he's the chair one of the chairs. >> Okay. >> Yeah. I think they'll be probably separate topics. We But hopefully everyone's kind of talking as they are continuing to practice. >> I see my lips.

027>> Okay. Yeah. So, um, yeah, let's just kind of put a stick into it and say the quality education model will never be funded. It will never be in place. They don't even write a good report for it. Why are we even playing with it? I had to look up when we first started it, 1999, 27 years, and all we've gotten is ineffective reports. And they look at it and say, well, I mean, right now they're saying that it would cost billions to make it work. And some of even what they talked about back 27 years ago aren't the things that we can and know we could do now. So why >> has it ever been >> No. Just clarifying this was not the >> six years. Yeah. >> Oh, >> no. 2020 was there

028was an article that said like the one time that it would be >> but it was even for a number of years they weren't even doing they weren't even >> but they called it fully funded. >> Yeah. No, it hasn't been fully funded. >> Not secure but just fully >> schools were right. Yeah. And there were a number of years where there was no reports written. >> Um, >> and so it it to me it it's one of those where it's a it's a distraction is what it is for me. >> The QM or the >> the QEM, sorry, the QEM because it it really there are other things that we're doing because the QEM it was very lofty and then it had too many moving parts and then it had a lot of money

029that people were not willing to what are we going to get from that? and we've done some things >> but that out there I think becomes a well we'll just do the cute one and no we won't but it again it distracts from we are doing things and stop pretending that we're going to do the QEM because it it's not going to work it's expensive and they're never going to put the money towards it so and that that even was conversation that we had pretty extensively with OSBA how much are we going to continue to support that as a priority? Was that just distracting from other things that we could make progress on and not necessarily that? So that was I'm off my soap box now. >> I I'm >> the biggest thing with QEM

030was smaller class size >> that won't ever happen. >> Yeah, >> we don't have enough buildings and money. >> So >> well and I I think and look I am curious. I'm just going to table this one about responding to immigration enforcement, what demands that's going to put on our administrators to assess and what liability we bear >> in that. Um, but I'm tableabling that for just a second because I I'm my concern and I don't know if MESD and general folks are in agreement with this is I understand asking for more revenue and I understand that demand. Education in general has been very resistant to cost containment conversations >> and the lowest hanging fruit of cost containment is reducing the unfunded mandates that education has put on us from >> Salem >> because that

031reduces the administrative burden >> that and and most of these folks have OEA in their back pocket and I would think that OEA would also be in alignment with a desire to reduce the the reporting requirements or the the mandated requirements that is the lowest hanging cost containment strategy to me and I none of this addresses that. >> Yeah. >> Based on what >> and from what I believe Oregon funds schools higher than a lot of other states. So it's not like we don't get funding, but it's directed >> most of the time out of our >> requirements with it are much more severe >> and not always in line more revenue if we don't have so many >> right right >> unfunded mandates >> and and it is interesting on the immigration enforcement in

032and around schools. I was going through some of my paperwork recently. There was a very good handbook that NSBA put out in 2017 on that very issue in 2017. They were talking about it and so I'm going to find it and make sure that we all have it um as a conversation, but it it had things in there that they started doing and then didn't fully get implemented because of 2019 2020. Um, so that was that was an interesting thing that we were talking about it then and I don't remember there being a lot of conversation here in Oregon about it. I think it was more of an East Coast issue at the time. It was moving this way but we weren't and then we got distracted by CO. >> I guess my question along

033that is how what what's the expectation? I mean districts are notified in advance. So >> that's might be funny. How can you require >> yeah a district to notify it >> has nothing to do with whether we want to or not but if we don't know or can't confirm when we don't have staff standing out on our corners where do we have money that's hard to confirm >> yeah so that seems unrealistic >> and the other I mean that is one of my primary concerns is they don't they're not supposed to don't have to communicate with us they don't have to communicate with local police agencies. So there's no way to say it did or didn't happen. You're you're relying on social media. So then we're going to notify the public based on social media

034evidence and that hangs us out there. >> Yeah. Wrong. >> In FBI, they don't have to notify us of anything either. There's other federal enforcement agencies that don't have to. I understand the political implications here, but if I can't verify it, then I'm doing nothing but spreading rumors like social media >> to the scare and and that's not helpful. [clears throat] >> Yeah, I think that's really helpful feedback which I've been working with OSBA and KOSA and I say a lot of districts have similar concerns. I think we want to make sure there's reasonable expectations on districts. I think if it's one thing if ICE is trying to enter a school and >> then we have rules about that >> have you know and most districts already do have those protocols it's another if they're

035awkwardly >> across the street or off campus and >> um that's a lot more difficult >> what we don't we have no means to enforce anything off of our own grounds Okay. >> Yeah. I just professional educators, you you have opinions, too, and your professional ethics often demand of you to stay quiet about them. But I think the board needs your help, too, to know what you're feeling and thinking and how you're processing these. So, >> and how you think that'll affect the district or I think you from if you want my ethical and professional opinion, you touched on what the efficiencies could be. The amount of reporting that we have to do, the division 15 and division 22, nonfunded mandate, Senate Bill 3, all of those things hamstring us a great deal. Uh and

036over the years if you look at budgeting in general pre20 2016 you did you got a lump sum money and then you had some flexibility on how you apply that. You could address different initiatives. Now everything comes with strings attached. It gives us no real creative flexibility or professional license to say this is what's best for our kids in our community. even if we go out and get the input, >> we may not be able to do it because of the rules and then that's disingenuous to your populace. So I think that's my ethic or professional concern >> and further damages trust to the public, right? >> Yes. >> Well, it seems like then every with every stream that comes is a 5,000page report about what you did with the money, right? >> And that

037that report costs money to write the report and do the report that the money should be going to students. I think the other thing like you highlighting any potential increase in division 22 as we're facing budget cuts specifically which we know we are >> just adds to that like >> what are the things that we're not going to be able to meet and what are the decisions that we're going to have to make about how we approach a decision around a budget cut knowing it may put us out of compliance and and just those choices >> as you're also dealing with reduced financial resource are really challenging. >> Well, at some point you have to choose to be out of compliance over dismantling a student's education >> and it feels like we're right at that

038point. So, the state either has to acknowledge that and loosen those standards or we'll be out of compliance. And it is what it like >> cuz right now it's more are first. So, we're going to keep saying kids are first, kids are despite what the state says >> in our district, kids are first. >> And I mean, I will keep saying that. I think our board believes that. Um, I won't speak for anybody else, but I >> I'll think that's pretty safe. >> I think we're here for kids. >> Yeah. >> So, if it feels like it's against kids, >> a specific >> I'm less worried about being out of compliance than doing what's right for kids. in the budget wrestling that we've been doing and it's been a substantial amount is that measure 98

039do you cut here and does that end up making us not eligible for measure 98. So then you keep one thing but you have to increase class sizes over here and how do you balance all of that? It's just another one of the examples. >> Yeah. >> So this might be a good opportunity to talk about February 13th. >> Yes. I think [laughter] they have all of your comments and ideas. Um, we can skip ahead. Um, >> so we have an advocacy day on fe Friday, February 13th. >> We're going to bring all the luck we can. Um, and there'll be breakfast. We'll have a presentation and um, some more information. I'm sure I'll have different information in the next month. and then we'll head over we'll walk over to the capital and meet with

040lawmakers. Um so this is open to any of the MASD component district um board members. So we'll follow up with a form if you want to sign up. We'd love to see you down there. >> When's the deadline on that? >> Um >> we can accommodate a lot of people probably up until like a week before. Um just to help keep kind of a good head count for food. Um but we can definitely welcome last minute additions too. >> So what does that look like for people that attend like in terms of like what do they have to do? >> So we'll start in the morning to kind of do like a basic training. Um I'll provide a little bit more background information on the legislature and kind of the the hot topics. Um and

041then there'll be time for um boards to meet in groups to prepare for the meetings with lawmakers. Um, and then we'll walk over to the Capitol. Um, and we'll meet between 12 and three with the law papers over there. And if you have, um, I'll put out, you know, a pretty robust schedule for people that want to come. And so, you might be able to sit in on committee meetings. It kind of depends on what's going to be on that day. But if there's like a bill hearing that is related to education, um, there might even be an opportunity to sign up to testify. Um it's a it's a little harder to to um plan out that far just because agendas get posted like 24 to 48 hours in advance. But um there'll be a

042lot to take in and watch and um a lot of things to do. But I think most importantly we'll be meeting with the lawmakers that represent the the districts here. And I plan to go and I would prefer to not go by myself. >> So that is the birth date of one of my child. And so I would have to be and say >> my election my position is important than your birthday which has happened a few times. Nobody cares. But >> we can celebrate something. We'll just do another give reminder as a Lord >> maybe like Thursday the 5th or so and that would >> we need to let Yeah. >> February 5th seems like a good deadline. I want to give us time to make sure food for everyone >> um >> to

043let them know and then the 13th is what it is but yeah. Yeah. >> Yeah. >> And is this just for board members to go or how how far out are you sweeping this net? Um, we are just doing board members, but if you have kids, that's fine. I think um or if there's student representatives on the board, we would welcome those kids, too. Um, >> the only unpopular thing I'll say about that, I would bring student reps. I would not bring kids because the tendency then is for the legislator to want to engage with your child >> and your young child and they don't want to listen to our conversation. And so it's there's a time and place to bring your kids, they absolutely need to go and be aware of this environment, but

044if that's a day where we're supposed to go and advocate, then >> I would say we don't take our family with us because >> go to school. >> I do. >> I mean, some people think that's a good opportunity to bring their kids, show them what legislation is like, and the legislators love that. They want to just talk with the kids then >> and that's our time to talk about their education of the kids and not just the kids. >> And I do think we have to also look at the long game of like yes this is an opportunity that's about this year but it's actually about the years to come as well. And so I think as many people that can go and just kind of get a taste that's part of why I'm

045committed to go like let's learn how this works. Let's let's figure out what we don't know. let's figure out how to be really great advocates helps us for next year and the year after like this this advocacy is not need isn't going to go away and so I think the more we can start to get comfortable with that um will be done right by our >> student the first the first the beginning of a lot more and I think you raised a lot of really important points that keep bringing up that um we need to make sure we can stretch out these dollars as far as we can to serve students keep reducing the administrative burdens um keep making sure we're working towards um more quality education for >> and our electives do want to

046hear from us like that is one thing I am learning they do want to hear from us >> there's that >> yeah we hope to see you there >> want to go back we skipped we we jumped ahead we did jump ahead a little bit I think I I did touch on most of these um it's just one slide Yeah, Sarah. Um, I just wanted to kind of highlight the challenges and opportunities um, ahead of us. So, I I know I I named this the HR1 cuts are going to really impact human services. So, that's going to be a big topic of discussion in this session. Um the co-chairs do have some the co-chairs of the budget committee do have some reluctance to use reserves just as they look ahead at potential budget um impacts

047in the future bianium. They don't want to dip too much in reserves and not have enough for the next bianium. So I think just continuing to express how important it is this session and that kind of gives everyone more time to plan ahead for the next bianium. Um and then there is going to be a conversation around disconnecting from the federal tax code. Um so it because HR1 implemented these new tax cuts for different tax brackets, it also did um some pretty popular things like not taxing overtime and um the no tax on tips. So, I think it's going to be a pretty um challenging conversation whether or not the state does want to disconnect from the federal tax code. Um but that is going to be a big topic and it's going to be

048happening simultaneously as the budget conversation is happening. Um so that'll be pretty interesting and a very like dynamic situation. Um and then we have the election year. Um, so lots of elections in November, including for governor. Um, so that'll be a really big race um to watch moving forward. And then I think a lot of opportunities that you've talked about today um continuing to engage legislators on the unfunded mandates. And I think um a lot of legislators know how much they're funding education and they feel like it's a lot, but they're not getting exactly the return on investment they're hoping for. So I think continuing to engage with them on that to explain like you do fund these dollars, but then there's all these other requirements um that tie up the funding. So it's not

049necessarily going directly to the classroom. um continuing to talk about PERS and I think when we're also looking at a state-by-state comparison of how much they fund education um states do fund pensions differently and so it's kind of it's hard because it's not an applesto apples comparison um and so I think if we can get a little bit more kind of drill down that information where we can better understand how PERS is impacting the education budgets um we might have a better sense of where we bring as a state. >> Um, and then there's also potential for bold actions which can be good or bad. Um, a lot of states are in a similar position to us where they're seeing declining enrollment and really high cost drivers for education and trying to grapple with how

050to how to do the cost containment. And so I think that can lead to some good ideas but there can also be some interesting ideas that come forward in terms of how to manage that. So I think just you know staying vigilant to those and this is a time for us to bring forward ideas um to really look at how the state distributes dollars making sure that we're you know kind of maybe revisiting the weighted student funding formula or looking at the poverty measures that we use um to to distribute. So, I think continuing to bring forward these these ideas and the the very real experiences that you see students um have. Um this is the time to bring this forward. Lots to do over the next year. that that's kind of the highlights for

051where we are now, but I'll definitely um send more updates to the superintendent to share with you all um as we navigate the session. I'm sure there'll be a lot more news tomorrow and every day beyond that. >> And probably by the time you get it to me and I get it to you, it'll change. Thanks. Yeah. >> I think one other thing to highlight too is the federal education budget um passed the house today. Um and it's a little higher than flat funding, but it's still probably not going to feel like that to all. But I think there could have been much steeper cuts. >> So I'll include some more information in that >> and that protected some of the other titles. >> Yes. Is there any risk of Oregon being excluded from any

052federal funding? >> We're we're going to find out. I think that will the the Trump administration has signaled interest in withholding funds from sanctuary states that have sanctuary cities. Um I'm sure there'll be a lot of legal challenges. Um so I know the state attorney general is ready to to act on that. Um >> do you know when that happens? So a a federal direction state appeal. At the point of appeal, are those funds released or are they tied up until >> until the appeal is concluded? Do you ever >> There I think there's a few different options. I'm trying to think of what happened with SNAP, but I think there was it does have to go through the courts still, so I think they can end up tied up for maybe a short amount

053of time. Um yeah, so there's some unknowns there, but I think this the funding package that's moving through the Senate would um distribute funds in July. Um but it's a larger appropriations package that also includes funding for Homeland Security and ICE. So it's going to have there's going to be a large debate on the Senate side, too. um because there's like four agency budgets in one appropriation bill. So, it may not have it might be in the Senate a little bit um [clears throat] as they have some debates. >> Thank you. >> Yeah, thanks for having me. >> We want to bring recess. >> Yes, sure. >> Okay. How about a 10-minute recess back 7:55? Done. that. >> All right, we're we're coming back out of recess reconvening. Next up is social science curriculum adoption

054with Tim and Petty Live. >> Yeah, we're here to update you. OD reviewed social science curriculum in 2025 and this is an adoption year. So um for use in classrooms new curriculum use in classrooms 2627. So we are here to update you on the adoption process. >> And Sarah, do you have the >> say MTSS? >> The one right before MTSS. >> Yeah, I opened yours. Both of these say NPSS. I think I still have it. I say in the pool of dots, it's the right one. >> Yeah, number seven. >> Wherever I open the sent >> by the other >> obviously [laughter] because I added it to the >> Yeah. Right. >> We're hiding it from Sarah. >> Okay. So, our next slide. >> Yeah. >> After this one. >> Yes. Yes. We're here.

055>> So, this one's just uh Oh, let's go back one. Just grounding this in the board conditions focusing on achievement uh and how we can promote achievement through the adoption of high quality instructional materials is really the focus of the social studies adoption. It's like any adoption. So, next slide. Uh this adoption process is going to look very similar to the adoption that you've seen before. Um number one, we want it to be collaborative and not only with the teachers on the team, but also as we're bringing students and the community, we want to make sure that all voices are heard in the process. Right now, well, we'll give you an update where we are right now as far as grounded and effective and equitable teaching practices. At the beginning of each of our adoption

056cycles, we sit down and take a look at what are the current best practices within each content area. and those change over time in terms of how students learn, best practices within content areas. Um, recently we've been really focused on elevating discourse and student speech um and the use of reasoning within that discourse. And so you'll see that um as you start looking for curriculums, especially the springtime when we bring those to you, but really we want to make sure that the materials reflect what we know is best practice for kids, engage them in the content. Uh prioritizes the variabilities of our learners. We want to make sure that whether we're talking about students that are EML or special ed or TAG or anything in between. Um that the curriculum that we choose is able

057to meet the needs of all of our students, not just most. And so really thinking about how does the curriculum that we choose elevate those needs and how do we use those tools and resources to meet the needs of our students. Uh and more recently really focusing on our DI program, making sure that the tools and resources that we use are available in multiple languages, especially Spanish, so that they can be used um as a part of our DI program instead of purchasing an additional curriculum or something that's separate. Um our students can use the same content, the same curriculum, whether it's English or Spanish as they're going through um which helps our students and our teachers um in the process of uh teaching content. And then finally, number four, center student voice. Uh we're

058in the process right now of testing and piloting the curriculum in our classroom settings. So there a student that can actually [clears throat] tell us here's what we like, here's what we don't like, here's what makes sense, here's what doesn't make sense. So really giving students the chance both within a pilot process to give us feedback and also providing chances for other students who aren't in the pilot to also provide feedback as they have a chance to look through materials and the curriculum. So really centering student voice because they're the ones I want to focus on as we go through. So that's our adoption process in a nutshell. Pretty similar to the process that we've seen up time. Next, >> so some of the factors to share with you is we have 38 educators involved

059in this adoption process. 26 are elementary and 12 are secondary. And that includes English instruction teachers, DLI teachers, instructional coaches, administrators, EML specialists, and special education coaches. And um so the number of curriculum that we're reviewing in um kindergarten through 2 grade, we're engaging in an independent adoption process. So, what that means is we're looking at using our literacy curriculum, Wonders, which addresses some of the social science standards and K through five, it addresses some of the social science standards, but um looking at adopting Wonders as our social science curriculum and then providing providing supplemental materials and lessons to go along with that curriculum. And we're working alongside POR um an educational um a company that's supporting us in developing lessons that go along with those supplemental materials. And we have teachers who are reviewing

060the standards and we're looking at which standards we need to go more deeply into and um reviewing picture books and curated resources that we can use to teach the standards that we can't teach fully from our literacy curriculum. And what that does for K through2 teachers is instead of so they have a literacy curriculum, a math curriculum, a health curriculum, a social science curriculum and a science curriculum and social emotional learning. So what this would do is they would be able to teach most of the social science standards in their literacy block and um which is unanimously um elementary curriculum coordinators and people who were on our social science team last year voted that that would be the best option for us. So at some point what I'll do is I'll bring forward those supplementary

061materials including those books so you guys have an opportunity to review what we've been looking at and are proposing to use it for supplementary materials. and we're kind of been talking about what that process might look like to share this with you. >> We were engaged in that same process for third through fifth grade, but we found that the depth of the standards were not able to meet we're not able to meet those standards through um additional picture books and resources. So, we found that we really do need to adopt a curriculum, be able to teach the the those standards that sense. So, we had to pivot our plan pretty quickly and start reviewing curriculum. And um it's going pretty smoothly though. >> And then for 6 through 12, uh we started off with a

0626 to2 contingent for our high school folks because we're working on Senate Bill 3 and personal finance. A lot of the folks who are in social science are also involved in the personal finance curriculum adoption for us right now. So, we put social science on hold for a year. We're going to start the high school process actually in March. Um so we'll be postponing that adoption just by one year. Uh our seventh our sixth to eighth grade team started in October um taking a look at seven different curriculum packages that had been approved by OD. From that seven, we narrowed it down to four that we thought were the the best packages that aligned with best practices. We heard from those four publishers and then uh we're in the process right now of piloting two

063uh that based on the publisher presentations and a deeper review of the materials our uh middle school team said these look like the best options for us to move forward. So middle school is moving forward right now. We'll be starting the high school process uh in about two months once we finalize some of the personal finance pieces and get that ready to launch. Um, we talked about this just a little bit already, but Heidi mentioned the new social science standards were adopted about a year ago and then from that the state then took a look at different curriculum packages, finalized which curriculums were going to be approved by the state and those are the ones that we've been working. Uh, Heidi also alluded to the social science for a better world. So, uh, the coach

064for MESD, Brad Parker, actually started the process of unpacking the social science standards last year for us. So, we've actually had teams of teachers working with Brad um starting a year in advance to unpack the standards. And so, the adoption process has been just a continuation of that work that our teachers started a year ago, which has been really a nice foundation for our teachers to build from. >> And he um through that opportunity, our teachers were kind of trained in that process of using curated resources and picture books to teach the standards because he engaged us in that and um in part of that. So, that's kind of how they gained some of that skill. Uh yeah. So I think that covers that slide. Timeline is next. >> Yeah. So uh last school year

065we um started that process we just talked about with social science to a better world with MESD and um dove into those standards. We got to learn from local tribal members and then also after we learned from local tribal members then we would um did dive into the tribal history that OD has available for us. We learned from uh local uh person who was a Holocaust cost survivor and then we um the holoca the Jewish Holocaust Museum brought us some picture books and helped us prepare lessons. So it was a really um powerful experience and it got our teachers very engaged in the social science process last year and then this year we started out by reviewing the st the new standards and OD MESD and OD took us through that process um and then

066did you want to so based on the work in October our teams put together what's called a look for tool so taking a look at the standards that um the state put together and what our teams identified as the the key ideas within those standards. They put together a document that said what are the things that we should be looking for inside every curriculum package that we're going to to evaluate. So they put together a look for tool that said for example does it come in multiple languages? Does it come with resources to help um with teaching students on IEPs? Does it come with resources that can elevate project-based curriculum or project based options and those sorts of things? So, uh the look for tool was created back in November that was used to evaluate

067the different packages. So, at middle school went from seven down to four down to two. That look for tool has been used as part of that evaluation process to see do these things align with what we see as most important in setting a curriculum package. Which then leads us to step number four. right now at the middle school level. And actually just today, our middle school team met to do pilot project number one. That will last for about four weeks. And then we'll bring our team back together um give them a short training on curriculum number two. Uh and then they'll start another four-week process uh to sample some of the lessons with students inside the classroom settings. And >> I think for three and four for elementary, I explained a lot of that. We

068reviewed the um picture books and the lesson plan development and pivoted and then now we're going to need to use the OD's IMET material re the review tool to look at our wonders and um we'll be responsible for doing that since we're not using one of the approved curriculum for K through2. >> So who's is who is that? Oh, it poor incorporated. They are MESD contracted with them to provide coaching and um educational services to districts and um we are using them to help us create those lesson plans that go along with our social science um curriculum. And so they have consulted with us online and then they've sent out a representative, an instructional coach to support us and that lesson form develop. Um I think uh I have to look into that. They're not

069local though. They had >> I'm always curious about selection process for contracts like that. That's all. >> Yeah. And that was something that we for incorporated and that was something that was made available to us through MESD and it's not something that we had to Yeah. um for the resources. But so we met with them and let them know what we need, what our needs were, and they were just um responding to um >> some of the support that we >> felt like. And a quick acronym alert just in case you're curious, I stands for instructional materials evaluation tool. So um as you're looking at that to what is IMAT? That's what it stands for. Uh very cryptic I know but I was just thinking not everyone here has probably seen that set of letters

070before and what it actually stands for. So um every year when OD puts together a review of the curriculum materials for that adoption content area they put together an instruction materials evaluation tool. So science has an IMAT tool, language arts has an IMAT tool, world language has an IMAT tool and each year the tool is based on the standards that were adopted that previous spring. So since we are doing an independent adoption, we will need to use that tool to monitor and wonders the wondrous curriculum. >> We've not done an independent adoption before. >> Yeah, I was going to say I think like last time we did a curriculum adoption it came up that it was even an option and I hadn't heard about it before then. So it's Yeah, we're seeing that now we're

071doing >> so Trac do an independent adoption for pat. >> Oh, because we did the That's true. Um, it was not as much work as what you're doing for the K2 adoption >> because that was a curriculum that was like open source. >> It was an open source curriculum >> where this is create our own that meant it was one that was just not on the list that we were getting approved. >> Correct. So >> understanding. >> Yeah. So it used to be and I or OD just changed this. used to be that any publisher had to pay, I don't know, like 5,000 bucks in order to be considered under under the adoption process for the open source uh options. Open source means they don't have money, so they couldn't put their materials forth to

072be evaluated. So, they didn't make the list, but you can still evaluate according to the tool. >> So, yeah. So, we had a we had a full curriculum package that the state didn't evaluate, but we evaluated using their evaluation tool and said it means Great. >> Yes. >> Uh let's see. I think we're on the next step. Sarah, next slide. >> And I misspoke. Um there are many core incorporated. [laughter] >> I didn't trust my own. >> I will just share that I misspoke. >> Where they're from >> or did they're not here? >> Not from around here. >> They're from Ohio. >> So LED K235. We've probably mentioned this already. >> Yeah, we have. So, we're going to continue our independent adoption process and our lesson plan development. We're leaning into our talk site

073write routine and vocabulary routine, which um I've kind of brought to y'all before, but it's our it's a evidence-based literacy routine. And um so those lessons will live in literacy and resource curation. We have the tribal history lessons that OD provides for us and they're also translated in Spanish. and um aligning our lessons to our literacy curriculum. Even in our social science adoption, the curriculum adoption, we're going to take those materials and align as much as we can within literacy. Um yeah, making sure we're uh we have been consulted with OD and um making sure we're meeting those requirements and we'll be piloting the lessons from whatever curriculums we select to pilot and then also our um lessons plans that we're developing for K through 2. >> Okay. >> Uh for grades six through eight,

074we're piloting right now uh a curriculum called TCI. Um and then next month we'll be piloting a curriculum called Imagine Learning and we'll be able to get links out to um to use. So you can actually take a look at those just like anyone in the community, access resources, look at the curriculum, peruse the materials and uh different sorts of things that they have, browse the online uh platforms that are a part of the curriculum packages. Um, but we'll be doing the pilots right now and we're also in the process of putting pieces together to gather both student and community input for those that aren't involved in those pilot classes specifically. Um, and we'll be getting that information to you as well so you can participate. The goal is to bring the the first reading

075to you uh in April so you can do a final read in May. Um, as far as the adoption is concerned, >> just a thought that just came to me and you can completely disregard it if you'd like. I won't be offended at all. Um, I know gathering student and community voice has been somewhat of a challenge to get people. I know you guys have >> Yes, I've seen you at basketball games, at our board meetings, you've tried all the things. um our community forums have been really successful and I'm wondering if the um the this committee the 38 people if they were willing to do be a part of a forum where people could come and hear their thoughts about it and then ask questions and review curriculum if that might be better attended

076but it's just a random thought so >> are you material about Yes. >> But I think what Holly's talking about is having you did the math one. You went to games and had people like the help. >> What do you like about it? >> Because they could engage with people who did a more indepth like I mean even for me I sat down at a basketball game and it's like I'm flipping through a book but I'm clearly not reading it. We're not trying to teach it. It's like I don't even it's hard to know what I'm looking for >> if there was engagement with that >> group that has done more in-depth search. I wonder if there would be more engagement because there was conversation. >> One thing that we did for elementary math is

077we went to conferences. So parents were coming through the doors for conferences and then the members from the coaches that were on the adoption team and supporting teachers were the the people engaging and we were able to get a lot of >> a lot of feedback through that. Um, so we might be able to do that. There are a couple schools that do spring conferences. We've thought about going to those schools as one of our community engagements. >> Yeah. >> And I do think that secondary materials might be a little more intimidating perhaps than elementary. And so maybe having a voice. >> Exactly. It's like the National Geographic, right? >> Choose the best. Okay. This one's a prettier picture. I don't know. >> No, I think that's excellent feedback that we can. I just think

078the engagement with that group who went more in depth might entice people to come >> who are using it or piloting it and >> yeah because then they can ask those people the questions and >> why they like it better you know and they can hear the feedback from I mean they're not teachers so like I can review curriculum but I am not an educator and so I don't know how well it's going to work to teach or not like I I can't give input on that. So if they're hearing from those educators what's beneficial about that, they they just might be more engaging. So >> and maybe even experiencing part of a lesson, right? Like having somebody >> Yeah. >> just a little bit more interact. >> You can completely disregard that idea. It

079just came to me at the moment and I thought I would share. So >> now my mind's rolling like what can we do with this? >> Options are endless. >> That's right. >> That's what I do. >> I think I heard Tim say he's gonna do a lesson for people. I think that would do that. >> I would I'd do that in a heartbeat. >> I know you would. >> I know [laughter] actually. >> That's right. >> But I do think that provides an opportunity to engage in a different way as opposed to just like I I don't know. >> Make them feel like they have input in curriculum is kind of a hot topic. It can be a hot topic. >> Yes. Social science. And so >> yeah, >> this could be a interesting

080way to build community trust and have some collaborative information. >> But I will take that back to secondary team and ask like is this a possibility? What does this look like? Because our secondary team, our middle school folks, um with the TCI curriculum that they're looking at right now are very excited to try it with their students. And actually there's a couple of teachers at their buildings who weren't a part of the committee, but they're like, "Can I get this as well? and we like try it beyond just like this little group. So, our teachers are really excited to try some of these new materials and see how they work, get kids feedback. Um, so I think if parents could experience some of what it looks like, I think that would be a beneficial piece.

081And I've got, like I said, teachers that are excited to like, let's try this, let's get in >> and do the stuff. And we do have teachers that review curriculum and think they're going to like one until they actually use it with students and realize uh you know so that's why it's a part of the process. >> Yes. >> I like it. >> There you go. This only thing I might have to >> come. [laughter] >> Yeah. Other questions? >> No general comment. Um which I know everybody's looking for. [laughter] You know, I just you pointed to achievement and you're right as a board condition and one of the critical parts of that is it's just critical thinking and that's the evaluation of what students can achieve is if they can think critically and in

082today's day and age and I know we've got an AI policy coming up but we might not get to tonight but um just in the evaluation process I'm I I'll be curious to hear how staff think they can invoke some critical thinking and ability to look at a period of time or a policy or a component of civics and see it from multiple angles and consider for themselves what what it means. >> Can I also just give a little soap box on that? I I think that the dialogue and being able to see things from two perspectives is immensely important. I think that where we have to be cautious is that teachers are removing their own opinions and being non-biased, which is really hard. I it's very hard, but that's important and I know that

083it's not always happening. So, I would just encourage you guys to make sure that trickles down to staff and that they know that this isn't an opportunity for them to share how they feel about history or sex education or and and that's where parents get concerned, right? but it's opening up the dialogue for the discussion and being able to critically think about both sides and how that affects somebody [laughter] else even if it's not what they believe or how they feel or whatever. >> Um that part is really important. So >> good feedback sometimes >> pieces of information I guess. >> So yes, so I loved social studies in high school. That's what we called it back then. social studies, right? >> Social science. >> I know. I know. Um, so I'm really excited about

084this. I mean, I want to go to one of these sessions and and actually be in part of it. But, um, as I'm looking at it, that's kind of one of my questions is how are we engaging the community voice, you know, how are we getting because math is math. It's numbers and you add them together and you get a number. >> Science is science. Social science brings in all of that cultural and history and who am I and how do I interact with other people? And so it does have that opportunity for very robust conversation and also for a little bit of fear and trepidation. What are you teaching? How are you teaching it? Where is it coming from? That's the big one. So I think even more so in this process, how are

085we truly getting a multiple of of community voices and whether that means I don't think I want you standing outside of Fred Meyer saying have you heard about it? [laughter] >> But it's it is um you know how do we have so parents, families, people who are engaging with their kids so they're not surprised later. I think that's kind of the bigger thing that this goes through what we feel like is a very robust process and evaluation and looking at it from a curriculum instruction viewpoint and then it may feel like a surprise when it's not to parents, family members, and others. How are they engaged so that they're not hearing a message that's not the message that we're showing in the curriculum. Does that make sense? um and just getting them excited about doing

086this. And and then my other sort of comment with that as well is how frequently do we update the social science curriculum? Again, math is math sort of science changes, but social >> Yeah. But social science math Yeah. Yeah. But social science seems like there's components that bring into the bigger picture. M >> you know what I learned in some of it kind of changed because we didn't have the full conversation. >> So the standards are on a seven-year cycle. >> Um and so the interesting pieces right when the standards are adopted seven years of history will have passed by the time the next standards come around. Right? So history continues to change and evolve. But I will say as you look at the standards, one of the I think one of the key key

087elements is thinking about multiple perspectives >> and how do we tell the story and who's telling the story, right? >> And so it's allowing >> kind of that broader picture and helping more students see themselves within that historical narrative >> and um on the team itself >> being really intentional about having a multiple perspective of voices to talk about and evaluate. How do we elevate the stories and help tell the the complete picture? Um, and not in a negative or I don't know if biased ways was what I'd say, but trying to help students understand there are multiple perspectives on all of these events and how do we have civil discourse around what these things look like and even though we might disagree, there's ways to disagree respectfully and ways to disagree in in healthy

088sorts of ways. And so how do we model those sorts of dialogues and those sorts of discussion which gets back that critical thinking ground how do we elevate those pieces and allow those voices to be heard >> well and I think part of it then is you sort of touched on that a little bit as well the history was presented by someone from their viewpoint and we're getting better at >> are we including the other viewpoints and so when we go back and say well this is what I learned why is it different because we didn't have all the voices then I think That's sometimes important. We're not changing the history. We're not changing the interaction. We're not changing it, but we're saying these voices were left out. And there's lots of examples that you

089can have of that where we learned it one way. Why is it different now? And well, it's different because we have these other voices that are a part of it. And I think that's that's probably key in any social science um adoption is knowing that even whatever we adopt like you just said it's going to be seven years. Stuff happened in seven years and maybe something was found out >> that affected what we thought were new. >> A good example of that is tribal history written by local tribes. >> Well trib Yeah. And some of the curated resources are from Oregon black pioneers. So we're using local >> resources as well. >> Okay. >> But your question about how when was our last adoption? So middle and high school got new social studies curriculum sevenish

090years ago. >> 2019. >> Elementary. It's been a long long time. >> Yeah. And and to that point, I think that is part of why a really literacy focused K2 program is so important because >> getting kids to read has to be a priority in K2. And so it just gives you different content to utilize as a part of reading instruction knowing that that's really our priority there which will let us use it also. It's not one thing critical reading >> um and knowing where to get additional resources with that. So >> probably more of a standards conversation. So but the other component would be I think our our kids can hardly live in this world without getting inundated with with politics which is a big part of social sciences but civics >> is the

091most critical because that's where their how their voice engages >> in their future. And so to the degree that we can yeah I' I'd love to see our standards focused on civics and uh that curriculum addresses that that'd be terrific. I'll probably ask that question when you come. >> It will definitely address civics and I have a copy of the OD social science standard series. I just >> name on it. >> I texted it to myself for later. Like I can't read 89 right now. >> Kind of interesting to see what it the standards look like in kindergarten versus like nth grade. But yeah, we already >> there's a movement of stoicism I think in particularly young men right now which is interesting to me. that the the voice I keep hearing from young men

092is I want more skills in rhetoric. I want to my value will come in how I can communicate my ideas and his skills in communicating ideas and I thought that was incisive but >> yeah I was going to say and that's why I think as we've been looking at curriculum these last couple of years elevating student discourse it's like how do you have dialogue how do you have debate how do you have discussion how do you build on something that someone else said as opposed to just throwing it out there and right like how do you engage in meaningful discussion, meaningful dialogue in ways that actually move the dial. And so that's not just social science, but also in math and in language arts, like all the way across the board, really thinking, how do

093we elevate that student voice and provide opportunities to talk? And just on a side note, completely unrelated, as cell phones have gone away, student interaction and talk with each other has increased. And that's what we keep hearing anecdotally time and time again um is that students are are forced to engage and interact because they're no longer behind a phone. Anything else? This last Yes. >> We'll be back. Thank you for having the sessions because I always >> Yeah. teach. I do >> on it. Well, there are some fantastic social studies teachers in our district and if they can do a couple of sample lessons, like they're amazing. I'd love for you to see their work in action um even more than me. So, >> if they can control a parent discourse, >> game on it

094actually. >> We [clears throat] live stream it because >> I've got a couple teachers who I think are up for the task. So, >> okay. Okay. >> All right. Well, thanks. Thank you much. >> Thank you. >> All right. Michelle MPSS implementation multi-tered systems of support implementation update with Michelle um go to the next slide. So um this is just the annual update on uh implementation of MCSS and and uh in thinking about the board conditions um really because it's such a a systems focus framework um it really touches on everything um because it's working across all all the tiers. Go to the next slide Sarah um I made a couple little edits so it might look a little bit different. Um I didn't spacing on the slide so I have to fix that but

095um I'll send the packet after um I have one other data slide. Um so just in terms of uh what I'm covering today uh just revisiting the definition not everybody uh knows what MTSS is and so I wanted to clarify that uh share a little bit of implementation data um and just talk a little bit about some of the hurdles that uh we face because implementation is very complex um and it just takes time um and but also show the accomplishments because we're definitely seeing some um some movement we're starting to see some impact um and so that's exciting to see um because it's um so the Next slide slide for there Sarah. Um uh we've um taken the approach of equity driven MCSS because because MCSS um standing for multi-tered systems of support um

096is really technical in nature but how you implement it is is where you're going to get your results. And so we really um with our inclusion plan wanted to center equity and really continue to strive for equitable outcomes as we're implementing a very technical structure. Um so with the um the emphasis really is um getting your adults organized into teams um having super clear protocols that are really efficient. Uh screening data looking at all different types of data both student outcome data implementation data um student and family voice data. There's a lot of different data sources. you're looking at all of that and and always then with the question um depending on the which level you're looking at at the universal level and that little graphic there at the bottom shows that you know you're

097kind of looking at the different layers of support across it but at that universal level you're really asking the question um how well is our system supporting our students um are we making the shifts and the shift and the adjustments that are um increasing and improving moving us towards more equitable outcomes. Um and then you start looking at additional layers of support. Those teams have different protocols. Uh their screening data, they're identifying supports for kids. And then you have intensified support teams. So all the teams um they work um sort of as a nice flow of continuum but each team is organized different focused on different things and delivers supports in different ways. And so that's why that's part of the complexity is because it's layered. Um and it has layers even within the layers.

098So, uh, next slide. Um, this is more for a reference. Um, not something I'm going to speak in depth to, but as we approached, um, the implementation of multi-tered systems of support, we utilized the model from, um, the Swift Schools organization out of the University of Kansas. It was important to us to select um, guidance that was researchbased and evidence-based. And they've are one of the national leaders. And so we've really utilized this framework. Um there's a lot of details in it. Um and it's not something that you implement all at once. It's something that you start with. Where is this school? What pieces are in place? What are the next steps? And that's where this ongoing um improvement process. Um that's why coaching is is really the critical piece of of this. Um the

099uh univers the Swift center um also developed they have some tools um and one of them that we use is called a fidelity um integrity assessment and it's a self-reflection process and we um are just about to do it for the fourth time um we do it as an instructional leadership team where we are going through um and there are 22 I'm sorry I didn't slide forward sorry this is what I was speaking to moved on my screen now happened um So, uh, we go through and self assess on 22 items. Where are we? And what we learned through our conversations and reflections are what are the things that, um, we've got the district structure for it. How do we help schools implement? And then there's things that are like, wow, we need to get,

100um, work on that as a district so that then we can begin to support our schools on that. And what it has done is it's sort of there's so many ways to try to approach improvement in education and it sort of put a frame around that says here are the [clears throat] things that we want to focus on. Um and when we invest in these things and get those things flowing that's but that's the research behind this word that's when you start to see improvements in student outcomes. But these are comp complex things. I think one of the examples I might share is um adding star to the high middle schools and high schools having a universal screener for reading and math. That wasn't something that 10 years ago we had. It's something that like

101oh we need to have that so that we can have the data at the teens so that the staff can be looking at the data and making decisions about how to help kids. So those are the sorts of things that take time because you have to find the right assessments and just there's a lot of layers to it and that's kind of why it takes time. Um we also have our schools utilize um elements of this and over the course of the school improvement planning process the last four years we started with introducing four to zoom in on and then we've added went to six last year we went to eight and so this year so we're slowly building our school's capacity those leaderships teams to be thinking about school improvement through this lens um

102in terms of the structures and the systems um and so Um there's a lot more to that and I don't want to go into too much depth, but I wanted to show show the data on how we're doing. So, and we're going to have another data point um here that we'll be able to have soon. Um but when we first started, you'll see blue is where we started. And this particular tool is organized into sort of buckets of work. Um and that relates back to the previous slide where it kind of had them listed out. But what you can see is that each year um over time more components are being implemented at the district level. And so as instructional leadership team, we're using this to figure out what do we need to do to

103better support our schools. Um because ultimately that's where the magic happens. Um and then if you go to the next slide, Sarah, you'll see that uh at the school level and at each of the levels, the schools are implementing more components over time. And so the good news is is the trajectory is going the right way. But this is deep work and this is um I mean for example uh implementation at a large comprehensive high school. Um, it took, you know, a lot of time to prepare a system that large and the adults in a system that large to know how to come together to screen data and identify supports for kids because you're having to do all of that within the limitations of the time available um, which is very limited. And how do

104you creatively find time? In some ways, you have to start certain things at the beginning of a new year after you've changed a master schedule to create time slots for the work to happen. So, a lot of it's very um I find it fascinating and interesting. Some people find it like just really frustrating, but it's like a puzzle. Um and so it's just interesting to to meet people where schools where they are find out what are the strengths how do we build on those what do what are experience level what do folks need to know what coaching do they need and all within this framework that just kind of helps us move forward and kind of you know keep our eye on it because sometimes you're like I don't know how we're going to do

105this but somehow then you find the door opens and you find a way through. Um any questions so far on that part on that? This is sort of so these are those implementation tools and and these um tools the whole idea of measuring I think I showed this at one of our last board meetings of measuring our implementation is something that really hasn't been around a really long time in education. We look a lot at student outcome data but we don't always look at are we as self assessing the things and measuring those things. So try to use those tools. Um this is a little bit of attendance data that um John collects um and it's uh this was shared a couple weeks ago um in the Monday news that goes out to all of

106our administrators and um what's cool about this board updates. >> Yeah. >> Okay. I was like it's not in this. [laughter] But I think when we um what what's nice about this is it shows I mean there's been a a real uh district-wide focus on attendance and really trying to uh get our teams at the school level within MTSS to be looking at data and making very concrete specific strategic moves to try to impact this data. And so this is a piece of um that you know there's lots of reasons where why attendance may improve. And that's one of the hardest things in education is how can you draw a real clear cause of like we did this so that was the thing well we also did this this and this and so not sure

107which one but those efforts together seem to be helping us move in the right direction and so as you can see that overall more students are on track for attendance compared to last year at the same window of time and in particular um the high school. So you guys have already seen mistakes so I won't >> Well, I pointed out data to them too, like looking at >> first graders from last year as second graders this year to kind of just start to see like that's if you're maintaining some of that growth over time as kids go through your system that also and you're building the culture. >> There's another interesting thing not in this chart that's usually there is the bell. Usually kindergarten is kindergarten is lower and then you go up and gra

108then you see this again too but kindergarten is not showing that pattern. Kinder first grade >> they're showing higher attendance. >> Yeah. >> Seniors go seniors. >> Yeah. >> High school. This is not unusual. This goes back decades. Although this is lower than past decades. This is high school is low attendance. >> Yeah. But the green is >> high. Green is higher. Yeah. And it's all the grade levels higher and it's like yeah you know a lot higher >> which is not showing me there's all the programs have also shown improvement commensurate with >> the grade levels. >> I I think I asked this every single time we talked about attendance data so sorry but I can never remember just apologize ahead of time attendance for elementary it doesn't matter for the secondary grades it's

109based on how how half of your day. >> A full day is more than four periods absence. >> Okay. >> And then half a day is after that. >> If you come to five, then it's counted as a full day of attendance. >> I'm not sure how the system actually quantifies that. I'm taking that as global numbers out of synergy. Well, it's to the database, but it comes from synergy. >> Yeah. >> But John, it is based on Yeah. A student can miss two periods of the high school and still be considered present all day. Yeah. >> Um if they miss more than five periods and the class is being absent all day >> or have a reduced >> Yes. They might only take four classes and they're gone too then they're gone for the

110day. >> And that kind of does explain why seniors is higher >> because a lot of them have a reduced schedule. So if they miss one or any >> Yes, that's exactly. >> My senior only has four. So if she misses any, she's not there that whole day. Mhm. >> Well, and the other thing um when we think about this this data through a MTSS lens, uh we're oftentimes looking at um the percentage of students that are on track. And the tool that we use, Panorama, um what's helpful about that tool is when we start digging into like students who are showing up in the at risk or the intensive side zones, intensive support zone, is we can then look in and see like, well, what periods is this for the student? Are we always

111missing first? we're always missing first period, but we might be showing up as on track or we might always be right after lunch. Wow, we just seem to never come back after lunch. >> And so there's some different ways to view the data that but overall um we're seeing progress here and um realize that we have done this slide already. So I apologize for >> very confident there will be some regression this month is way up. >> Yeah. Well, >> staff and kids. >> Yeah, everybody get through February. Um so in terms of just looking at sort of the um the hurdles and successes um one of the things that we're seeing um I mentioned Panorama that is the data visualization tool that we use and it's the sort of in the moment that when

112the teams sit down together and like at the additional support that middle level uh they're screening data for they might look at let's look at uh 10th graders who are um whose attendance is in the at risk zone and uh let's find out who's you know get a group of kids and then activate a support for them. That tool um Panorama is what is used for that because it's gets a little bit more specific and the filters allow you to to filter for different focus groups and that's where we then document what's the support that we've activated for the kiddo. So then what you have is that every you have a student that has there's a note in there and every teacher that works with that student can see what's happened for the student and

113so it's really helping with communication. Um it's not just the data visualization, it's also the let's document it and then should they need more intensive supports over say a couple of years, everything that's been done for the student is is listed in there. And so you start to get some efficiencies that way because the information is right there at fingertips. >> So So the classroom teacher accesses Panorama or do they see Panorama notes inside of Synergy? >> No, they're separate systems. information from Synergy, some not all of it, but some information from Synergy feeds into Panorama every night. And so, uh, any grade data that's updated, attendance, behavior, um, grades, they'll they'll see those things. Um, as long along with program assignments. So, like if I'm a special educator, I can, uh, find, you know,

114all my special students that are my case load and I can be looking at their grades and sc, you know, that sort of thing. And teachers can see uh for every period they can see each class period and they can see where the how their kids are doing. And based on school, this is not something where every single school is fluent and running with it. This is where as schools are getting ready, we invest deeper. All of the support staff that are providing supports for kids are definitely that's where we've started. There are places where classroom teachers are still not there because we have to build the why is why and how is this helping me because we have to change the workflow in the school to get it into the workflow and that's what

115but part of this the implementation takes time but we've seen a 35% increase since from last fall to this fall and so that's what we're seeing every year because we're tracking the analytics of Panorama is how much are we using this because if we're paying for this we need to be using it making sure that we're starting to see that the impact with >> getting data at people's fingertips. so that we're responding in real time and getting uh more success going for kids. So then that starts to show up in the student output. >> I I'd like to ask the question that uh I don't intend to put anybody in an uncomfortable spot, but is there resistance to implementing Panorama? You you kind of alluded to the question of why am I doing this? I

116think anytime with the the amount of um responsibility and I mean the scope of the work of an educator, people's plates are overflowing all the time. And so if you're going to ask people, I want you to start doing something, there has to be a really good reason why. And there has to be a way to help people see, well, when you start implementing something like this, this is where it actually can streamline things and it can make the flow go better for you. I think a great example is like at the high school um all of this like what's happening for kids when people begin to realize that's less emails that's less spreadsheets I have to find because it's reorganizing but it it changes how people do their work and when you're getting adults

117that are running 110 miles an hour to change their flow it just takes a little bit of time. So that is the work that it takes with professional development, experience, coaching. It just takes time to get to give um people those opportunities to learn. And what we're finding is some schools they like they found it, they took off with it and you're like great, what can we do to help you? and others are like there's so many moving parts and you've got to figure out if you add it here. You've got to systematically change it because it impacts a lot of other things so that it doesn't get messy where it's some people are using it and some people aren't and then it's like clunky and then it gets a bad name and people are

118like ah we don't do that. >> So yeah, >> simply >> but the schools that are further with implementation are finding those efficiencies. >> Yes. And so it's like you have to do the work up front and go through some clunky awkward stage almost some teenage years learn some things that then it start then you start to benefit if you can kind of push through that. >> Yeah. >> So that's true with our teaming structures too like the efficiency of how a team works as they're trying to navigate you know these conversations around students gets more efficient with experience and practice. >> Yeah. But we're definitely I mean so much further than we first when we first started with Panorama. And I mean the Panorama people are like wow you guys are really using this

119and they're excited about our data. They're like can can we can you talk will you be willing to talk to Salem Kyler about what they're about they're adopting now you know. So it's like yeah we'll talk about it. So >> are there a lot of regional districts that you spanning? >> I don't know. We were on the cutting edge. It was a new I don't know about regional now. It was rather new when we did it. We got a price break. We helped them learn a lot. They helped us learn a lot. It's getting pretty efficient now. >> But Salem Pastor just adopted it. >> That's a big deal. >> You want to talk to us? Yeah. >> So, >> um yeah, I mean other things, you know, just what we're starting to see now

120is um like for example the high school model, we've now there's pieces of that that we've got a middle school going, hey, we can do that and then we can start to align. And so as you start to get these models that are working well and then people are learning from other people and that's sort of the momentum it starts to build over time. And so we're definitely seeing more of that. We saw quite a bit of that at the elementary level, a lot of like additional support teaming structures. There was a school that developed a great uh way to do it and that was starting to spread and now there, you know, they're just you start to get some success going and people get excited and then they start sharing and then it just

121starts to build momentum. So we're definitely starting to see that and people asking more questions and hey, can I go look at that team or go see that? So that's exciting to see. Um and then of course I mentioned the systematic implementation. um in our school improvement planning process using the systems health assessment as part of that I think has been a a a strong move towards helping build our capacity to always be looking at school improvement through much more of a systematic researchbased framework. Um hurdles that time is always the biggest thing because it takes a lot of professional development. It takes time to work with people to design um changes and adjustments with that fit their context because you can't just say everybody do this go do it. It's like how does this

122work in your building because people have different people that you know all the things. Um and then of course coaching because it just um you know you have to show up every week um sometimes it's you meet with the assistant principal uh to prepare for the meeting because they they're learning how to run these sorts of meetings and so you're just doing lots of coaching along the way side by side. But people are excited and they're they're they're going and um to implement it at large campaigns of high school is kind of like that's a really hard thing and I'm super proud of high school because they have just they're rocking it over there. They're just doing amazing. Yeah. So you have to go slow to go fast. There's the [clears throat] punch line. I

123know. First job last. All right. Any questions? That's what I got. I uh I apologize for my slide discipline because everybody's getting to the question slide and I've asked 500. >> All right. Well, thank you. >> Real easy ones. They won't generate any discussion at all. >> Yeah. In light in light of >> the reality that we have four current members here. >> Yeah. >> And so any passage would take >> absolutely >> who are here tonight. >> Nonetheless, it would take unanimous approval for any one of these. >> I I wonder if we can >> any of them have urgency. >> None of them have urgency. And then do we have >> do we need to budget committee plan >> time on our next couple agendas because I think those are kind of full.

124>> The one the one that may need some discussion is artificial intelligence which isn't as controversial. >> These are all going to discuss. >> They will. Oh, that's true. You're right. Never mind. I'll take it back. You're right. >> You to think that. >> I know. The reality is >> I think we could look at adding a work session before the next business meeting. Uh and and I think we can >> but I think we did look at that already. Wasn't there already a possible one there? >> Pretty full. >> Yeah, I I think that one is going to actually probably be March. >> Okay. Okay. Continue on. >> The direct answer is none of them are urgent. All of them will take a lot of discussion. >> Really? >> I I mean I'm It's

125on the agenda that was already approved. So I'm I'm beholden to the board >> and and the chair can say >> I I think that in light of the volume of discussion and lack of colleagues on the board, I think it's worth >> tableabling and we can work to try to get it on >> a near-term. >> Well, as long as there's no time constraints, we'll we can eventually get it on right >> or a couple at a time. >> Yeah. >> Doesn't have to be all. >> Okay. Budget committee appointments. um >> got my name on it, but actually on it and it really needs to be you. I think >> we bullied and I had an opportunity to interview to review a number of outstanding applications, narrowed the field, and interviewed um three

126candidates uh this afternoon prior to this meeting. And u I'll let Paulie speak her piece too, but I I feel like each year we say it and each year it seems more and more and more true. Just the quality of folks who are willing to step up for students in this community is a real testament to it. um incredibly talented uh gifted alert people and uh I'm incredibly grateful that uh we have any number of candidates that we could be very proudly recommending to the committee tonight or to the board tonight. So, uh you um so >> with that, um after those interviews and through kind of a narrow evaluation, we want to recommend to the board Kelby Whittington to serve in position seven, no position six on the budget committee. Okay. >> So, with

127because of the awkwardness, I will just move that the board uh appoint Kelby Winningington to position six on the budget committee. >> Provided that she accepts. >> We told them all we were say. So, we should be >> So, you made the motion. Second. Second. And >> now open for discussion. Um, I do have a discussion point, but I don't know that it's necessarily part of this motion. But I do have a comment I want to make about the process in general when we're done. So, if that's okay. So, I'm okay with the motion as it is. >> Or do you want me to make my discussion about >> what it is? Is it's it's not not having any of the positions not having the positions all be filled in the same way. Um, I

128think we need to look at the historical. If someone's in the position and wants to keep doing it, we don't list that as an open position. Um, I would like for us to review that and be if we have a term that's expired and someone wants to stay in it, great. They put in an application and so could anybody else. >> But the idea of I want to stay, so okay, that position's closed now. I think we need to heavily revisit that because then you're just perpetuating someone that you're comfortable with and that you know gets pointed to that position. >> Okay. Okay. >> And I like Garrett. I like what he has done. But I also think the opportunity to say >> then let's make sure that you're still the one and is there

129somebody else who's really interested. So that's moving forward. I'd like to to have that be our our method of doing things. So, >> I think that uh it's a long way out, but I do wonder about maybe having a more robust discussion about that in August like at our at our pre >> that would work. Yep. Yep. I would >> because I I appreciate that input. Chris may understand it and I think I agree with you that >> have some sugar. >> Little bit little bit of background uh for these candidates since that might be a question. I think all the applications are available to the board if you want to work out. But this person works in in the corporate world is a former um educator uh has a passion for education but actually

130works in compliance global level. Um so a keen understanding of or expressed a very strong professional understanding of um rules interacting with people uh how groups make decisions, how groups advise decisions. Um but in addition the all three candidates that we did interview today the just incredible amount of research that they brought into the you know they were very aware of the challenges that are in front of us and very willing to accept the challenge anyway. So so that would be the end of my discussion. Any other discussion? Okay. So the motion is to appoint Kelly Whittington to position six. All in favor? I >> I any opposed >> I Sarah you'll inform or >> is that and I even asked Chris in the past how has >> I think in the past the chair

131contact with them since you guys did the interviews. Um, we we told them that they'd be contacted tonight and so maybe if you could do a provisional we'll talk about that after how how we communicate with them but I I will happily call them. I don't think given to me. >> It's dirty. Yeah. >> Right. And we had um a request for tree removal. Dr. Cleaner. >> Yes. This was a request that came um this week that has a timeliness factor to it. So, it's been added to the agenda. Um the description there really um really, you know, kind of sums up the situation. Hex Investments, who is the developer that has is purchasing our Southwest property, has requested access to the property before the close of escrow to remove trees. Um, and the reason

132for that is there's a migratory bird treaty act that um provides pro protections for trees with any nests, eggs, or young. And some of those protections start uh February 1st. And so the purchasers's concern or developers concern is that if they're not able to remove those trees before February 1st that it could delay their project. Um and so they have made this request of us. We are not projected to close on the property until March. Uh any questions? >> Um yeah, I didn't realize that the closing of the property was that far out and are there any other considerations? Is it if this was the only thing? Is there anything else that now I'm not sure it would hold up the closing? cuz I thought it was a done deal >> and that it was

133between them and the city and that we were out of it at that point. >> The city um has done their final approval of the development >> and the city has approved the removal of these trees. It just becomes and that just happened I believe last week. So then it becomes this timeliness of this February 1 timeline. >> Right. But I guess I'm just not quite sure why we're being asked if it's between the >> Right. And that's why I thought it was the owner of the property. >> So I guess I'm just kind of in general. >> Yeah. >> Right. >> Is there anything else that's going to keep it from closing? Because I didn't realize there was anything that still >> already closed. >> Yeah. That it wasn't already closed. Um >> nothing

134that we anticipate, but it has not closed yet. And I did consult with um C legal counsel about this. Um there I had questions about liability in terms of you know we're cutting down 114 trees. What does that mean in terms of um if something happens? What does that mean if there are um migratory bird evidence? And so the decision- making around that um and it was recommended that we decline legal council recommended. I mean, I didn't need that opinion necessarily, although it's helpful to kind of process my thoughts. I My thinking is I think there's just too much up in the air and I I'm uncomfortable with it myself, the request for any number of reasons that I'd be happy to share, but don't think it might be appropriate to share right now. It

135it just feels awkward to me and it does feel like we're not owners of that property anymore. >> No, we are. >> We are because we shouldn't be. You know, it I thought we'd closed on it that we weren't. And so now it just makes me a little bit >> also I haven't been a a part of all the conversations but I know it's been a hot topic >> to also like be a part of something that would also just like degrade any trust or like anything like that with like the community like just >> I would just add I don't know all the stipulations but [clears throat] if you followed Gresham city engagement over the past couple of years tree code is a big deal and the removal of existing trees is a big

136deal and I on that basis so I guess I am saying one of them that I'm fairly uncomfortable saying out loud I I just uh I don't know enough to approve and I I'm not just going to take the request and recommendation of a developer >> to make that choice >> especially if legal council's advising There's not a benefit to us, right? Like it it supports >> the developer and the work that they're doing, but >> I mean and and they know that it's a request that may not be honored. >> Yeah. >> So, do we need to take action? >> The recommended motion, Sarah, this is where the technicalities of things. There is a recommended motion if you did want to approve it, but if >> Yeah. I mean, if you're not wanting to

137make >> you wouldn't take action to not do something, >> right? >> So, if you're not going to approve it, then you would >> we adise for decisiveness. There could be a a motion to deny. >> Yeah. >> Which is good. >> But >> or a motion to not take action >> or weird not our decision to [laughter] put I think you could do what we said though. You have a motion to deny the request. [clears throat] >> I think to button it up. I think the motion might be helpful, but I I do want to I hear the hesitancy because like I just >> don't see why we need to make a choice is kind of your So >> yeah. Yeah. >> Um >> just go ahead and put words in my mouth. I'm

138not sure what I'm full of children right now. But yeah, I'm just trying to be sensitive to why >> your wording was different. >> Yeah. Um, >> you can't just say move it. Fine. But >> can can or move to approve and then vote? No. >> Gosh, we are too late. We are too late. Can we move to direct the superintendent to communicate our decision to the >> We haven't made a decision if we haven't voted on anything. >> There's no decision unless you make a motion and vote on it. >> But if we are going to make a motion, I would lean towards what Blake said that >> to make a motion to deny the request. >> You could supplement with and direct superintendent communicate, but I don't think >> that's a standard. I

139mean that's that's a standard community through her office >> to go to the board. >> So if it's just a simple move to deny Hex Investments LLC's request to move 114 trees in the Salt Chris property prior to the closed vest. I make that motion. >> I would second that. >> Yes. It's moved by Chris. Second by Holly for deny. Hex investment LLC's request to remove 114 trees from Salt. >> Not allowing me. >> Uh any further discussion? Okay. All those in favor? >> I any opposed? >> I know when you're >> I feel like I would pull John in that moment just for fun. [laughter] Um discussion item um school tours. Here's uh >> Yeah. Oh, thank you. >> Okay. >> You forgot you printed those. >> Okay. >> Because you haven't heard enough

140of my droning. I'll introduce. So, uh, we're framing out the strategic planning retreat that is scheduled for February. And one of the concepts that, shoot, I'll just say I'm kind of excited about was that we wanted to plan part of the day by touring the facility to provide context to some of the discussion items that are going to be coming at us and intersect that with budgetary considerations. just have that fresh in our mind as we approach the legislation. So, as she is so skilled at doing, Tracy has taken a very rough idea and put some real teeth to it. Um, and uh and so we want to just have a chance to hear from the board about >> Tracy and probably Yeah. Didn't mean to single anybody out. I don't have >> I don't

141think that's what the hop was. [laughter] >> It's just me droning. Uh I >> credit. >> Okay. So, we've laid out some concepts and just wanted to provide a window of discussion for the board. Right now, we're considering this would be in the morning as you can see and we would have the convene the rest of we would convene the meeting at the last stop. Um Tracy and team have been in consult with OSBA to really clarify the rules >> about what >> constitutes a meeting >> what constitutes a meeting make sure we're clear of legal hurdles and we're going to make sure to abide by that and probably provide some written rules for the board to make sure we abide >> but >> okay >> it'll provide context to the discussion and these are

142the schools >> and these schools were selected after the long the idea actually came from the long range facilities plan conversation when that presentation happened and there there were questions that surfaced and I think someone at the point was like we need to like see some of these facilities. >> So the selection of the facilities here are based on some of the questions that were surfacing from those conversations which is why it is okay for us to do these tours in terms of its followup to work that's already happened to just continue to clarify and build context. Um, but you can kind of see under each location um some of the the priorities for each um and what you see by being there. So, with Gresham High School, of course, a comprehensive high school, there's

143a lot of things to see, but the board in recent years has made an investment in turf. We can see that while we're there. Um, there have been some questions about Ray and Flex and folks not having visited um that portion of Gresham High School. Um, Gresham High School is also one of our facilities that has new sections and old sections. And so, how do these like additions and some of this bond work all kind of go together. So, it creates an interesting opportunity to see a lot of those kinds of things all in one spot. Um, Hall is on the list. They are one of our lower enrollment schools if you're looking at the um the long range facilities planning. And we also had a conversation at that meeting about how that doesn't mean

144that there's like empty space. And so I think seeing that firsthand that schools are using their spaces um really strategically um is is something to see. Um, Hall also has some um specialized programs that would be um I think beneficial to see and how that impacts space usage um as we think about music and PE and different opportunities for students. Um, and then West Orient is one of the two schools that was East Orient and West Orient were the lowest scoring or the most in need of work and so it seems appropriate to spend a little time in one of those facilities. So I put West Orient on here. Um, it's a maze and it's a building that has had lots of additions and lots of different things happen over time and then we are

145getting an experience at each of the levels. So, that's my thinking behind why some of this happened and totally open to feedback or if there's other questions that people have um then happy to help kind of structure something around that. >> I like it. >> I'd like to add have another event another time. But yeah, this this I think because it came out of the long range, but so these it's also been a question I've thought about having been involved in the bond just to show people. >> Here's what we did and here's what still isn't done. >> Um, so I I think you did a nice job showing this and we'll just sit in separate sections on the bus so we don't talk. [laughter] >> We were going to need to be on a

146bus >> probably. >> Well, I thought we could get a little van and we could drive around. We can have snacks. >> Are we going to put a big sticker together we drive on the van? >> I can wear a t-shirt. I have a t-shirt. >> We could draw a poster ahead of time. >> Bren's inviting herself. [laughter] >> I That's actually just Chris, that's really affirming of the choice. I really value like what you think because I know we've together been through a lot of these processes, you know, >> and uh I also think it it's kind of a deacto icebreaker. We're not going to be talking >> we're not going to be talking board business, so might as well be talking about each other's lives, see who who each other is, >> hear

147all about quilting from Chris. >> There you go. Yeah. So anyway, I Okay. Are there specific things that you wish were on this list or that especially like Brena, your connection, your understanding of Gresham, are there things that you >> I'll just uh my my only question was what if like things come up after reviewing it? Like what do we do with the information afterwards? Like I don't know. I always have questions about like the turf that's like >> and like the current >> um uh questions are different than decision, >> right? So back to >> all of that can like happen in the moment. >> Um so what I would suggest is we go and do the tour. This is going to be our day of a retreat. We get back to the retreat.

148Our agenda item when we get back is debrief. >> Yep. I was. >> And so then we can do debrief which will be on camera. It'll be an agenda item and it's a conversation and not a decision. Yeah. Because then it keeps it very clear that we're information gathering while we're on the bus >> and we're not discussing it as a board. >> Okay. >> Not always ones later. Yeah. >> And we'll we'll have we'll be like if if this is a concept sounds like we're wanting to move forward with, we'll invite Terry Taylor to be a part of it as well. There will be things that he heard you say in that conversation that I may have forgotten or he'll know some nuances where he can add to that >> um as well. But

149well, we'll see. >> I'll be able to give a history of two of these buildings going back to the 19 >> and there will be a test when it's over. >> Yeah. So, we'll be here. [laughter] >> Sarah, you're on. >> But I do think it'll be fun and a good opportunity. Will we have other opportunities outside of this like to do something like this again as a board and to some of those other schools like >> we love it. We can do it whenever we want. >> Yeah. Yeah. >> We just need to make sure this one's successful and we'll get start. >> And we did want to utilize the retreat day because it is time that's already on your calendar. It's already reserved and it just seems like this is going to make

150sure we can get everybody there. >> Okay. Okay. Sounds like nobody audience. >> I'm excited. Snacks. You promised us snacks. We're in. There will be snacks. >> Future board agenda topics. I keep saying, you know, we're working through that list. We have worked through that list. So, if you have >> requests, use the use the form >> to submit >> and we will it's not like we don't we have a lack of business. We added this to the schedule. think of we originally didn't have any of this planned and now we had all of this. So, >> all right with that announcements. >> Um, how are we doing on the filling the position? We'll give a quick update on >> uh I actually don't have the latest on building. >> We have >> we've received

151six applicants for the board vacancy position. >> Um, the application period is still open through January 30th. So, they still have another week or so to submit applications. the applicants to do. So, >> didn't that come out in like an email? Whatever. >> Yeah. So, we sent a notice before winter break and then once we returned from winter break, we sent a reminder so that people knew, >> hey, it's still open if you want to apply. >> It's public article. >> So, good job on the communication front. >> Yeah. >> And we had set aside for interviews. >> I know. Um, >> we have a wonderful plan for your February. >> My birthday's in there, too. So, so the retreat is mine is mine is one of these. So, >> the retreat, the board retreat

152is February 20th. And so, we had talked about possibly interviews February 12th, which is the Thursday prior. We don't have a work session >> right before the legislative thing. >> Yeah. Okay. [laughter] >> February was fun. >> Cool. And then March and then >> on Saturday. >> Yeah. We'll That's my fault. We'll confirm that we have sufficient attendance, but the intention was to try to carve out a bull Thursday. No work session, no nothing, just talk, >> just interviews. >> Talk. So, >> um, >> yeah. looking like they were few hours. >> Yes. So, we'll have snacks. [laughter] I don't know why. >> Snacks. >> Okay. Thank you. >> Okay. Announcements. Uh just keep in mind the legislative day that we were invited to February 13th that we'll owe response is February 5th. It's only

153two weeks. And with that, there being no other business. Oh, well, February 5th, we'll be have regular board business. Yeah, >> that's so big for the board. We're adjourned at 9:14 >> and our policy meeting got cancelled. I saw that.