001planning work session um we have uh all directors in attendance with the exception of matt o'connell join us um we have a meeting agenda prepared and i want to talk through some of the changes i see happening but if somebody wants to propose i know there was concern over it and i think even justified concern and where i where i just dropped the ball i really do apologize to everybody um the uh we had scheduled an hour 45 minutes for discussion item d1 uh we're gonna try to keep that discussion at 30 minutes so that we can provide that extended time discussion item d2 others item c1 is the updated community outreach process for the sro school resource officer program feedback a discussion d2 is the curriculum update and ethnic studies tribal history presentation that
002should take us into that recess and then discussion d4 was supposed to include some of the demographic data of our of our recent hiring um if we run into a time crunch my d4 and uh p4 is probably the one that we can most afford to lose afternoon in my estimation and then committee updates um a principle one there will be the superintendent evaluation committee we we're up against a contractual obligation with that evaluation so grateful to the committee for the work they've done behind the scenes great looking forward to it today so my my aim and uh i know some have to be out of here by 30 so that's our hard stop um that's uh yeah support uh chair peter um because the items are on the agenda we don't necessarily have to
003change the timing can be at the discretion of the group so if nothing's coming off the agenda specifically at this point um are we just going to approve it as it is but then the timing because the times are just suggested that's not that's hard wired into um in uh yes we could bring it forward i'm bringing this agenda forward but if somebody wants to modify it i want to provide explanation of certainty but just let people know they don't have to say we're going to do this at 2 30 and we're going to do this at 2 45. yep so with that uh oh and the data updates i i don't uh i don't have are you used to sending that or is it well it's like donald he called down and i um
004the database was supposed to be the i ready diagnostic updates um and so i think there's an opportunity there to maybe shape a little bit of time but that is the reason why we why i had that there so with that that's the agenda that's in front of you so i suppose to move information items to the information item by off the agenda in discussions items five off the agenda and move those to our regular work session and business meetings this is a strategic planning meeting this is an opportunity for the board to set our goals and our priorities we have a lot of future agenda items that we need to go over that have just been placed on a list that have no we've made no traction on so what strategic planning is is
005an opportunity for us to have these discussions to make sure that we have a plan moving forward with uh our goals our board's goals and priorities and there are a significant amount that we have that have just been stacking stacking stacking stacking and if we don't have it in this meeting then we're not going to get to it at all and so i would recommend limiting staff presentations like limiting a lot of uh the discussion to what is our work where are we going what are we going to do and so and to be able to talk about that we really need to move some of this work to regular scheduled meetings so we can do strategic planning what we're here to do i assume that uh don't go into discussion because then you don't
006have a much of it would just say whatever those b two c two and m five well i i just wanted to do like i thought c five uh or d five was data updates i thought we were going to hear like disciplinary um uh discrepancies within our discipline within our achievement gap looking at race i thought it was that if it's what you said if it's just going over these the metrics of like a training model that we have i don't think that's useful for us for our discussions today and then yeah that's it e5 okay um i'm i'm um as proposal uh if you um i can provide my defense of those two items or we can take it into motion and then i can provide that clarification in a discussion can i
007get clarification on the five because it does look like that it attends student discipline yeah to be honest i thought i knew that we had asked the already diagnostic data of anybody here so on the disciplinary data my recollection of the conversation which i'm realizing very well may be flawed is we've been an online instruction for a year and so the data that we have on disciplinary data was already shared with the board at a previous work session and so on that agenda item in particular my recall of the conversations we had with them board members would contact the district leadership individually to review that data until we had updated data to bring for the whole board so as far as high-reading diagnostics my defense of that is that is the only lens that we
008have for achievement gas right now in our building that's the only picture that we have and this march update is supposed to provide our k-2 updates that we didn't even have any data on that lesson and i think all of these all these informations are important and we're going to hear about them but just not at our strategic planning meeting because they're not pertinent to our goals um so d5 if you choose policy because that's good discussions and i know a lot of that you know the superintendent update but again that's just our regular business meeting information it doesn't have to do with our goals it's just our one thing on the if if it's the superintendent process we're obligated by monday yeah that done yeah i had it on there because we're done yeah
009well if we're already late on it then let's just push it back violates our contract with our own employees well this is extremely disappointing that we are using our strategic planning meetings to do regular business meetings this is not what strategic planning is supposed to be this is not a good use of my time all right i hear that because i hear you're concerned i characterize yes um we can request um from the superintendent to delay it at a specific time so that we don't just ignore it but it is in the contract due by monday march 15th we've done this before where we've delayed it so with the superintendent's agreement um if she's available to delay it for i would say no more than two weeks get it done before spring break that we
010could do that and move it forward i'm fine with that like the the items that we're moving out if we decide to move about i'd like for us to have a date okay the only one that probably won't come back is policy review first reading we don't have to we're not obligated to have a first reading of our policies but that will come into our consent in april so um so i'd encourage the board to seek clarification with uh with staff or with your with the committee those policies and i motivate there i i vehemently disagree that identifying achievement gaps is not part of our strategic planning and visioning process but um if that's the will of the board then i i take my direction from you so with that i i'd entertain a motion
011oh [Laughter] [Applause] [Music] information item b2 and b5 to future meeting days april and i moved to have a discussion item b5 move to a future being states april and i don't know about the inclusion of the strategic planning conversation but it's integrated in the discussion items about future agenda by myra to to approve an agenda in which information item b2 and b5 are moved to future meeting as well as as a discussion item d5 so been moved and seconded to move b2 b5 and d5 to future meetings and accept the agenda as otherwise written mr chair um i would like to make an amendment to that that we retain information items e5 it's relevant to our upcoming budget process our evaluation of how we've done with online learning and to see where we are
012it was an hour presentation of concerns where we could put that into a future work session so i'd make a statement that we can be he is in boys by the data update we maintain that one today what was your last comment uh something about it we don't have an hour in one of our work sessions to do this information related data information is related to our upcoming budget as well as our online learning okay so um their second to the amendment sure i'll take it okay so it's been moved by chris the second is by myra to amen the previous proposal of moving v2 b5 and d5 to future meetings to only move b2 and b5 to a future mating discussion about that okay some data updates just have been provided to us in
013a document like couldn't we have just gotten that in a report i'd rather have a discussion with the person who's provided the data how would we know if the data is what we're looking for dig into it looking on a piece of paper i think that's not always complete i'm still not sure what we're looking at here so what we're looking at attendance discipline and assessments over this this morning it's it's the i what's it called libraries are a formative assessment that shows us beginning middle and end of year progress on all of our dates and when we first gave you an update on these areas we only had the size the first at the beginning of the year and now we have here so it shows a few programs every student and everybody and
014it is our only assessment that we have um from the previously you're not having overpass so um they think that data is going to help us know what need to do this summer considering that we are going to receive funding for summer intervention could that be a 20-minute presentation it's a lot of information robin and i i i think it's important to present it with concepts um and i'm sure everyone here is confident of reading data but it is important that we inform not just the board but our public as well because our public is also even though it's virtual um it's important for us to give those those benchmarks together i'm just disappointed that this information is in our strategic planning session i'm very disappointed this could have been presented to us before it
015could have helped us prepare it could have helped us set goals but i don't see how it's relevant like right now we're not going to create goals based on what's here right now but it's the board discussion about the amendment okay all those in favor aye aye aye you raise your hand just so we can get started okay all those quotes does that mean extension for two i'm not paying i'm still not sure like what it would look like in the document or what so i'm not entirely sure what we're supposed to be looking at so i don't know sorry okay so the proposed agenda then is that b2 and d5 will be moved to future meeting dates um these well we have discussion about the amendment now do we have discussion about the actual
016agenda you can yeah because the gender is the emotions and it's just talking about b2b5 discussion okay all those in favor of the agenda hi hi okay all right we have an agenda um we're gonna move uh b1 and my encouragement uh with all of these presentations we're going to keep the presentation material as brief as possible but as thorough as necessary um so uh first up is jordan with uh aloe view an introduction to all of you thank you chair peterson um i'm joined this morning by megan stanton from allerview uh alvey is a baltimore-based um edson tech company founded by a former teacher i won't go into the whole story but she had good reasons for being really concerned about how resources were allocated between different schools in her school district so she
017founded this company with help of some friends and i worked with alleviate when i was in ashland um and alleviate has also partnered with indianapolis public schools i think denver public schools cherry creek in colorado several other school districts all across the country the the purpose of their program is the financial planning and analysis tool uh that puts relevant and accessible financial data in the hands of administrators building administrators and supervisors so that we can more closely not only uh more uh precisely budget our resources but also uh ensure that our actual which is really what it comes down to in the end um are are being utilized to move our district priorities in the right direction so there's also a tool that i've asked so they have a suite of tools the tool i've
018asked megan to focus on this morning is called allocate and i think that's going to be the tool that's most relevant to the board in terms of strategic planning megan will be using demonstration data this is not gbfc data for this demonstration because we're still building out the tool so we don't have gbs data in it but this this tool is used to develop equitable funding models across our schools it will the the way that i utilize it in ashland and the way i intend to utilize it here is for developing what's called a the colloquial term for it is a backpack funding model the idea being that resources follow students not follow building and so megan is going to walk us through that tool and then a brief overview of the managing budget tools
019if time allows that staff will be using uh we are building it out this spring and then it will be used in future years so megan i'll turn it over to you thanks so much jordan um can everybody hear me okay okay um so jordan stole a lot of my introductory material but i will say hello uh my name is megan i'm from alaview i'm gonna share my screen really quickly uh is it possible for someone to allow me to share my screen it seems that the screen sharing has been disabled thank you sarah okay go ahead and try now there we go okay okay is everyone able to see my screen okay uh great so um i will try to be as thorough and as brief as i can because i understand that you
020all have a lot on your agenda today um but as jordan mentioned i do think in particular the allocate tool may be relevant to these strategic conversations so i'm excited to show you how that all works but just wanted to give you a brief introduction first to all of you um and to myself my name is megan stanton i'm an account advisor here at alaview um i am usually the first person to interact with our new customers understanding uh what's happening financially at the district and helping to see where our products might be able to fill in some gaps i also work with existing customers managing their accounts and seeing if there are any additional resources we can give them so a little bit about aloe view as jordan mentioned we are a baltimore-based company
021uh our ceo jess founded the company because she was a public school teacher in baltimore city um and noticed some really striking discrepancies between the resources that she had access to as a teacher where she was spending her own money to buy paper and supplies where another school in the district up the street had a carnival at their pta meeting so in trying to investigate why they were so uh those differences were so stark she determined that a large part of it is because a lot of times school finance data looks like this if you don't know already how to speak the language of these account codes some in this room may be able to do so uh this is a very mysterious data set to look at it doesn't really tell you a story
022and it's hard to figure out how and why dollars are flowing so in determining that jess realized that she wanted to change how this data is processed um and so she created our tools that take all of that number all those numbers and all that information and make it look like this so it's a lot easier to understand whether or not you are a cpa um i wanted to share as well a couple of successes we've had with the tool we've found that even just in integrating our products um you know going over the financial data and doing the work that you need to do to make our system function uh provides opportunities to uncover errors that may be years or even decades old but sometimes those old problems can sit and get thornier and
023thornier as they are missed or not addressed and just getting a clean look at your data can really make a huge difference um the this 17 million saved was a big one um a district who came and integrated with us discovered that they were uh i believe they had duplicate positions such that they realized they had um essentially 17 million dollars of savings that they could repurpose and more effectively use um so uh the way that alaview works we sit on top of the existing accounting system at gresham barlow we that system infinite visions it remains the source of truth we read data from it we allow for the creation of strategic formulas and budgets that can then be imported into infinite visions but we are careful to make sure that the data that is
024in that financial system remains sacred and can be your source of truth at all times so with all of that said i'm going to hop over quickly into the actual products so as jordan said this is all demo data it is not actually gresham barlow's data but my understanding from our team is that we are quite close to being able to get gresham's actual data staged up in this this is the manage page which you saw in that slideshow but i'm going to hop over into allocate to spend a little bit of time in there before i give you an overview of the other tools so um allocate is the pre the tool that is focused on the pre-budgeting portion of your financial journey when gresham barlow has the whole pie of money that they
025can distribute amongst school districts school locations and programs and you know have dollars follow students this is the tool that helps you take that big pie and figure out how to slice it so uh normally this work happens in this work if it's happening happens in extremely complicated excel spreadsheets that are likely to break or uh we had a customer that we worked with for a while who had a spreadsheet with all of this data in it and when she made a change it took about five minutes to populate in the spreadsheet so you know making a quick change to see how it impacted people and then deciding that it wasn't the right thing and changing it back that represents 10 minutes of someone's day and it makes looking at this how these formulas work
026really it takes such a long time that it's almost impossible so we decided to try to figure out how fast we can make it work the tool allocate we collect some basic configuration information things like your institutions which is all of your school sites and in this chart we have uh filled in with our dummy data here the previous year's uh data on per-pupil spend on enrollments which we load in we'll help you load in essentially it's just a spreadsheet that you upload uh school characteristics we have some examples loaded in here of things like you know elementary middle high but you can really it can be anything that you want if there are schools that have a high transient population you can have that as something you can assign to a school if they're
027urban or rural anything that you might want to be a mechanism that could cause dollars to flow to a particular school in a different way you can build in here we also have sub enrollments so things like english language learners free and reduced price meal students all of these gen ed groups again this is just getting down even further into the data to allow you to identify groups of students who may need additional resources whether they are students with disabilities or gifted and talented students just again another mechanism this time at the student level for potentially changing as a lever how dollars are flowing and then finally we work with you to get job types and average salaries uploaded in here so uh depending on how you just work your funding formula some folks do
028a staffing model you know staff and people are 80 70 to 80 90 of spending in a district usually so a lot of folks work from the positions and then uh go from there some folks you know just do it all using uh sort of a system like jordan was talking about a more backpack style where dollars are attached to students and then it's at the discretion of a campus to decide how they want to distribute the funds that have been assigned to them so all of that data uploaded essentially we're creating a template that can then be combined with enrollment projections so we all know i'm sure 2020 has been a wild year for everybody and things like enrollment a lot of folks are trying to project out multiple scenarios a lot of districts
029that we talk to have seen dips in enrollment and it's unclear whether students are going to be coming back or if parents who have tried alternatives to public education are going to keep their kids in those alternative situations rather than returning them to the system so this is exactly the kind of scenario where you might want to have you know three four five different enrollment projections that you can pair with that configuration data to start creating formulas and scenarios so formulas here uh these formulas are essentially rule books that instruct this system how you would like dollars to flow they can be things like you see here an example of a principal that's an easy one-to-one every school gets a principle uh but there are a lot of different types of rules that all do
030various things you can gross dollar allocation just a baseline send a certain number of dollars to every campus you could set that as a baseline rule the per pupil and the subgroup per pupil dollar allocation again can work on the either just the sense of you know an equal distribution we want to make sure that a hundred dollars follows every student for their supplies and materials but then you can get more granular and say excuse me on top of that we want our english language learners to have additional funds following them throughout the district so with both of those it's a little bit more focused on that student mechanism that kids are affecting how dollars flow uh staffing allocation that principal rule is an example if there's any one-to-one suggest we know this campus always
031needs this staff person you can create those rules or you can go on ratio-based staffing allocations so something like class size or if there are particular subgroups like english language learners where once you reach a certain number of english language learner students you can assign additional counselors or additional teachers that we've seen some folks use this too for students with disabilities if you have folks you can you know divide them into folks who really need kids who really need one-to-one care you can create a subgroup ratio based allocation that says you know if a student is present because high need they are assigned someone who is following them around um to help you know foster their education and then finally the last kind of uh you know usual one is just a manual adjustment especially
032as you're digging in to start doing this kind of funding formula work that can be the kind of thing that allows you to make sure you're holding harmless of you don't want an adjustment that you're making here to cause a huge dip or a huge increase in funds to a particular school so once you've done all this complicated rule building you can use that manual adjustment to you know if you just can't make something work you can use that manual adjustment to make it look the way that it should so uh once those formulas are built the formulas and the enrollment projections combine in here to create scenarios and i think scenarios is where you can really see the power of this tool and how it can be strategically impactful in a district um just
033clicking into uh the let's do this compare tool i think this is the real clear power of this tool so as you're creating multiple enrollment projections potentially multiple formulas you can create scenarios and then compare them side by side to see how things are changing at the district level and down at the school level you can get really granular so if you're looking at you know whether it's comparing the previous year's enrollment and rule building to the upcoming years to make sure that you're not you know creating a situation where uh there's huge change uh where something unexpected is happening in your enrollment that might need to be addressed um but the great thing about this tool also is that you can dig into this data so here's an example of a situation where even
034though enrollment is going up their per people amount is going down so presumably something is happening in the sub enrollment groups at this school maybe some high-need students have graduated and moved on to another institution um but the great thing here is that let me see if this will work can you all see this print preview that's coming up um well all of the pages of this tool basically anytime you generate a scenario like this they're all meant to be printable um so that you can easily have a conversation with a principal with a program director but it's questions about why things are changing uh with the formula or why dollars are flowing differently and all of the rules that you created previously are translated here in plain english for people so that people can
035understand why the rules that you have made have affected the dollars that have flowed to this particular school so i think in addition to being a powerful finance tool it's also an extremely powerful internal transparency tool that really allows for folks to look at data side by side and allows for it translates specifically that data so that everyone can be on the same page and coming to a conversation with the same understanding of what they're talking about rather than needing to have a lot of really complicated finance information translated out of account code and into something that you can understand um overall i think the power of this tool is both in allowing you to get really granular with dollars and really to we found spelling out what you're doing now and articulating the rules
036uh and the ways that dollars are flowing now can often be a really illuminating experience there are sometimes things that come up in those conversations that are like you know why do we why do these dollars flow the way they do well that's just how we've always done it and there's not always a clear articulation of why and why those dollars are valuable and in doing the work just building your current formula ever you learn what those you know status quo things are and then you can really start to identify what the things are that might need to change and why and that i think comes to the second value of this tool which is that this process is incredibly fast um if you're in here working and you make a change to a formula
037rule or to an enrollment projection everything is automatically updated instantaneously so you would see change how that changes in a scenario immediately you'd be able to compare it to another scenario immediately and i think it really starts you off strong with um articulating why dollars are flowing the way that they are which is such an important first step to then having the conversation the further conversation about budgeting and resources at the actual school level i'll pause there jordan is there anything i didn't hit that you want me to cover before i move on to budget or manage well i think um for the sake of time because we got started late i think we'll just stop at allocate i would love for the board to see budget and manage but i don't think it's going
038to be relevant necessarily to the conversation today i do appreciate the board taking time to look at this the reason why we wanted you to see this uh and we've we've looked for other work session opportunities it just hasn't fit but the reason we wanted you to see this today is because if you look at ors 327.013 or all of ors 327 it spells out how the state calculates funding for school districts in a weighted funding model right and that's really it's not going to be the same as the state school fund but that's really what a backpack methodology is is um as a district we would define parameters or we would define demographics that require additional resources and then we will build those funding models in um certainly we can just do that as
039staff under our own volition we have uh we have license to do that i guess and ask you all to adopt it in the budget process but i i am hoping that through the the policy committee we can codify some of these ideas to ensure that with different boards different management these types of ideas continue uh where where we are attaching resources to the students who need them rather than to the buildings or to the adults in our system um so i wanted you to see how this works by using utilizing the comparison tool i think this is something that we can use going forward the staff can use to support your strategic decision making in that area and also for things like uh what i don't think i dub this term but i i
040call it the equity cost of some of the decisions we make um i shared with blake privately back here an example is um with like a cba that doesn't allow for the district to transfer teachers around from school to school we end up having the budget on an average salary cost across our schools um and i suspect that that will continue um in in real terms it's very difficult to maintain a staff who wants to work for us that we're going to force transfer people every single year so i expect that to continue but this tool allows us to look at when if our most experienced people are at one school and are least experienced are at another our actual cost per pupil of providing services to those schools to schools from a personnel perspective
041are different and so we should probably be making some decisions about what kind of supports we're offering to the to the less experienced teachers in terms of professional development or supports and things like that this tool allows us to model those things out this is what it looks like when we average salary budget this is what we look left at what it looks like when we actual salary budget here's the differences between the schools because if we just look at the average budgets then you end up missing those opportunities when you do average salary budgeting you end up doing all of the same exact supports for pd all of the same supports of technology across all the schools and and those are the kind of hidden ways that we end up with an inequitable service
042delivery model um so i wanted the board to see this to know this song we're going to be working with i think from the board's perspective it'll probably be more useful as an accountability tool than a strategic planning tool but there is also um functionality here that we can use to support your strategic plan as well so just for publication money won't good point um again because as we look across our district we do have some districts i mean some schools that have uh again blessing and a curse i'll say because blessing is you have people with longevity but you have a lot of the funding going to that school more likely most cases don't need that much funding so again we have to balance it out and it's important for us to do that
043state doesn't necessarily push us in that direction but it's something that jordan and i have talked about since you came on board i wanted a better way to be able to get dollars um because right now it it it's pretty much equal um and that's those are a reminder for words like uh teachers just think like i can't hear anymore teachers get paid by experience so the longer they stay teaching the more they go again blessing that courage yeah because we want longevity we want people to stay and do things but again it becomes a it becomes imbalanced when you see those scenarios happening so this gives us a good way to kind of drill down into that so that we can look at where we can rebalance reallocate dollars or and or people were
044staffing um i'm gonna steal a line from jordan um that all of these all these budget items will tell a story about who we are and what we're doing um and it's much more easier for it's easier for a a lay person if you will to look at some of the outcomes and through all of you and be able to know what that story is we say we're going to do something right now and infinite vision it's very hard for you to find that in our budget you don't know what you're looking for um so but this will give us a better option and opportunity and it'll also be utilized although i mean at the school buildings as well so i know jordan has a pilot a group of principals but yeah they're doing it
045right now it's just they all want to know like again we're using it too yesterday it's very helpful and one thing that maybe you can quite say is i really knowing that you're responsible for programs that the programs don't necessarily equally support students across the district so it's a better way to then provide that support to students versus the program so when we go to the budget one on one we are going to be looking at this tool our our data but i wanted you all to have that uh mind frame to ensure that you um know where we're going with our budget overcome i don't i don't know we're ready to do that with um our budget 101. absolutely for budget 101 next year and i also i want to make sure that the
046board knows that just because we won't have it set up and ready to go for budget 101 doesn't mean that we're just going to punt strategic resource allocation to next year that's not what's going to happen we will certainly we'll go through the compliance process with the board of getting appropriations but we've already talked with our department supervisors and with our principals about the fact that throughout this summer once we have this tool set up we're going to be able to run these scenario models so we will ask the board to appropriate to the broad categories that we always do instruction support services community services things like that but within those appropriation categories we can still move resources around and so we will be using this tool throughout the spring and summer because this is
047a you know one of the things i always say you don't want to move so fast that you get it wrong because then you can do more harm than good but at the same time every year we don't do this is another entire class of students who have been impacted for the rest of their life and so there is definitely a sense of urgency to this like i said i don't think you'll see it at the budget 101 but i do i do intend throughout the summer because of course i'll update the board if we make those kinds of changes um i do expect to be able to show you that also next year this this budgeting season is going to be like probably nothing any of us have ever seen before even those who
048have lived through the great recession because we don't have any idea how many of our students are coming back we don't know which districts they're going to land at the 13 largest districts in the state collectively lost 11 000 students this year and so we don't know if if all the portland public folks have moved out into the suburbs and and now we're all going to absorb them we don't know if they're students if our students have moved into the city and pps is going so local revenue people are unsure about i mean we're kind of all over the place with revenue and expenditure projections right now statewide which means that next year when we actually have kids show up or not we're going to need to make adjustments and and those that is also
049where the power of this tool is at we're not going to be relying on excel spreadsheets uh as competent as i feel in my cell skills very easy to break a formula uh or to miss an interdependency and it's all built in to the system so it is going to help us in long range one of the the keys to providing equitable service is what i call service chain agility agility it's a term i've adapted from supply chain agility uh where we need to be able to write services to students when they show up in the budgeting process all we can do is guess as to who's going to show up and and you know which school they're going to be at and things like that once they actually show up and we know what
050support students need we have to be able to move resources through our system so that's i mean it's a lot and i know we're short on time and so i'm you know i'm going to try to button this up but that's that's why we're utilizing a financial planning analysis tool one that allows us to do scenario planning the other two parts of the tool that we're not going to show you today will be used by building administrators in conjunction with central admin to be able to make real-time decisions about how we can move resources around certain kids the pilot group has been trained yesterday during the levels principal meetings uh i i showed some of the functionality that was the plan for this spring was that the pilot group we would work with but as
051we rolled out different things we would show it to the whole group so that people had an idea of what was coming and after yesterday's leveled meetings every single principal asked for access to it now so we're going to expand that out principals will be able to use it through the screen um jordan a question uh because i see a couple of opportunities with this and i want to kind of validate them the rule setting um i i'm sure there's some granularity to it but is there would there be any reluctance or would it be impractical to see that rules um that rules that provided in plain language through an equity committee and through policy that would be huge yeah because i think that level of review from the board is really the level of
052engagement that we look for but that would really allow us to speak a common language through all of the applications of afford oversight with budget that's that's encouraging um are those rules set at a district-wide stance or by level um i i i would actually lean on catrice and lisa to to lead that work out to how we need to but you can't move that but yeah okay we can and we can set it by school yes and sometimes you do choose i mean we already choose allegations slightly different for our final one schools that's what kind of when it does support um in addition so this is just a way that pretty much drives something inside as a i really loved using it yesterday thank you jordan um last last comment from me but
053just walking through how i'd like to see this i imagine the board will not see any of this from a from a practical view except i really do i would nominate that our equity committee our budget committee sees it or our policy committee and then those committees um by the time our finance committee is sitting down i want us to be speaking in common language rules to understand how we're making appropriations uh or how you're allocating appropriations i guess probably a better way we're going to appropriate in big buckets yep but it's important for us to understand at the granular level so for me equity policy and then through finance committee or through budget committee i think like you've covered a few of the things i'm making notes on here this is really exciting this
054this is absolutely this is going to be fun i want to play with it i know i can't um but i would love to have that i agree that it needs to go with the budget committee um board needs to be engaged in making sure how we're having the conversation i also am very pleased to hear that we're going to be looking at what the teacher experience level is in the buildings because i think anecdotally i can point to exactly which schools have teachers that have been there longer and their allocation of money is higher i don't necessarily look at that as a good thing sometimes i think teachers need to be encouraged to go to a different building and we shouldn't just say well you've been there for a long time you get to
055stay so that's kind of my just personal philosophy on that um the other piece of that chris is that they it's a higher pace but it's not a great better outcome yeah exactly exactly [Music] yeah exactly and so then the other thing that i'd like for it i don't know where this comes into it as well but again um anecdotally we have some schools who are able to do better localized support soft grant fundraising teachers who pay for things that have resources of their own to pay for um things that happen student teachers that are assigned to buildings all of those i think are some soft costs that have not been tracked in any way and i'm not sure if that can also be sort of part of the conversation of what really is going
056into a building to support the students and and i just think this is this looks like something that will be very helpful as long as like uh like said the language and how it's used is consistent that that when we're talking about certain aspects of it that we know we're talking about i think from the budget committee standpoint as well over the years we've had budget committing that we see such a big bucket of money that it's hard to know what you're doing as far as allocating resources and we've had budget committee members who wanted to do line items which is also not where we want to dive in it really doesn't tell you a story either so i am i am definitely this looks very exciting i'd love to see it demonstrated in action
057sometimes if i need to set up again this for me is this is what i like to see and again we have had inequities in our building and how to figure out where those inequities are really and then make that change that benefits the kids because that's where i'm at as it benefits the kids yeah and i'm glad it sparks an interest in everyone because again it's just something easy it means since i arrived here and seeing things differently and knowing that i'm bound by a contract that i can't really move folks around like i have been in other places this really gives us the data and the information that we really need to be able to make those decisions as well yeah as i said we've talked about the outcome discussion schools are very
058expensive staffing wise and the outcomes are no better than anywhere else so that really concerns me and again this is a tool to help us do that i wish we had more time to go over this tool in a work session because i don't think it's pertinent for today in our work and for me this conversation is a bit frustrating because of the timing because i think we could have a longer conversation um and i think we're all very excited about it but i would like to move on for the sake time yeah we can certainly bring it back later yeah i think we're wrapping up um uh megan thank you for joining us yeah thank you so much for having me we're very excited to work with you guys yeah what are the other
059sessions uh so this one's called allocate and then there's manage and budget so budget is the tool after we develop the funding models we then load that into budget and so each school will see how much they have in terms of resources to work for we load in the staffing that they have and all that and then they can decide how to use uh the other resources in terms of strategy it allows us to you we can't use hard coding to match every line item in our budget to the strategies and our continuous improvement plan so lisa and her team have that continuous improvement plan i believe the board has at least reviewed it or adopted it i don't know what the process is on that but we'll be able to load in each one
060of those strategies in the sip into this system so that principals can tag line items in their budget this is what we're using it for things like that and then when uh so that's for planning and then for analysis the manage tool allows uh principals to then track progress against these strategies that they you know during the planning process because ask a tree said a budget everything in a budget should tell a story about how we intend to serve students everything in our actual should tell a story about how we did serve students and so the the tool is built to help our building administrators and our department supervisors or directors uh be able to effectively ensure that we have allocated resources appropriately and then also that we utilize those resources appropriately okay uh well
061thanks again for joining me and i'm sorry we weren't able to see the other two modules and i'm sorry for us more than i'm sorry for you but i appreciate you taking the time yeah absolutely have a great productive rest of your day and i'm sure we'll all chat again soon um we're gonna move forward uh information on v2 uh by motion was was off that's one that's not going to come to us in a work session so those policies will be in consent agenda on april 1. if you have issues with those policies i encourage you to engage with the policy committee or superintendent in advance okay um next is b3 equity audit discussion so the january 7th 2021 board work session the administration shared information with the board on the request for information
062process around the possibility of hiring an equity consultant to assist with equity work in the district the board discussed various questions that would need to be answered in order to issue an rfi for an equity consultant during the board discussion it was suggested that the district could have an equity audit time to set aside on the agenda for the board to continue the discussion around the possibility of an equity audit specifically this has come forward because in advance of the budget season all right and um as we look toward next year and envisioning what that would look like in the future wanted a chance for the board to come to some level of clarity for the district leadership and how to advance this with with some specific constraints so with that uh dr pereira do
063you have any introductory kind of where your gaps are as far as understanding what the board will want here of kind of what options are on the table or i mean again we were looking for guidance that's what to do i know that back in december we were asked to look at some information and specifically regarding rso program but also looking at curriculum opportunities to have that audit as well through an equity lens and we should see some guys on the board as to what what your preference is where you want to go with it what do you want to do i think we can say what is it that we will be looking for in and on it i know from an equity audit i would be looking at the experience of our bypass
064staff what the climate the work climate and environment is from them to help us retain our staff if we're going to continue in terms of kids i think we use panoramas are we do we yeah so even and we can if we could look at uh climate and culture through the kids that is using that tool um and i've mentioned this i think at a work session before that i had a position with the wallace foundation that has put together one of the first district-wide audits because typically artists are done at a school supply level and i'm going to be introducing this big component today because it's what i utilized for the sro evaluation and um i i encourage uh if you want more information i can share it with you all but you're you're
065talking about one of like men yeah and so what's really nice about using the wallace foundation which is a nonprofit services is that they they're pretty good at not missing an area and there's a way to do it internally which does take manpower time and energy and i think that's why the superintendent is looking for what are you looking for and what type of time commits or we could utilize that service was flowing as an external audit or there are other places to go but i think you're right um myra to say hey i don't want to miss this opportunity about our staff because hr and other things are one of many things that we can look at um did you say we use wellness for our sro conversation i use the okay um i
066think what would be useful is yes a list of consultants equity consultants that the district thinks you know are are good options and just go out with an rfp you know district-wide equity audit sometimes i think we get too specific especially when we don't have the expertise it could be very limiting and the information that we give back and i think that would be a good first start in just seeing who are the consultants out there what are their proposals what can what services do they have to offer to the district to move forward um you know this conversation started because you know we had a really you know as we'll talk about it uh bad sro outreach you know we were we were not meeting our targets with centering around equity and that was
067an issue right it's just like we needed support and like how are we centering our most vulnerable populations and the tools we're using don't even have the capacity to look at the information on that level so for me for this equity audit i think it would be really useful to get a list of consultants the wallace foundation whatever other foundation do a request for proposal and then just present those proposals back to the board so we can just look at them side by side and see where we want to go but i think for what we're looking for district-wide staffing budget the budgetary issues um equitable distribution of funds and resources uh amenities at school services you know people who do this they they know what they're going to be looking for they'll let us
068know as well and this is where i could use better information about you know my experience with rfps are very narrowly defined by the by the customer but it sounds like your experience is broader than mine on this and those rfps um in more open-ended is is that what you're saying so you're the rfp that the guidance you'd give to the staff as they issue an rfp is let the consultant define and describe what service they're intending to deliver it it can be both but i think an open-ended one especially if we don't have the language and if we don't have specifics of what we're using what what we're looking for the cultures can fill in that gap in what is useful what they offer what they can do and give us a variety of
069things that we we might not have even thought of and so it could be very specific if we're looking for very very specific things or it could be a bit broader and then we can rely on like the expertise of the consultants to bring forward you know best practices i'd rather be more narrow as well because the fact of time ever you're looking at the procurement officer right here that said jordan and we're going into budget season so i would ask that you do have and we can bring back some ideas of those things would you like yeah but i rsp takes time it's a process maybe a request for information might be more of the scenario we're looking for um yeah that would be better that's a long enormous process for procurement uh because
070at that point people are thinking you're looking to do procurement to secure something just looking for information that's a different piece yeah yeah i think we just need to can you just briefly summarize rfi versus rfc for our benefit yeah and i'm sure there's somebody in the public who well so a request for information and is something that specifically leads into a request for proposals um requests for proposals has to be or i shouldn't say it has to be i've seen some bad ones they should be specific because we have to have a grading rubric that we use like we have to have we have to have an objective thing that vendors can shoot for and then we be able to say to them this other vendor performed better than you did at showing us
071how they could accomplish these things so there has to be specificity in an rfp an rfi uh we could issue an rfi that um under statute the the rfi is used to gather information about an rfp and entity intense issue i would say what i'm hearing is a is a request for just market research and um and that is the route that i would propose is that and that just involves lisa and me going out to the market and seeing who's out there and what services they provide getting you know in informational documentation that we can bring to the board and say this company and their equity audit looked at budget um school resources you know all the things that robin mentioned um and and then we can bring that back to the board and
072say which of these options do you think is the best i think at that point we could then issue an rfp i think it becomes a bit of an empty process because you've already determined that what that vendor provides is what you're looking for so at that point i would i would propose a sole source procurement where you say this person provides a service that's proprietary and and we have determined as a district that is the service we need so we're just going to we would then write a sole source justification bring it before the board the board has to um as the local contracting board then would have to approve that sole source procurement methodology for them this is i will just i just want to put it out in the room this is
073a little different than how procurement normally works uh you know where normally the executive branch proposes a procurement and the contract board of the legislative branch said yes or no in this case it does feel like there's a lot of uh board direction in how we should move forward with this and so for that i again i would propose or recommend that the board establish a committee on this a subcommittee and then provide direction to staff about how you want to step forward okay so so there's kind of two ways forward that are on the table right now uh one is that we issue an rfi which would come with an intent to issue the rsp request for information then a request for proposal um our procurement officer has recommended um having an internal market
074research that will ultimately result in a full source of german which we would see as a board um i and then added onto that the committee and i think that that might marry the two a little bit more but in the way that it would provide ford more nimble board clarification on that road i would my question that would help me have this route finding are there local districts is there a strong basis of local districts who have successfully gone through an equity audit and implemented solutions i have a specific area you know so again like what we're looking at is interactions with community disciplines what is it that we want to really have assessed through their ethical lens because again it could be everything or something specific that we know may need some so
075would it be i'm just kind of thinking through something as well depending on what the market research shows and it would the market research could be as broad as it needs to be i don't know that there's anybody local versus a little bit out versus a long ways out um but is it possible then that there would be one company that does one type of equity review one subject really well the culture and climate pursuit another one that does a really great one on curriculum and so we might be looking at two different processes rather than trying to get these things that we're interested in the chances that we would find it in one company might be pretty slim yeah and i wouldn't recommend that okay okay all right not from my experiences okay um
076so again i think when you have to prioritize which area first that we'd like to look at and let's hold their climate signs that's what's going on before we have to prioritize that i won't we will be able to conduct the entire thing in the next few months or even the next year and it's something they're very competent right and it's some of what like the the curriculum aspect some of that the state is requiring us to do with their so i'm not sure how much we would gain and we would want to know what we have but are these other things like the student climate the how to retain our staff that we're trying to encourage to come and then how we make sure that they stay um so those are things that i
077would be somewhat more interested in and we had a curriculum on it my first year here right so it sounds like a subcommittee play well or within the charter of the equity committee right don't yeah is that a super intense committee or is that unfortunately because we do want it it's it's really yeah it's the districts but not necessarily mine that i do interact with them i'm not sure what you're talking about like you mean the regional economy well it may have been a de facto kind of you amanda and ira right but that's for regional that doesn't necessarily have to do with okay so we want to establish something yeah yeah i think because there's there's a whole lot of and i know amanda meyer you can add but that wouldn't be why i
078would look to this kind of district level conversation um that's more broader perspective about the regional area oh is that right how about one i will tell you that's really on our minds and concerns and that we are hearing and go here in the presentation with uh sro stuff it's a lot of culture and climate yeah uh and so that is an area that i i can share that again we can assess that somewhat through our students through the panorama and others but i hear that too consistently from students about the culture and climate of their schools and also we have a prime opportunity going into the fall my team's heard me talk about this where every level has includes three new grades everybody that's going into high school next year will be that freshman
079class give this first class in this year and one last year and neither of them would have gone through the whole year so there are no norms necessarily really set so the principals have a really a good opportunity to be able to remove their culture and climate the same is true at sixth grade middle school they'll have all three new businesses and then famous elementary with kindergarten we basically have three grades in kindergarten again shifting shaping that culture and climate of a learning environment and would it be possible then if that's part of it as well to make sure that there's the part about staff the the staff that's come in that that we've said we want to have our staff be closer to the diverse population that we have and so that seems like
080that would fit if the culture is difficult for the children then it's success it's most likely difficult for the staff also the the subcommittee proposal kind of elaborate on that is that um as we've talked about i'm not sure or is this is it a broader community um recruitment no i think it's just us yeah and i think it is what we want to know yeah and i think that we don't have an equity committee yeah yeah but it sounds like at least in this we've got two strong things that we would like to look at and robin i'm gonna because you've been bringing this up i want to make sure that we're not leaving something else but to accomplish all of this things pretty wide with the culture and climate and the staff be
081a good place for us to start and have them find out who's out there who can help support that who can facilitate that yeah i'm supportive of that and i mean if it's if we've already want to narrow it i don't even think we should you know need a subcommittee i think maybe an hour in a work session would just help you know if if we set goals staff does the late work we just come back we review it you know it's a couple work sessions and stuff is going to take the lead really oh yeah that makes sense to me it sounds like we're in a exploratory kind of fact-finding stage right now um should we just give direction for market research like i think that's great the market research and then physical source
082procurement like move forward with that and you know i i'm fine with doing culture and climate and what was the other one the retention of retention of bypass staff the focus of that and understanding that this is an ongoing process and we can start with those two things um so try to keep it as defined as we can without somebody what we can find out but also something to think of like when we were having conversations about the sro it's like we really missed the mark with the community engagement you know we really you know at the district we're not understanding how to equitably engage in center or maybe we just didn't have the tools at the time to be able to do that effectively and so that was the thing that kick-started the conversation
083around like are we are are we centering the voices of the most vulnerable populations and the tool that we were using it couldn't yeah that those populations were too small that it couldn't aggregate that information to any uh usable in you know information so i i don't know that was the start of the conversation with the esther road and saying oh we need an equity audit does this meet that need of going forward and how we because everything's important and everything has us you know it's you know hopefully we'll get to it but considering how to start we started this conversation would that help us move forward with that kind of work from maybe start off with culture and climate and as we are doing work with bypass staff right now maybe do in community
084engagement every year um maybe just starting with finding out how welcome our families feel yeah do they feel like they can come in and ask for support or even just ask for information when they come into our building maybe that's both internal and external culture and climate cultural and climate gear and culture employment how the community the trust the community trust yes connecting principals would be interested in going to how their buildings are doing that's that's really where the culture climbs yeah yeah so let let me hash through this with my team on culture and climate and then bring a couple ideas back because again as robin just shared everything is important and now how do you prioritize when everything is and so i think it's important for us to look at our capacity as
085well and how we can make this happen so certainly wouldn't just you know not give the team from some level of guidance so it looks like closer employment but looking stuff and students internally yeah i think we thought you know because i've heard someone i'd like to start there it doesn't mean we can't expand out um but i have to i would like to start where our center is and that is on kids right yeah i appreciate the clarity that i think we're bringing by by we i mean me being a person has been a very smart people it's true i i really wouldn't look at it as a phased approach but an ambitious phased approach um so if we if we prioritize climate culture then our recruitment retention firefox staff is right on its
086field and uh part of your as you do your research to bring it back to the board it's clear that the board wants touch points along the way to help inform this process in an agile way so with that proposal if you have ideas to work with with us to know how we can engage meaningfully if that means we're establishing a committee dedicated to this purpose then i think everybody here would be on board with that we'll find the best participants for that committee but bring that proposal for how the board is engaged along the way well we'll tie your circles um any other conversation no conversation just a comment from me um i attended the uh what was it student advisory council that patrice helped organize and i'm really glad that we're having this
087conversation because i think maybe like 90 of the students that were there were saying that they wanted like um just more racial sensitivity within their schools they wanted their students and teachers to just be more just culturally aware of other folks so i'm glad that we're getting to work on this so part of the vision yep um so let's let's talk timeline then um we're heading into budget season i think the next next step for the board is is to clarify this timeline in partnership with the district leadership team have to deliver to make sure that when we go to appropriate a budget we provide a sufficient priority for you to know how quickly we're taking action you know so i guess i'd want to start with district leadership team what kind of timeline do
088you see bringing forward back to us kind of this market research plus kind of a scope proposal for us and i can give you one but i'd rather know what the consulting firm that does the culture climate what are all the details because i don't know them off the top of my head and then that allows us to better build the timeline but bottom line we have to have something in place before we improve the fight so you you you think next academic year is absolutely a reasonable request from the board because that's what you're worth today without saying and again i mean no secrets i'd like to have in our budget what what we know we're spending it on um so this is a good start to start the process of you know market
089research getting the information really knowing what all is involved because i don't know off the top of my head so i don't want to i just know that we have to have a low some level of a proposal ready for budget before we approve this one that we get so i can get to work testing the market that's how i figure out pricing there's lots of different pricing models that consultant firms will use but they usually end up about the same gross cost so i can get to work on that so that we have a number to put into the budget um and i can do that i think i can do that relatively quickly i think the process of identifying who's going to best serve our district probably needs longer deliberation so i i
090can work over the next couple of weeks to find a reasonable budget estimate and then uh lisa i'll let you speak to how long you think we need to identify a responsible thing i think we'd have something by [Music] a district-wide audit so i think that's something to be said and then the second he said all right yeah but well i never remember yeah the board has to approve that first yeah yeah the money is there and one yeah right sorry yeah okay and then it looks like this audit would probably take place next school year starting probably fall winter and then maybe something around spring depending on how i could be some pre-work done over the summer but again we have kids in but it's all recovery type of stuff yeah i'd rather than
091do with this general food bodies population as a whole doesn't mean we can't do it along the way yeah um and i really i think a cultural climate is not something you can just get once twice as biggest results it's an ongoing ongoing step all right again because you don't have the exact same students every year they evolve they move on they matriculate the right system that was the current research of what's happening now but i think there is honest if you go back three to five years to see what has been done once you've provided ordering notes for sessions whether it's and there's a lot of research that we will have to provide to a strong audit and so it's not just currently happening for students it's also let's look at the flow of
092the district and their connections how it's improved [Music] but yeah okay let's hash it out a little bit now we can bring it back i just needed some direction to say hey what is it really we're looking for i think eventually we can do everything but right now yeah and i don't uh i presume that everybody in the room also sees that there's an implementation appropriation that needs to be there as well i'm certain that our strategies will emerge next academic year and begin implementation so yeah okay it's also an opportunity to get whatever that is into our school recruitment plans as well [Applause] okay so uh just for the sake of clarity i dr prayer or jordan could you re-summarize to the board what what you've heard from us what you're walking forward with
093um do you want me to do that okay so my understanding is that we are going to engage in market research uh for an equity consulting firm an educational equity consulting firm with an emphasis on school deployment and culture and staff recruitment and retention diverse staff recruitment and retention [Music] so partner with james on that part i'll partner with lisa on the culture and climate part i'm over the next two weeks i'm going to test the market to see if i can get a rough estimate cost that we should anticipate for budgeting purposes and just for the board to understand the impacts the the fiscal impact this will have um i don't think any of us are really gonna have concerns about that um and and then by may work session i think is what
094i heard we will be reporting back to you on the market research conducted um giving you an overview of the vendors that we spoke with that we felt were responsible vendors and at that point i think we'll ask the board to act on uh which insults to use which the other thing that i'll research in the meantime is that process uh that's an unconventional procurement process and a public body but i think for this particular procurement it makes the most sense so i'll report back to the board on that when i report back on the fiscal impact and one other factor is that clt will help to identify what that cultural climate is on and something that i want to say if we want for clarification as in culture and climate that staff and students
095and that that also includes families community and families yeah external all right um yeah so uh families uh of students that we are serving okay so not community external yet no no but that kind of looks like okay like when they come like you know we just started having some cameras and the doorbells and like yeah his parent participation no i think that's excellent it sounds like you summarized is any concern from the board about that process so mid-may work session is when we'd anticipate seeing that and we'll have it as dedicated agenda right okay thank you board uh thank you staff uh we have a recess break um let's take it 15 minutes and we can be back here at 10. do you want to do 12 minutes or 15. 15. oh yeah so
096[Music] uh today we're going to just take a few minutes and look back uh just a couple of months looking at i ready data looking at our high school data around plus one well you're standing up there talking i can hear you better if you take your mask off if you're comfortable with it it's a lot of muscle then i have trouble i'm okay with it i think okay just stay ten thank feet appreciate it thank you uh so with that we've just spent a few minutes taking a look at some data from uh this first semester quads one and quads two we also have some i ready data that we'll be pulling in that's just uh completed within the last week or so yeah so with that uh we're just going to spend some
097time taking a look to see how are we doing how has this year been for us specifically just doing a comparing contrast to where we are this year versus where we were last year about the same point in time and then also looking ahead to graduation graduation rates and just doing some anticipation on what that might look like based on the school year so far as far as questions and those sorts of things my thinking at this point is i'll go through all the information that's here first so if you wanted to take notes as we're going through that would be helpful uh my concern is if we stop in one place with a sidetracked so feel free to take some notes because there'll be plenty of time at the end to ask questions and
098go back and look at specific slides so just a quick reminder in terms of mission vision and values thinking about how do we inspire and empower each student with that this is an interesting presentation because we're looking at data and aggregate we're not looking at data individually student by student but we're looking for aggregate data with that just want to point out especially when it comes to iready data one of the things that we've noticed is that the averaging of iready data really masks a lot of the variation that we see both grade by grade and also school by school not the conversation i've been having with our building principles um because we're averaging and because we're offering the i-ready assessment uh virtually as opposed to face-to-face we're seeing a lot of variation student by
099student averaging masks out so for every student whose parents might be helping them on the id assessment we have another student who might be going through too quickly and so the averaging uh diminishes some of that variability as we go through what we are thinking about how is each student impacted especially if you think about distance learning in this environment creating culturally responsive graduates looking ahead anticipating what it looks like this spring as our spokesperson walks across whatever that is in place whether that's the stage whether that's a drive-through that is yet to be seen i'm gonna listen to about stewardship community and integrity in terms of how we're using the resources that we've been allotted in order to serve our kids it's about looking at high quality instruction and also about an equity lens
100as we go through and think about not only this year so how does it affect next year as well and the decisions that we make think about that bigger picture in terms of the learning model uh accessible and intentional instruction that's what these numbers are about but really this evidence-based decision-making thinking through what is it that we know and then with that information what changes might be so we've got really four things that we're looking at and like i keep remembering the question that you asked back in january with the graduation numbers how is distance learning impacted and what do we know so we're looking really at four things today we'll look at i ready math look at i ready reading uh we'll look at high school just overall achievement in terms of grades grade
10119 11 12 then also looking at graduation on track so how many of our kids right now in terms of grade 12 are actually on track to graduate by the time june rolls around so those are the four main categories we want to take a look at as we go through so with that we'll start with the i ready reading analysis um our students completed the i ready reading analysis on march 5th that's when the window closed so this data is very recent we don't have any national data to compare this to yet so this is just simply our data this is our first look at it so in terms of overall completion rates diagnostic number one took place in the fall diagnostic number two just took place or disclosed last week in terms of
102overall participation you can see from this year versus last year our participation rates are down by about six percent um and before i forget sarah we'll push the presentation out to the board members as well let me see if pushes out to you because some of the numbers in the graphics i think will be easier to see if you have your own copies i will wait while we're waiting for that one of the things we did diagnostic number two is we flip-flop the order of reading math uh what we noticed is that our reading participation was lower than our math participation was because math was offered first in the fall so we flipped those and it actually made a difference in terms of the completion rate and we'll do that with math but one of
103the challenges that we had because it is a remote diagnostic as opposed to face-to-face it was much more challenging to get all of our students to engage in the diagnostic itself um and that was with parents or teachers calling home principal sending out newsletters educational assistants doing home phone calls and those sorts of things encouraging students to finish the diagnosis so we have some some data accurate development to move forward so even with that our participation rates were lower which is one of the reasons we're thinking about the opportunity to bring it back um diagnostic number three so there how are we doing it's loading it's a large file if board members are in the board docs agenda and you may have to refresh and do that okay i'll give you guys a second to
104pull that up if you are excellent so i'm going to start with this one the cohort data and a quick caveat with this one it's not a true cohort so to speak for this first slide that you're looking at i wanted to see how did our students do over time so where it says grade 3 grade three are these most recent points here closest to me on the screen right here you've got grade two and then back on the far left you've got grade one that's true okay um what i wanted to see was when our third graders were back in first grade how are they doing the numbers are comparable year by year so you can actually take a look at what growth looks like for each of your cohorts each of your students
105you can compare the diagnostic from first grade to the diagnostic in third grade irene has scaled though so that the numbers are comparable to each other so what you'll notice is that grades three five and seven over time our students are growing uh whether it's first grade second grade or even third grade this year the data indicates that our students have been growing um in their ability to read the other thing as well as interesting by using grades three five and seven right here this 491 and this 500 this is grade three which is where this grade five group started so what you can see is that our students here in third grade are about the same place that our fifth graders were back and they were third day um so in terms of kind
106of like a leveling so to speak this gives a pretty strong indication that our students are close to where the fifth graders were back when they were in third grade and the same thing is true if you compare our fifth graders to our current seventh graders so grade one two three phase three four and five and then five six and seven it's the same group of students uh on those lines as we're looking to see what does this change look like over time one are the things that you're also going to notice and see if you look at the data could you say that one more time so the blue they're all the same [Music] starting at third grade starting at this is the third grader okay this is where they were in first grade
107okay second grade and this is where they are this year and third and third so this this column here on the right is the most current data and then we just tracked it backwards when they were in other grades what did their data and that's appropriate an appropriate way to assess data because otherwise you're looking at in isolation yeah like one year you're in third i'm obsessed and then you get the best you compare to my like it's it's not equivalent yeah back at the student or that group itself yeah um a couple of the things you'll notice as you look through the steeper the line the more growth is indicated by that particular measure so for our younger students you'll see that the blue line seems to be deeper than our yellow line up
108on the top and what that says is that our students are growing more at relative to reading when they were younger as opposed to in the upper grades because the assessment is hard so that makes sense the other thing you're going to notice like this goes back to your question how has learning been impacted by distance learning if you're going to compare these two dots are here 445 to 470 491 to 450. this was diagnostic one this was diagnostic two you can see there's kind of a stitched look to that one as opposed to 491 to 500 the line starts to level out you're going to notice this trend all the way through so our students are growing the answer is absolutely yes they're growing even in the midst of distance learning are they going
109as fast as they normally would have if they were in face-to-face instruction the data seems to indicate that the answer is no so students are growing but you'll see this healing off effect as we go all the way through where the data seems to be steeper at the beginning and it doesn't really matter which um cohort you're looking at grade three five and seven and we'll keep this one all the way through um you'll see kind of a tailing effect uh when you're you're closer this year as opposed to previous years so focus on these dots here as we go through but if you compare this to where they started that gives you a pretty good indication of what growth might look like versus where they are now growing yes but not as much as
110what we might have anticipated or expected so go ahead this is just a data question those trend lines are internally contained so that blue 500 is affecting that trend line correct that is correct so it wasn't like this is a projection without cdl or this is a projection with the potential effects of cdl the balloon trend line is simply the average of the data points and that's why you'll see um because there's a greater difference between 445 and 470 these are off of the line as opposed to these are more flat and they're actually on the line so the lines that you see are simply the average of the data points that are there and is the average of all the data points for that particular set of data so you're talking about which grade
1113 um you're looking at about 400 data points just averaging now so what it's saying right here is our current third graders are a bit below about six points below our fifth graders at this age when they were the same age three years ago three years ago so that's where you know that they're just very correct but not they're not big at all and that's what this is learning right that is the distance already correct but there's still are gaps so there's still a difference between where they are versus what we might have expected or hope i'd like to clarify that because that is that's a good clarification i'm seeing that our current third graders are four points ahead of where fifth graders were at the same grade is that is that what was just
112that and i just misunderstood we're behind so behind so right now our third graders their average score on the i ready reading exam with the 500. for diagnostic number two oh you're right diagnostic number two thank you there's six points ahead thank you um good point but isn't it d1 versus c2 and so i was comparing e1 at 491 to d1 at 496. they were both third graders i yeah i see with sure but i i don't know kind of how i know great points um for the reading i don't know why this was the case this was before i was in the district office we didn't do an initial diagnostic for the 18 squared there's no we didn't have that okay so that data point is measured so d2 right here corresponds to two
113right so that's the major point there's no d1 data on mass we do have the d1 oh so there are four points ahead is that it six points four point six yes four point seven all right good job but we're doing better yes even with distance learning that's good to know yes there's another graphic at the end i've heard all right but this is simply one way to fly today there's some other ways as well you'll see some other pieces we're gonna put this thing off the rails i was trying to put questions at the end i want to do more of a conversation right well could i have have to go ahead and conversation i said we're going to put stuff real quick it's going to be me unfortunately she's not helping the kids
114all right but and neither am i because like okay is there a bias in the data because of the participation like do you see that six percent bump is there a correlation between those six percent of missing data would typically score you know would that drop the 500 it would raise the 500 because these are students who have disengaged you know what i'm saying i do um and i don't have i didn't do that analysis so the questions i don't know how would that that difference have impacted the overall data that's a good question because they didn't they didn't test right um the other piece here that we're also looking at this group that's here in first grade at the very beginning it was only about 80 similar to this group of third graders through
115the variant right because we have students moving in and out so this is not an intact cohort this is simply grade 1 grade 2 and grade three at those particular levels so the cohorting isn't exactly a true cohort um there are some students missing and substituting additives and so that also affects the variable so the average helps with that in terms of because that's true all the time you know snowboarding or the lack thereof um so it's a close approximation what i wanted to do is start to take a look to see in terms of demographics how are we doing i chose the two largest demographics in order to make sure the graph is readable so we're looking at students who identified his wife and students who identified as hispanics in the database as well
116similar sort of trends in patterns so let me walk you through it here grade 3 is down below grade 5 is in the center grade 7 is up on top same sort of idea and you can see that same pattern holding true in terms of like if i were to compare the diagnostic 1920s diagnostic now you'll see a greater change last year versus this year so it's like leveling off earthquakes the good news is you're looking at in terms of growth for a number of our grades for grade three and for various seven the growth is about equal regardless of demographic so all of our kids are growing but the gap isn't closed grade five is the exception this particular case where there's a greater difference between our students to identify with life versus our
117students identified as hispanic in terms of their achievement on this ira exam specifically so you can see kind of a widen of the gap as you go from left to right so students are growing absolutely it's the gas closing the gap is not uh according to this particular diagnostic as you went through the other piece just to point out the obvious um diagnostic number three is missing because we didn't do the diagnostic yet last school year i mean that would have been a data point that would be tremendously valuable pick it up at that point but i already was set up for remote administration yeah so when we start looking and breaking the data down same trends and patterns holding true but we started but there's some issues that we need to address in terms
118of some of the gaps we're never seeing um and you'll see this great five pieces once again in the flight of the very end of this reading summary as well when you take a look at special ed i just looked at grades three and seven putting grade five on here maybe it was messy uh what you're looking at here interestingly enough for our students in grade three they'll actually work in the narrowing of the gap between our students who are just the general overall population versus those who in nfi have special education so you can see just a slight narrowing of the band as you go from first grade to third grade in contrast you take a look at our students from grades five to grade seven to go for you'll actually see a wideness
119gap between you know the reading diagnostic of what our students are able to see so that makes sense in terms of the conscious city more challenging and more difficult explains part of this but once again that demonstrates the need that we have to think through how we um how do we not only keep our trajectory consistent but how to accept an arrow i think this is really telling because it doesn't say that this gap is created based on a challenging content because of the gap that lions at the same time with our latino and white population but it's probably the structure of our courses or of that and you think of this time if this is when they're going to middle school right and so that that probably is a big contributor to to that
120gap between students with in special ed and students um are our bipartisan students i mean that's just the guest right or that also it also brings up um the challenge of is our core curriculum serving the needs of all of our students which i think is exactly what you're saying [Music] when they go to secondary so the service models uh different based on the level um which i can't speak of that as a difference and i don't uh the ell data looks very very similar um in terms of the difference between our students who are identified as english language learners on the reading diagnostics where you're looking at grade three or grade seven the timing between our students and that specialized program versus the general population again this is our ell cohort data so grade
121three raised seven so this is almost the same as what the special edge graph looked like i just switched it uh that's even bigger the gap is even larger correct even larger so they are getting more support in elementary schools or but it's just no it's two different tracks of students yeah so something else could be happening right correct so this this track of students might continue but that even from younger to older as in the younger cohort too so it starts out as smaller and then something is happening within the curriculum and mara you're uh you know have more specialization in ell i know like with duolingo education sometimes like they are behind the names that i'm saying i'm saving that question because i was going to actually feel like that well knowing that
122four more years yeah okay yeah well and that's a good question because our dual language students just started their i really like not this year is there an iranian spanish yeah yeah so um i did not pull that data specifically but that actually is a great question four people they can't um it correct yeah but we can't fully you should like fifth grade it needs to be a definite uh improvement because research tells you that that is best uh support for your school homelessness learner and you're going to have options so remind me that a lot of we're using 90 10 or okay so this will give you guys uh about 30 seconds just to kind of digest with you because this one has a lot of information in the short amount of time as
123you take a look at the bars within the column the orange indicates that that student is either at the mid level in terms of achievement for that particular year or above um the green means that they're either uh at grade level or slightly below where they should be for that point in time within the year because they're in the grade band but they're not within the middle of the year in terms of achievement um within the reading standards yellow was one grade below red is two grades below the blue bars our seats that are three or more grades below and two cheaper relative to the standards for me so as you take a look i'll give you i guess just a few seconds to digest that and i'll walk you through what's here so ideally
124what we would like to see is we'd like to see an expanding of the orange that we'd like to see a shrinking of uber that's really what we want to see so these at the bottom should get smaller and those at the top should get larger what this is telling us even though we've had our students growing over time relative to where they should be consistent to grade level standards and now we're comparing the standards as opposed to each other comparing back to grade level standards is the work that we need to do to our students up to the grade level standards that they should be at in grades three five and seven so what this tells me here is that when students are in grade three if i look at the red blue bars
125i've got a much smaller percentage of portion of our population that's below grade level than my jump up seventh grade and this is comparing within the same year so within the first year so i mean yes there's significant improvements it looks like in grade three and seven absolutely this is comparing diagnostic one that happened back in october the diagnostic tooth just finished up so we're looking at this year alone how did our students do are we making progress are we making the movement around getting our students up to grade level and the answers we absolutely are which is what the graphs were showing on those first couple of slides but this also indicates that we still have plenty of work you need to do around analyzing our core curriculum to get all of our students
126up to grade level standards that's what this graphic indicates so you're seeing the oranges entry all the way across the board which is great for grade three we've seen some slight reduction in terms of those students that are significantly behind in terms of grade level standards um all the way across the board but when you start comparing these students to the standards that's the worst so i know it's not is this is very what's that 1920 d2 breakdown look like i mean i know that it's not there yes but i think that um this is actually this slide in isolation is encouraging to me because we're seeing the green and the orange bands grow at each grade level that means threats that teachers and comprehensive learning are are owning the stage and doing a great
127job for our kids but it's verifying that this is taking place that we're that we're getting positive growth yes but is that growth done how to what degree that growth is stunted is what what's missing and i'm i would be curious to know what those bands look like in d2 for that cohort but if we can go back as well or this is just you know but again applying the same method that like if you're comparing these like the d1 d2 to two years ago you know like what the disparity is among their you know it's like if they have this big model so that that could give you like a small indication those bars typically look like this mps triangle where you want to see the orange and the room growing and unfortunate and
128i still look at that and say i'm glad that we haven't listed that i writing reading because we should see a reduction and when it's done with fidelity and so give you a little bit of a number of minutes and put that into the day and as you start to know you say oh my gosh you already but it's it's the stability that will encourage us to see growth of two or more years of the substances we're not seeing that in this um yeah growth mindset okay so sorry i have a quick question i'm gonna go back to that last slide please um i don't mean to be like that person like focusing on the bad but i'm just curious about like the blue for seventh grade right um so they must have been in
129this program for like two years already um it's i mean i'm sure that's really barely adopted um i raised uh the beginning of last year and so they have not happened okay all right we do have reading longer but um we did not have any um formative assessments of reviews until the beginning of last year or the year before i'm sorry i'm blending yeah beginning beginning of my last year thank you thank you all right i wanted it here that speaks to some of the changes that are being made thinking through how do we use this data to inform our practice and that's really what our coaches are doing and have been tremendously involved with that process both at the elementary and middle school level this is only k-8 i'm working specifically with language arts
130mathematics teachers going here's the data what does this mean both big picture around our curriculum as a whole and what does this mean for our students individually starting to use the irony data to target that instruction for those students specifically because of those the reports that i already did all right so we should see um the next year or two the payoff from that as we start seeing more and more students getting for the targeted instruction that's relevant when government so in normal years what the students have been doing the i ready as part of their classroom or what they've been doing this off is both because um first of all i ready is just right now it's the formative assessment and because it's [Music] setting um and that it is encouraged however when we
131move into our curriculum updates you're going to see where we are with our core ela and how that all also plays businesses irae is a support it's not a full period right right because i was just looking at the seventh grade you know was that kind of what we were talking about that's the grade where they might be more independently doing this finishing it because does it matter if you didn't finish it is there uh you have to get through all 30 questions for it to count is this that yes itself for the diagnostic you do you have to finish it for us okay yeah okay um but one of the things that already does take a look at is how often are students participating in these online lessons all these online supplements okay um
132how often are they logging on how much time are they taking uh are they completing the lessons accurately are they going to quickly right so um i already does provide some nice data that way so teachers can actually fault individually go hey it looks like you just pressed all a yeah okay because it's not just the time you want the accuracy so for those yeah so this was most intriguing me what i wanted to do is i wanted to plot two things on this graph um and i want to take a look at uh i already let us know what percentile on average the students fall into for their grade bands um and a 50 percentile means that they're exactly average with the rest of the nation in terms of those particular standards uh down
133below so right here on the side i've got percentile so how close is it a 60 mark which is kind of where they would want it to be or where it wants it to be versus growth down below how much of their score change between september and march um so if they're more towards me they had a greater change in their score if they're more towards the top then they're closer to what would be considered grade level standards and fifty percent so what you see here is that for grades two three and four they're high on the growth end of things which is what we would want but we also notice that they're lower in terms of their overall performance of their percentile the encouraging thing to me is that students go from grades to
134three and four the grades uh six seven and eight the percentile increases which means they're getting closer to where they should be especially with their grade level band but their overall growth decreases because the things that the the content is more challenging more difficult so um ideally what we want to see you want to steal one of your this general section right we want to see people that have a high percentile with a high growth rate that's what we want to do but right now we've got kind of this backwards or negative slope where we've got low present time but high growth and then as students get older this is just simply looking at snapchat over time the percentile increases with the growth for reading data and it's fairly consistent and i said that grade
1355 band on that first slide just being great to look at you can see that in terms of growth the grade 5 students had very little growth and their overall score relative to everyone else here the chart looks fairly low and that's interesting and concerning to me about whether that's necessarily due to kids not taking the diagnostic seriously or if there's other sort of actions involved but this data point really does mean contributed interesting and i don't know why okay um with teachers have you looked at individual classes and identified the effective strategy we certainly thought i'm sorry but um that's something that are quite frequently and when tim and i come in to our data meetings those are the things that they're looking at talking at with their speakers during plc's and really you're
136getting the overall i keep saying that it's the individual that really matters like we really want to see if who's growing who's not growing what are they doing diving into why right so how how is that information shared with parents and so that like our tips advice shared with parents when they get their kids reports i know that i already have information that that they're pushing out but i'm not sure um you know teachers push that out as a part of that department or my department saying you must send this type of report we can look at those sorts of things because as a teacher and a parent itself i think that we want to be reformative and know um it certainly can be in the conversations that you have daily when we have interaction
137with parents uh if they know about it we try to give updates um and um and if it's part of a tier two or tier three uh meeting and intervention and it definitely comes across that i also want to say that this this slide speaks to i think what many of us here on a regular basis that third grade reading they really need the strong reading skills and it's not that they can't read beyond that but if they're at a frustration level there it only gets worse for them and they fall further behind their peers because it's more application of the learning and not just reading for comprehension but you're actually applying all the other skills as well um at the higher grade levels which is why you see most times it drops in the
138middle school because there's more application of the learning i'm just wondering how do we empower parents that they so that blake can help [Music] you but i would say i would say more practice on this because what occurs is that you know where the students are weak during the practice sessions they give them more of those questions so they can build that skill right and if it's something that's really easy then you know they increase the rigor on that type of question or they move them on to something else that's the beauty of this this opportunity that's why it's as we said it's a supplementary resource to this classroom but it also gives us an opportunity to assess but the third grade reading skill really is key um it's not just saying we need this
139because we want to measure it but going forward it really does impact reading and a kid just pronouncing the word doesn't mean they can read right i mean that that's just that's just fluency is another and as we said that third grade is the big difference and how we say it a lot of the time is you're learning to read and then you're reading to learn and that switch at third is difficult and it gets it gets more rigorous so this is just reading the math data yes that's that was me just is coleman taking something out of that i mean is it are they the kids not at the schools are they at their homes is that could that be something about it good question so my hunch on this one is that our
140overall percentiles are probably lower than they should be due to some limitations just learning an online distraction right now face-to-face so in terms of is there a code impact probably without covid these will probably be higher closer than 50 following so the math data is going to look very similar so you'll see a similar set of slides and you'll see a similar set of trends actually as we go through so this will probably be a little faster uh because this can be a rehash in some ways in terms of the diagnostic completion rate something i want to point out about that chip we did the mass diagnostic first and had a 90 completion rate this time did the math diagnostic second in other words reading came first and we didn't try some math diagnostic until
141i think uh last week of february um and the completion weight is significantly down what that indicates to me is a little bit of technology fatigue students just going to the place where like look i'm in zoom meeting i'm taking an already diagnostic i think that's done um so in terms of overall completion rates our mass diagnostic data has less data points in it simply because i think students got tired of the digital or the online testing environment um when you're doing face-to-face it's a different experience so this is one of the limitations of doing a virtual or doing an iot diagnostic and online setting the students but the parents are the ones helping to motivate and try to do that particular experience i'm i'm more curious about the 92 to 82 uh jump in
1421920 any indication of because that's in class and that's a good question um and i'm not sure what but i'm not sure what i i'm i'm curious yeah i mean one two three if i were in a vacuum i would think diagnostic one is important because that's your entry test diagnostic three is important because that's your end of year i don't know if that approach entered into the mindset of facilitating this but yeah that's a good question um learning is multivariate and there are lots of things that play into it just having the knowledge not there are things that play into it there's variations you're considering and sharing that is definitely a reality um you know maybe the darkness of the winter months hasn't you know like all of those things uh this graph is
143very similar to what you saw for the reading trends over time grades three five and seven same sort of thing um where our students are right now you can take a look at d1 for third grade versus d1 for third grade for that fifth grade cohort group the same thing here d1 for our fifth graders versus the fifth graders so once again some similar sorts of trends and patterns deeper lines or simple growth lines for the younger grades shallower growth lines for the upper grade now the same sort of pattern especially if you take a look at that tailing off this year it's even more pronounced on this graph we have it taken off for d1 and d2 as opposed to where d1 and d2 were in prior years looking at growth over time um
144so once again hence that there is an impact of distance learning in terms of the drug trajectories for our students that they've been doing same sort of pattern here that we saw before with the uh reading data for grades three and five the lines are pretty consistent in terms of parallel growth over time there aren't any gains or losses necessarily except for this grade five group once again you'll see kind of a wideness gap between used to identify the white efficiency to identify as hispanic and what you can just chose the two largest demographic groups just to keep them simple in terms of the patterns over there um but very similar what we see with the reading data [Music] um as far as i said same sort of pattern we don't see any closing of
145the gap before grade 3 like we saw with the readings the mass stays really consistent parallel groups you use the widening of the gap seventh for special education and then the same sort of pattern holds true for the data widening of the gap um same sort of graph that you saw before i'll give you guys a few seconds to digest this one the first thing that i noticed right away there is less movement over time you know not that we like to look at negative forecasts but we were really concerned about obviously confidence resistance learning and what we are seeing from um europe and other places that started sooner than us is that there was going to be a new like it's more difficult than you must be than um in the reading section because
146reading is describable for you and you're you're doing it and you're not necessarily doing math in everyday life so that's but there's already also starting conversations around so what it looks like next year's except uh there's situations where we anticipate more basically construction happened for all of our students and one of the things that i was listening to um about three or four weeks ago one of the people talking about instead of talking about learning loss which implies that the students have it and then somehow displaced it really what we have here are missed learning opportunities because of learning chances that students have normally had just haven't been there so how do we accelerate students and provide those learning opportunities systems that will maximize the growth that they have over time and that's even the
147work that we're starting now for tracing the keisha around identifying stepping back into next year we're going to have students that have holes in their knowledge so what are we going to do proactively to meet those needs and it's not about remediation it's about acceleration and i i know that there's probably no way to measure this but what if they're consumed but i was going to say when it comes to specific math areas like comments you know uh well place values you can really figure out on that individual basis and small groups so it's not always just a big picture of math right and gestures like skills they are so much right now and it's things that aren't necessarily measured so or they're not measured with the tools maybe my this is a little more
148scattered this is that same graph before looking at growth versus percentile performance one of the things you'll notice is that overall percentile performance is lower than the regenerative speed so in terms of our students relative to the standard for their grade level our students are performing generally lower than what grade level standards would be and that's what this graph indicates which goes to both the impact of code but also what lisa was talking about from other uh districts and entities we know that math is a challenge especially mathematician's environment and our numbers bear that out just in the right quadrant this is where exactly this is where we want them to be um but in terms of overall performance we saw we have work to do right ideally we want everyone up here continuing to
149work that direction and i know for example shannon farbanken has been spending tremendous amount of time at the middle school especially working with the i ready data to figure out what do we do with this now that the data is here if we had more information about this this could be like indicator of developmental like where kids are developmentally and just like how fast they grow and so forth like if exclusive six fifth graders more than curriculum true absolutely and i think looking at this over time would also be instructive for us as well who has had the most support in this second grade and i think this one with national benchmarks and regional benchmarks would be give us some better context well this is nationally benchmark so the percentile of the percentile is nationally
150benchmark yes the percentile is naturally that's security i see yes but the growth numbers for math are smaller as well so the reading you saw increases 10 to 12 in terms of the difference in reading points from diagnostic one to diagnostic too for that math the average growth is much smaller so the scale is different i think on that national benchmark i guess i'm looking more point in time benchmarked because i'd imagine that national benchmark isn't like built on a curve of what how covid has affected nationally right yeah so our so our seventh our seventh graders are assessed against a seventh typical seventh grader who's been in person instruction and i would imagine that all of these numbers nationwide have come down correct and that's where because our data is so new um i
151already provided the national comparison yeah once they once they collate and compile their data they'll actually give us a chance to compare our students to the rest of the nation on that particular diagnostic so right now i'm comparing to irene's multi-year comparison absolutely so we'll be able to see that fine and green detail in about five to six weeks once i read it sentence that can we do a quick time check and one should yeah we're at 1109 we start at 10 22. so that's 10 minutes yeah 13 13 minutes perfect to go okay um and we'll make it uh as far as high school academics academic analysis what i wanted to do is just spend a few minutes taking a look at how has uh distance learning impacted our overall passing rates at the
152high school level this is an aggregate of spring water sambar regression uh the three school tools yeah uh you'll notice on here there's a new indicator there's no f on this particular sheet is an mg instead but the change that we've made this year specifically by taking the f positive report card one it doesn't impact the overall gpa but the second thing is we've been working specifically with students to try to find opportunities for them to make up that credit uh either by completing any obtaining assignments or other sorts of things so this actually looks really similar to an i or incomplete at some point in time they will flip over to an app on a transcript um but at this point we're going to keep it as an ng as long as possible encouraging
153students knowing this is a different environment to complete those outstanding assignments maybe it's a major project or two that they just didn't get to based on circumstances so really the ng is giving students the benefit of the balance to say we know that there's other things that are taking place right now how can we help you so are kids getting um completion plans like they did in the spring uh they've been to different high schools to put completion plans in place and that's really obviously starting with the machine that's something you know there is a drawstring eventually that an energy is not going to help you so those are the ones that we're working on first and then um moving forward this is this is the beginning to a new direction of what what a
154grade does and provides and how it can be in support and it doesn't have to be a deterrent also as tim um spoke to it's not a all or nothing it's not retaking a course it's looking at the percentage of the course that you need to complete and having a complete plan that's appropriate for that and also really pushing the idea that language matters right if you have a failure on your report card versus a non-grade downgrade just simply says you're not there yet right as opposed to a failure says you're done uh or at least it tends to be that my system of our suit so the move is intentional for a number of reasons but really thinking through the language other students will hear when they see this we thought it was very
155important encouraging that growth mindset to say there's still an opportunity we're not done yet um two things i want to point out on this one the number of our students in grade 10 versus the other grades that are here um our grade 10 students are the ones that are struggling the most um and our high school principals have been telling us that uh for the last couple of months saying it's our grade 10 students that seem to be having the greatest challenges right now with business learning passive courses staying engaged and the data bears that out our seniors are the ones that are doing the best by far well they have the loudest types of experience i know that silly to say however think about those sensors they haven't had a high school experience and
156the ninth grade we have haven't either so i mean i just really feel like we're looking again what we were saying we have multiple years of freshmen sitting there also at grade nine we spent significant time at the high school level putting houses in place uh at spring water gresham and at santa barbara so the other thing that we think is involved that uh particularly an on-grade and unfasting rate um is the impact of our house where teachers are spending more time with groups of students working with other teachers within the house so to speak um and our ninth grade teams are meeting on a regular basis figuring out how do we help students have indications of they're struggling um so we think that seven and a half percent um not passing rate is an
157indication of some of the good work that those teams are doing because knowing that the first is the highest of the grades historically so um just wanted to point out those are some of the trends that we're seeing in terms of the patterns i'll show you um last year's semester one just you can see the difference between the two and one more thing about the knights of tents is you know 10th grade is you always give that transitional support that nice great success the netherlands funding that really keeps them attractive because in the past in history it would be a high number of freshmen with that transition certainly we might see the sophomore year a little higher because of that support um this is last year semester one so this is kind of a an
158apple store orange comparison but week's time uh the failure rate at that point was nine and a half percent so slightly higher this year in terms of those students that weren't passing of course by the end of that first semester once again you'll also see uh in terms of freshman success we started implementing our freshman success teams with more fidelity uh last school year um so we're still seeing that same sort of pattern holding true as we go through um uh once again seniors so once you get back to your question are we going to contact this i'm sorry the answer is yes we are um but our high schools are actively working to mitigate some of the challenges that our students are facing as they go so those are discussions that are taking place
159at the secondary level in terms of how do we replicate the success that we've seen in a great time and with that so grade 9 all of the students in house houses the discussion that i've heard at this point is can we do a more targeted approach for those students that that need it sophomores are starting to differentiate a little more participating and that's one of the challenges the other piece with us how do we promote acceleration towards college credit credit courses for all of our students um carlos worked on specifically is removing hurdles and barriers that students face to access that college level credit course that they could be taking so that's part of the conversation as well uh one other piece just a quick breakdown in terms of um just like content area
160the reason i put this one out um normally we see that math has the highest percentage of students not passing what you'll notice in this particular code and thinking asia is the lowest ct and fine arts in this particular case you're seeing more parity across the board which means that our students i think are struggling to engage regardless of the conference area so instead of math sticking out like a sore thumb um we're seeing parity all the way across the board which is something we don't normally see in terms of students fasting versus not passing so once again this is an indication that supporting having an impact on our students two other data points i want to point out just briefly um the number of students that have been complete this is based on where
161we were at the end of the school year last year so last year we had 165 students at gresham high school for example that had one or more incompletes over the course of this last semester quas one and class two they've dropped that down so it's only 126 students that remain with one or more incomplete the left under transcript um interestingly sam barlow had a slight increase and the reason for that is we had students that moved in to the district coming from other places and they brought their companies with them so sam barlow is specifically working with rey academy and trying to figure out the number of those courses we just don't offer so working with ingenuity to try to figure out opportunities for those kids uh to complete those incompletes they're still outstanding
162so great work on the work of our high schools getting those incompletes up to a passing mark and the same thing with an overall number of courses significant work that gresham's been doing and sam barlow has been doing work as well but it's just masked by some of the kids that moved in with significant needs related to the courses that they brought with them so that's just a quick overview in terms of the high school setting and i know for time just quickly get the students on track as far as graduation status so you can see just briefly there are four different categories you're about to see on track are those that are predicted to graduate on time they've passed everything up to this point everything's looking really good warning means that those students are
163a half credit behind one or more required areas when you look at their schedule they should be able to take those courses from the regular school day be just fine to graduate on time just do high risk are those things that require a credit recovery course but they're no more than three credits behind so they're able to do that during the course of the semester taking other sorts of opportunities both gresham san barlow and spring water trail are doing that's part of their quad system so students can actually take credit recovery during the day and seriously on track are those that are more than about half a year behind in terms of credit so the credit recovery piece would be significant um there are some seriously off-track seasons that aren't able to graduate on time
164that's a little bit disappointing i think the list is pretty high so just in terms of where we are overall what i was going to say about that on track and off track that really comes down to utilizing our tools well and panorama is that early warning system it does track that includes behaviors include the tenants and those things are a little less relative this you know this year however it's our job to be checking on our our off-track contract hey terms of graduation on track overall last year we were about if all of our on track and all of our students in this learning category were to finish on time our graduation rate would be about the same this year as it was last year i kind of see students these other categories that
165might get up are uh quickly this is just a quick breakdown interesting graduation status you can compare the numbers that are here to the break of a demographic that's there by itself you'll notice that take a look for example at our students that identifies white if you add the on track and warning the graduation rate is about the same as it was last year there's some work to do we're about four percentage points behind to add the produced columns for those two to identify as hispanic and i know that our buildings are working specifically professional high school specific reaching out to students that they've identified i just think it's important to point out as well whenever we have these flags see like who is seriously on track you know average six percent we have our
166native american population is at 30 black edge 30 hispanic at 16 000 30 you know tomorrow 13 that there are significant disparities racial disparities within our districts that we are perpetuating and just to really keep those students in mind and focus on that although part of it is that when the group is so small one student can be that third person but that that's that you know and that's that's a racist i got to raise this argument because like that one person is is a significant part of that community if we let that one person go off track then we need to be and i don't think i'm saying that that one person but when you look at it in a percentage it it it throws it off the one person still has every right
167to graduate but that argument attracts from the conversation on like that there are major racial disparities and that we need to keep those um conversations centered on those people point i'm wondering if our numbers aren't that small like seven or seven very continuous because like is there a way to provide an individual like before sort of like something for them early like if this is a trip starting that early on so now that carlos is looking into some of those things especially um with some of the grants she oversees asking those exact questions about how do we leverage our resources to specifically identify um students by demographic to make sure the resources are specific here's what i think you need right it may not be what you need at all right so carlo's been doing
168and taking the lead on some of that work especially with the counseling group um to be more specific with that and to expand those resources right yeah because it's only really i mean you but it's still it's still three kids right yeah it's still three but i mean like it shouldn't be so hard to provide um and that's just a comparison you can see um where we were last year versus special education in ell same sorts of as well so i know we're running short on time that's the last slide that i had in the deck this has been a for me a tremendously enjoyable conversation so hopefully you guys have had a chance to ask the questions that you needed i was curious were there any other questions you guys had in a short
169time we've got left um i just have one question that i just kind of thought of when we were looking at the demographics um what category would you put armena students under like our middle eastern and north african students that is a good question normally they tend to fall underneath the white category but um but it depends this is where students self-identify so we don't actually identify a student they actually report to us well do they have an option to say that they identify as mina no not within our current system so this is aligned with the federal categories that are used which i mean you bring up a great point in terms of these categories don't capture adequately all of the identities that our students bring can't wait to work on it yeah absolutely
170um and it's also it's just it's a limitation that we have right now you know but it's a great question with that it's a great question same sort of thing that gender is a great example right um where people started pushing back to wait a second this doesn't absolutely capture what our students mean so that's a great point um i think i think there's productive questions to ask but i want to get a sense from the board so our next agenda item is lunch i love this uh we can cut this off um i i don't think that you'd be prepared to accelerate lunch i checked that so we're kind of in limbo for the next 20 minutes um can we start one of the other yeah i would like to do that all right
171thank you dr collins thank you thank you thank you thank you i uh one well i might talk to you offline a little bit sure i'd be curious to see those trend lines yeah i fixed up through 1920 to uh i guess i see what you're saying should see maybe that would be more representative of our fallout [Music] um [Music] um [Music] is [Music] oh [Music] here's my one yeah [Music] um [Music] 11 35 11 35 we'll reconvene for 10 minute introduction into the conversation we'll break for lunch and they'll come back oh no it's my carpool [Music] um [Music] um [Music] however [Music] uh [Music] seriously we'll do it they might not even think all right [Music] oh yeah [Music] them away [Music] is [Music] probably lunch is now available okay so what if
172we break now come back 12 30 and save us 15 minutes on the back end of lunch so that we can go also if anyone wants to go to the people i'll walk you out there carla um okay yeah yeah and kind of go over what has happened from the last update that we gave which was um at the end of january uh heading into uh february the district uh leadership team was charged to review the effectiveness of the sro program and determine how it could be improved to better serve students staff and the district so we're here to update the most recent information that we've received and to put it to purpose for the board so the purpose of today's overview is really that we want to give you an update that we have
173had several reach outs and listening sessions with culturally specific groups that were interviewed um in an informal uh fashion and i wanted to share the methodologies that we utilized from or i utilized to update the board today i want to share with you the audit information that i referenced earlier about i'm junior wallace foundation and the work that i've been doing through san diego state university template in the format that i felt was necessary for this update and um share with you themes that came across specifically with these culturally specific small group sessions and then share with you recommendations from both the participants and also the districts with their analyzing of the data so the overview is that um i wanted to remind everyone of the purpose because we are here to serve the board
174and the board had asked us to look at how we can better utilize our sro officers and that um we wanted to make sure that we reviewed quickly again for everyone that what we have done in the year 2021 uh for sro engagements with the community i wanted to specifically dive into some of the information from the individual and small group participation of the culturally specific groups i want to share with you the descriptors that the audit which is an equity audit will provide us and it really sort of sets the lens of what our expectations should be for the district and then the methodology methodologies used and the overarching themes and recommendations again so the past engagement and we have shared this with you once before is that the community town halls have been
175going on for quite some time but this particular year was in person last the last in person which was january and then in 2016 a reminder when the bond passed and we really had the focus and the community's support on how did we improve student safety in a variety of ways we had worked on the safety through the bond and then continue to make that part of the um to meet the community town halls even though other conversations are those we also have continued with superintendent carrera's regular uh i think they're twice a year sometimes three times a year key communicator reach out it has been a topic again those key communicators are faith-based business-based certified classified specific students and families and administrators and then finally we've had several building meetings at the high school
176level of course this is where we're talking about sros with parents about school safety and specifically sros with staff meetings so let's go to the specifics around the groups that we reached out to and the last month of research and evaluation that we've done through february we engaged with the following specific culturally specific groups there are a lot of them and so you can just take a minute to peruse them but what has been great is we have really built the connection and i have a really good connection with many of you because of the work that we did with sia dollars we were asked to enlist more than just our key communicators more than just our staff more than just our families but reach out to those partners that support our most vulnerable students
177and culturally specific groups that support and these are continuing to grow and these partnerships continue to grow so not only are we going to use this with our sros and our conversations this time but we'll go back to these groups as well when we're looking at budgets most likely when we're looking at the audits that you're recommending for next year and then certainly with the sia dollars we also had a participation of students on the superintendent student advisory group and most and much of what they do is around students views and values and how they feel and making sure that we have an equity lens as we're doing the work that we do i would like to know how you engage them because youth oregon for example that's on there has been reaching out to
178engage and they haven't really been engaged in any meaningful way and so what what does that mean that you've reached out to them or that you've been teaching them so in the month of february we sent a letter out inviting groups and they were given a variety of i think five different um and um i'm fairly certain that there was representation from that group also look so you said you just sent out like an invitation level letter to participate was that what it was yes we okay uh for zoom meetings where then we held specifically small groups so we didn't want to have all like 15 groups come together and have one big group so we had five or six in the month of february where they could choose what was the best fitting for
179them and then we had myself um included and then anyone like karina and others to be there as well for translation and support all right so the outreach again this is sort of an increase from the last slide that you have seen we talked about or well and earlier let's okay it'll be on the next friday the the total number of people that we have out have had some participation uh include everything that we've done so far so this is um the attendance of different uh safety meetings this is also the numbers that you had seen from the thought exchange that we will talk about because that was one of them and then this also includes our small groups individualized and personalized um in interaction sections could you also i'm sorry i'm going back to
180you know your culturally specific group um if was there a good representation of in what was the representation of our diverse groups that we were trying to engage well every one of these are considered a diverse group because they support a specific group of students and i would have to go back and look at each specific group as how they attended but most of them had representation with one two or three members we didn't have a group say like naya for example didn't have oh their whole board member group but they had a representation from there so like a tunnels asian pacific islander or solaris african youth oregon is diversity nara is that native american native american attractive who students with disabilities yeah disabilities who that's a that's a migrant migrant arc and c counties
181and so that looks generic autism metro family services generic p flag what's that for um uh lgbtq okay jim uh east county rising espana latino trio who's trio is a college program for first-team students okay and that's bgca rockwood who's that that was the rockford but we went to that center um yep okay and then outside in so you don't have a black specific organization on there i just want to point that out what was the recommendation of this there's many black specific organization there's imagine black black community portland beyond black yeah there's uh urban league er yeah erko up there if that's for a pleasure or play learn go get your child yeah go get your child there's many but i saw that and i think that is a really important group to engage
182with specifically thank you all right so um in our findings we'll share in just a moment um but also i wanted to share the two slides that we really just presented with these groups and that is um that we wanted to ensure that those were having conversations on behalf of students and the story stories of those students that they understood what an sro is and what their roles are so this was the first slide that we just said we want them to contribute to a state welcoming school and the culture of that we do know that they provide law enforcement related to education counseling and prevention on site we know that they promote health and student wellness that they do provide assistance during safety events extra events emergency and crises and investigate and respond to
183criminal behavior last but not least they are a liaison between the russian police department and russian parliament school district so that was shared with the group and then what also was opened up which was just a very informal discussion of listening which is what is your experience and now many of these were representing um students and so they were adults of those groups what is your experience with sros in a building or the buildings that you are in what other experiences are you aware of that may be different than yours and then how does this collection of your experience shape your thinking about how the district should engage with sro through those open questions the listening session and then when responses were needed for clarifying questions things like that we did not rush we didn't
184have a specific time and when people felt that their stories were collected their experiences shared their experiences that they were telling us that we're maybe not first canvassed certainly from the hands of the students that they work with then we ended the session i wanted to share with you then the results and so we just put together a quick one pager so i'll pass that out to you now and that is so um a one pager is just documents that you can take uh with you and we have a small exercise to help guide the conversation after the presentation but um as i said before i've had the pleasure of working with the wallace foundation through san diego state university and one of the districts that we've worked with this entire year on an equity
185audit was chula vista elementary school district through that we were enlisting what is called dare it's a district audit for respecting equity and there are six feel like there because there used to be a dog and uh you know yeah well we're gonna change that now i just dare but i think it works well with we get we want to we we dare to audit to respect um equity so the categories that are the six categories that are really a very full district audit are as follows that you want to understand the district's stamp on equity you want to look at the intended focus of equity efforts you you want to consider the opportunities to learn i didn't utilize that because in those descriptors this wasn't i didn't quite fit on the categories but i'll
186explain to you the descriptors in a moment equity and operation certainly fits equity evidence in governance equity in the organizational climate all of those fit well within the components of what we wanted to gather specifically the descriptors because each one of those categories with a complex district audit of those six categories there's about eight to ten large descriptors under each one but here i pulled these seven out which we want to make sure if we are to be charged with improving sros we believe that the district needs to systematically collect and analyze and act upon a variety of quantitative and qualitative data we want to ensure that we are utilizing student voice family community interests and perceptions that are regularly thought out through formal and informal ways so this last month was really an informal
187way to gather from interviews and since we wanted to make sure that our improvement plan for sros promoted student voice agency autonomy as appropriate and determined by multiple stakeholder groups and input so that's where we reached out student well-being including social and emotional wellness indicators are also central to our improvement and then parents and families are recognized as equal partners in their children's education and employees proactively build a culture that fosters connects with supports and trust these are the descriptors that we were looking for as or i was looking for for evidence around the sro the methodology that i used over this last month was that we had small group individual interviews with culturally specific community groups and listed there and then there was some document analysis so i went back and i looked at
188the contract agreement review and what we had done because i wasn't the reviewer of over the past year the board minutes review i went back a few years just to see how many public comments there were prior to this year and wanted to see when it came up when the contracts came up when it was approved things were stated the safety council reviews because we had we had the presentations we had the handouts and we had who attended and then also the results from the thought exchange which we've already covered with you and we knew that that was another piece of data to include besides the small group sessions so the themes in the small group sessions that i collected really said a few things and um one and that's why i put the role
189of the sro in this presentation is that number one staff students and partners do not have a strong understanding of the role of sros and officers in our building i also saw a theme of participants that understand the roles of sros have a positive perception of fros and the school although there are not very many three students that are black indigenous people of color and partners representing those students have an overall negative perception of sros in the the school no formal district-wide database to collect interactions with the data of sros is in place data is recorded internally by the police department not systematically uploaded to a district database and can be considered more of just a journal yearly reviews of sro responsibilities have not been provided and is not always part of a high school
190teacher orientation or a back to school orientation or a part of a staff meeting on a regular basis and then also we saw that the sros do participate in supporting school rules but perhaps more than other staff and can be more visible in the hallways and asking for those things that are not necessarily related to law enforcement some of the recommendations that we'd like to share with you because this is an ongoing step is that through this last month of interviews and research is that we believe a district has at a definite interval providing cohesion and a focus on this initiative should be developed and that a range of stakeholders who collaborate and determine the focus and system-wise efforts are there within that group although it says this later is that we would like regular
191quarter weekly updates provided to the board from this committee or advisory group so you're regularly informed of how people are feeling and the reflections that we're getting from our students and staff we want to develop a formalized data system for the sro's interaction with students and log incidents because currently right now if there is a law enforcement issue it's either reported in most likely it's going to be an expulsion something like that and then we have to look into it that way structures are utilized to communicate with the broader parent community and include their input and feedback on a regular basis consider a variation of the uniform and i know that's come up in your conversations and what that uniform might look like might have a more positive presence we would like principals and the
192sros and other monitors that our safety monitors are connected to safety and health in the school to participate in and provide training sessions for staff each year and work together to ensure the roles and responsibilities don't underlap or overlap for example other people in the building might want to say hey take your cell phones out instead of an sro also um we want to utilize the language from the aclu contract that was shared and i know some of the board members are aware of that i think that came from myra and some of it already has been put in the contract and when we contract with you again we'd like to share those with you and then again as i said quarterly updates to the board from that advisory committee was recommended and that we
193also recommend that the gresham police department send their sros to the rift the the regional trainings which have um ongoing support around positive behavior systems and updates to best practices so on the next page what we've shared with you is a swot analysis because again this is just an overview of the last month's small interview small group sessions and then of course the research around some of the documents that were covered and we know that there are some strengths that have come out and some weaknesses that we need to still talk about and definitely opportunities because as you know every theme was an opportunity to go back and make improvements and make those recommendations known and perhaps you have some and then also continual threats that we feel about this process i've included some of
194the references that i had been utilizing to determine what indicators we really should be looking at to keep an equity lens at the forefront of the sro discussion so i want um just i think the protocol that i would like to use take a few moments to pause and um about two minutes to just real really reflect on some of the information that was just provided and then if you could just quietly jot down on your squad which is just you can write on the white piece because sometimes it's hard to write on the colors but if you want to write down some of the the things that we still need to discuss specifically about um the sros and then we can um obviously expand this after your discussion but that might help with the
195discussion i'm going to interrupt this very racist process first of all you did not have representation of black student group and you did not represent the theme of bipac and these community groups were saying that they did not want representation from police in our schools they did not want ethros that is not reflected in any of this and i think that if we are taking information and using information gained from our culturally diverse communities to reinforce our bias that this is a good program and this is what we want to move forward on we have said right here in our fridays staff and partners they don't have a strong understanding but the people who do have a strong understanding they support it and i think that it's very telling of our bias that oh only
196if we understood what sro did then people would be able to support us when i know at these meetings it was probably a reoccurring theme time and time again that we're saying these communities do not want it and now in this law analysis we're using this to be like well how do we use that information to improve this program i think that these are two different conversations i think if we say our bipap communities and these communities you know these partners they overwhelmingly did not support it or like highlight they did not want to support it and then and then this is a different part like regardless like we don't care what they think or we're going to take this information regardless and kind of put it in our equity outreach but these are not
197combined processes and i'm really disappointed to like see that this is where we are knowing that people are very opposed to this program and then twisting the information to say that these are the concerns it's like most when you know many people were not supportive and we didn't get that information today so i i think that we should just move forward i don't think that this information for me is going to give me like oh this is a way to move forward or not this this doesn't inform me at all in my decision i would also add that there were black students represented i have several in my group that also gave impact and all of our students that participated so they will make no culturally specific group of black students but there are black
198students the athletes are just forming a black student organization no i'm going to go back to our uh our student group apono urco youth oregon nara naya fact none of these are culturally specific black groups and i think that's important not to say that there wasn't black representation but we have these groups that are going there representing their communities representing their specific groups and we didn't have that and i think that that was a huge oversight on our end and for me i just i would like to move on i don't think that this informs the process moving like forward at all until we have a clear representation and get get the words from those community groups what they feel not our interpretation through a lens this is not equity work right here this is
199not like this is an interpretation and i understand we were tasked with and we gave them tasks let's improve the pro the program and just within that question creates a bias let's improve the program and so when we have our community groups that are coming out and saying we don't like this we don't like this and their task in your task was saying how do we improve it you're not you're not trying to say like how do we that's not the question that you're trying to answer you are rightfully so trying to answer the question how do we improve it but that stops the conversation with is this a program that needs to be improved and when we get information like this that that is really not a true representation of how these community groups
200holistically feel about the program or how it's interpreted through our lens of how do we improve this even when we're getting a lot of comments like we don't want it that creates a challenge for you it's like okay well how do we improve it based on their on these other concerns that they have about the program and i completely understand that but i don't i don't feel comfortable moving forward with this part of the program and i'll just abstain from participating if the board proceeds to go forward with this no i think um problem for what it's worth i i reading those bullets the concern that you brought forward is the same one that i would share right the way that that reads um is uh it it does create more questions than answers and
201so i would ask from dr prayer and lisa um and i want to back up the the challenge of this conversation is owned by the board or either lack of clarity or a a clear moment followed by um well a lack of clarity so in an effort to improve the board's engagement on this issue and to provide better clarity could you clarify um what you mean in a summary form of those top three bullets specifically on theme you know how um because you you put it on paper and i either either you agree that it's in conflict and you're saying bored we're only hearing that you want to improve the program but we have an inherent um yeah and i'll speak to that because i took on this project and so what i put at
202the beginning of the slide is what i felt i was tasked to do so maybe we'd go back to that at hand because i think that built up that i was i thought that the board had passed um our district office to see how we could improve upon referrals yeah so that's that's why i fully agree with that and if you want me to speak to the theme because again this is a process that is is through a world foundation so i can see exactly how you feel however it's asked that the overall audit just summarizes what they hear now what you don't know is that and i is that very few of these groups understood sros but there was one or two people that had been working in these foundations for a long time
203and had a very close working relationship maybe even a past sro or something and that was specifically brought in two separate sessions now is that a majority no and so i know that that alerts you and you go oh my gosh this is in conflict but what i felt and my my intent of the themes were there's a big there is a big issue we are seeing nothing clear we put on paper they are not feeling that they're positive they are not feeling safe they are not you know and so i feel like most of those would say that but i had to speak on behalf of this the two or few of those representations of i totally understand it and here's what i believe is true and so it was one bullet yes lord
204i want to make sure this is open for the conversation that needs to happen but i am also in concurrence with robin that if it's not going to be a productive conversation um what we need though what i what i need and what is going to lead this board in conversation going forward will need clarity of what we're expecting of the district leadership team i yes i agree that the board has provided you consistent guidance to look for ways to improve this program it's never been brought forward to the board a recommendation for the district leadership that we should terminate the program if that is a recommendation of the district leadership team i'm not expecting it today but that would need to be brought before the board um i i don't want you to feel
205that you're in conflict with guidance from the board and what you think is right for students and i don't think anybody else here wants that so um leaving it very open my proposal for the way forward is um i i appreciate the groundwork and i don't think that it's for naught i'd like to see these articulated as a proposal for improvements in the next academic year or else the proposal should eliminate or terminate the program so that the board can deliberate that those choices in front of us that's my proposal i i'm going to ask for a third party review of this as opposed to my team my team has spent a lot of time and effort evening on this and that's our task to do but the lift is getting heavier as our students
206return to the building and i'm going to ask that look for a third party illness because i we started off with something different at the beginning and now i'm being asked again it's not that i'm not willing to do so but those guys have spent a lot of time and so have i on and i i used to have a third party can't have my team continuously working yeah having been a police chief um we know that chief cells has left and there's not we there needs to be uh um a time for things to heal and right now i think this conversation isn't going to um help in this way until we figure that out i mean we now have a police department that many times people come out from the legislature and stuff
207and try and make it all change and happen um i think we need to recognize that we do need to do some work um around sros and those sorts of things when we have a new chief or someone that's going to to make it happen thank you carla i.e chris um just kind of looking at this and as as it's moving forward whether it's a third party or not i realize one piece of this that is missing for me to look at and be able to see the whole picture um is what the role is our employees who are in the building the campus security folks i don't know their role and their interactions i i think i know we have two sros one at barlow one at gresham so we have spring water trails
208we have three large uh middle schools we have we have other places where we're still concerned with security for our kids we're still concerned with the things that are on the um states of marketing school culture so so the piece of the puzzle that's missing for me is what are the sros doing within the confines of what we're saying they should do compared to the campus security compared to that component of it um and wanting to hear from from the folks that are directly impacted by it i think from the uh from the initial thought exchange um i'm not so sure and i'm what i am willing to hear a different side of this but i'm not so sure that that the community is the first group that i want to hear from people that
209don't have children in school people that are not the parents of the the children people they're not directly impacted by this i'm not quite sure where their voice needs to be heard in terms of how it was opened up with the thought exchange that anyone could sign on and do that um so that's that's just a thought that's that's in for me but mostly um i know that we have security we have little cities which are school buildings which have a variety of of activities going on all the time and our teachers aren't the security people they're teaching so for me i would like to know what else do we have and how is that being taken care of at the elementary school and is there a different way of reviewing um the support i
210know we've had officer whatever his name is um speak to us about the the work that they do in the threat assessment that to me is a different component of in building work i don't know where that fits together and i'm not seeing that in um really what's going on you know and throughout the sense that i don't really see that as chris they wouldn't be involved in threat assessments that's a that's a district rule we train our accounts of um i'm not offering a solution that i'm just saying those are the thoughts that came to me at this time but um but that's kind of where where i'm at thank you i didn't even know we had cancer security so i would like to know yeah exactly what is the role of campus security
211and now we have police on top of that right and so those are those are things that aren't even i didn't even know about that our parents don't know about that would be very helpful in this role of safety they're looking at how are their children going into school and being safe and they're looking at the police officer as the only line of defense if anything happens and they don't recognize all these other safety procedures that we have in place that would really shape the conversation of how our district responds to you know or respond to conflict or threat for safety issues in our district so i would like to hear about something it's an important role to clarify i'm going to say when i review the documents that were provided in the open uh
212meetings those those things were provided to parents because it wasn't it was it yes it started at the bond about the time of like the fake entryway but it also talks about all of the different measures so i think you're right that that has to be reversed and you haven't had that reversal of who does life on the campus but when we have those annual safety meetings it does include all of those parts and to reinforce what lisa just said that they do serve different roles uh distinctly different roles that need to be illustrated for everybody that's clear too i also know the fact of what superintendent pereira said an outside audit would be a benefit because i do think they would find a good deal of things behind the scene at the county level
213of how gpd is being recognized for their program because we we do some things differently than other agencies and one one final thing on that john you bring up the uh the word um a session that i went to that it was a school safety session presented by the mom of the sandy hook kids and we can put as much fortress stuff as we want on our building and it won't stop someone who's going to come in so we need that human part of it that human relationship that human connection um but just putting a buzz indoor isn't going to stop anybody who really wants to come in and cause problems and i don't think when i when i think of sro that's not what i think of it by the time somebody comes in
214with a gun an sro is going to stop them then that's not it it's that relationship part so what are we looking for from keeping our building safe what does the relationship look like and i think that's where where i would like for us to go ahead i just think that that's an important part of the conversation that the board needs to have the department of homeland security has determined that the uh really the only thing that makes a difference in an active shooter situation is how fast the law enforcement agent engages with the shooter and so an sro being on campus absolutely does change the severity of an active shooter situation that is why the sro program started that is not me making an uh uh blanket defense of an sro program that's not
215what i'm saying here we're balancing risks that's what we do with everything we do in school and can you bring us that information because that statement has been made a couple times here and i've never seen any information ever that sros has eliminated disability and you have already offered to send us stuff and i've never received you can get it right now it's on the secret service website i don't want a secret send it to me and i will see like i will i will validate the source myself the amanda had a question i know i just wanted to point out a few things um i know that like you know school shootings have been going on for like decades now it doesn't matter how much money we throw at police it's still going to
216happen um and then i also just want to point out like i i don't know if we all saw the report from the city the uh equity audit for the police department and everything i have a hard time trusting um like even our sros like if they're not gonna like stand up to this racist institution and hold them accountable i don't think i trust them in our schools and we also have a campus security monitor from san barlow that attended an anti-black lives matter rally last summer and tried to play it off as a back of the blue even though it's clearly advertised by joe demers that it was an anti-black lives matter rally so i feel like a lot of these folks that come in with this background i don't think they truly understand
217equity work and i don't know if we're ever really going to find like anyone in our community anytime soon that really comprehends equity work and the type of law enforcement work that you guys want i guess the law enforcement work that we do in here so honestly that's just where i'm standing i'm gonna have a hard time trusting a whole lot of candidates that we bring in just given the racist institution that gresham police department has and anyone affiliated with it for the most part i i think i if we're going to move forward i want to see what the mlu is going to look like i want i like to see like what their job description is going to be and making sure that they that they have very clear that they won't be
218the first responders for any discipline issues that our staff are trained in knowing what the role of psro is and in providing our keeping holistic approach to what safety is in our schools and i think that will come out in our in the climate and culture on it and what that means to them and what they need uh the history of sro sros were not started to prevent violence from schools they were starting to see a bridge between their schools and our community and because of school shootings that role has changed but if we can go back to the history of the purpose it was mentorship it was guided it was community building with our kids and that is not what it is now and that has contributed to our kids feeling to our bicoc
219school students particularly feeling unsafe having them on campus so i don't know if the solution is to just eliminate them because police officers are still going to be out in our community and they are still going to have related advice about our kids so i would like to explore the option of going back to their original purpose because they have a lot to learn from our kids and i want them to humanize our kids to see our kids as kids so that when they people are in the community they are not targeted i i also want the kids to feel safe and not get nervous when they see a police officer but i i think that it's already tricky right you know it's very tricky because like we're here to teach you know is that
220a role to teach our officers not to attack black kids not to attack latino kids and it's just like that's what we need but it seems like the police department and we're paying them to learn this and it's only that one officer maybe on some some level but just like looking at the program holistically you know when you go back to the 21st century police audit which the gresham barlow police department you know their russian police department um you know which they have been very opposed to is like that community investment in the schools you know and i think that that is work that they definitely need to be doing they definitely need to be learning you know are getting to know our students they definitely need to be getting to know our families and
221they need to be doing that work instead of us trying to like force it as the district so that's kind of where i see like i agree everything what you say i think that there's a role there's partnership opportunities like i think kids love write-ins it's like great economic you know development you know great careers and things like that and you know it's just like well what is the accountability for the police department to step up and to partner and to fund rather than us to pay for a service which is i think complicating issues and maybe that's why a third party would be helpful yeah because we're not the only we're not the only district having this conversation right now we know that um and i would like to do what is this recommend
222especially if there are like you said carla no opportunity but then of course like what what can that look like what can that partnership look like what can a relationship between our bypass families look like with our police department and i also wanted to alert the board that one of our pathways the career success pathways one of those under the human and public services are in the kind of junior rotc cadet such as what you can say on kaiser so we will have more kids involved in programs such as that um and that always yields positive interactions uh coming forward we were trying to launch that for the fall but i don't think we were there yet so it'll probably be fall of next year but nonetheless i just wanted to give the board a
223heads up about that because that is of our future pathways to career success human and public services does have that that tenant and that password does it include fire as well or yeah i mean i know there'll be other ones but i know that for the fall of not this year but next time so again i i'm happy to just as we're doing with the equities they solicit some third party um and again i i need my team back what we need to do um this has been a year and a half and i want to make sure that we're also focused on the remainder of this school year we've got some work to do with the kids return and speaking of i know i'm going off track here but by the way they are
224looking at extending and relaxing some of the spacing i'm supportive of the third-party audit i think it'd be really good for us to have the outsider person and to you know to come up with those recommendations very supportive do uh recognizing the time constraints too though we're heading into next academic year planning um i don't uh we're past our time on this subject but i think there are i think the staffed recommendations internally are also very productive steps um that that aren't mutually exclusive of having a third party review so personally i'm now you can count on that i would encourage those those recommendations and and then we'll we'll check out our third party review that's a given that that fourth bullet from the bottom was what chris touched on about knowing what's their role
225that the monitors are in there as well and again we know we had an incident about a year and a half ago where the monitor the administrator fails the situation and involves the police and now but again that's our role to make sure that they know that that's not okay oh okay well it sounds like you have a pretty broad consensus i think i've been unanimously saying this before with third party audit um as the available implement the recommendation before can i ask if you would like to have that once you select who that is you have that person come and have a conversation with you about what is expected and wanted going forward yes almost a dedicated work session yes sir thank you um thank you for the work you've done john as well
226and catrice um i i've learned a lot in this process one of the biggest things i've learned is at the necessity for drawing out clarity and i apologize to you for where we failed you on that time okay all right before we're feeling good do we want to do a five minute recess i would like to i've got [Music] um [Music] um [Music] oh [Music] i will [Music] um [Music] no [Music] you know [Music] is [Music] okay [Music] just messed up [Music] um [Music] feels good [Music] is [Music] but then you have to go back to the electronics to go to the highway [Music] and it was interesting because of that particular one it was the kids the campaign [Music] oh yeah so i bought a coding program that was colorful i didn't like it
227[Music] i didn't like i knew my pizza lighter [Music] for decades i'm going [Music] all right [Music] i [Music] is [Music] um okay we're getting started thank you miss gomez good afternoon board uh superintendent ferreira sarah peterson um we are going to give you a curriculum update which is quite exciting because we have a lot of things in place for this year and next year want to cover but really it's a about the state of board of education is responsible for maintaining a review cycle at the state level and in 2019 the state board delayed the adoption of instructional materials we want to provide that update to you those materials are used in oregon's classrooms including gresham barlows and they need to reflect them on current information and research and to be aligned to the
228academic content standards to this end these instructional materials are being carefully implemented and reviewed to adhere to the requirements provided in the legislation the oregon legislator enacted two bills one senate bill 13 now known as the tribal history shared history this law directed the oregon department of education to create a k-12 native american curriculum for inclusion in oregon public schools and to provide professional development to educators also house bill 2845 and 2023 standards and materials developed an update to the ethnic studies these complementary laws asked the state to create standards and ensure instructional materials to adequately address the contributions to a full diversity of the people of oregon and is now known as ethnic studies and inclusive education this presentation is a timeline and and the processes that we're putting in place to accommodate the
229current materials the delay in the adoption and to follow the oregon department of education's timeline for adoption and we will update the board of directors so again i think what's exciting is that we have some things in place even though the state is a little behind and so we want to follow that but again our mission is to do the best that we can with the curriculum and materials that we have and to deliver great content and follow your mission your vision your values and ensure that we have resources that use an equity lens in our decision making we have talked to you earlier about our finance department our sia dollars our title dollars and our general fund really do work around the portrait of a graduate and also our instructional model if we don't
230have an instructional model we won't reach the path of our portrait graduating where we would like them to be and so we covered these four areas on a regular basis and you'll hear these covered within the curriculum that we are going to present today finally we need to give you an update about what comprehensive distance learning looks like although you did see that a little bit and i ready about how we are being able to form formulate some ideas of how to move forward next year we have a lot of ideas that we need to dive into soon to make sure that our student achievement is reflective of this process we also wanted to tell you that that iready reading and mathematics your mid-year analysis helps us it's important to share that with the community
231but it's important to share with you as well and i don't want to have um but uh it's important for you to know that sorry give me a minute um i'm giving you the wrong way i'm gonna get i'm ready sorry i apologize i thought the academic update was different than curriculum right big problems the beginning slides are all the things thank you for that quick pause i apologize for some academic updates so covering that are objectives that didn't look right for a moment are really that we want to give you an update and an overview of the oregon department of education's adoption process and what we do as well we want to make sure that you are aware of instructional materials that are coming up that you will see you will want to learn
232about and then of course it's a it's a budget issue of bringing it forward to the board and then also we want to want to share with you the state mandates that we talked about through those senate bills around tribal and shared history and ethnic studies the adoption process is a very important one it is in your policy our policy and it's one that we follow closely and there have been some um improvements to the oregon department of education's adoption process we also not only have follow that adoption process we have our own our own policies as well it's important for you to know that there are basically three steps with some subsets in there we want to identify what the district needs why we need it and how it's going to serve our students
233we want to prioritize it around as i said before our instructional model to make sure that it's meeting the standards of our for our students and we want to make sure that we have a strong decision-making process it really is aligned to the portrait of a graduate it's really important to identify the budget for materials committee time supplementary materials and professional learning that's where jordan and i come together and really prioritize this this year we need to let you know that it is our number one priority in the past we have adopted curriculum from the state's guidelines and our guidelines and then had to be able to only purchase three years four years in chunks moving forward through the grades if you remember a few years ago we had to determine by the board if
234we were going to adopt social studies material for middle or social studies material for high school and make those decisions those are difficult decisions to make we also need to engage our educators all of our stakeholders in our learning community families as well the community the committee will come convene and define roles we have roles that of course those always can be included and added for benefits develop the shared vocabulary and characteristics of a strong quality instructional material we always are including our engagement with the school board parent groups associations and partners updating all of them regularly we will develop a rubric with experts and support groups to ensure that our materials are in line with ode and standards and clearly communicate to all of those parties the plans the goals the updates and the
235timelines finally the implementation plan which is the most important once you have the materials we want to make sure that we assure the time necessary for our teachers to know those those materials well make sure that they understand how they support the standards and how they're going to support our students specifically moving forward from a pandemic teaching we will make sure that we have supplemental purchases and we'll explain some of the reasons why we need supplemental materials and we don't just train teachers we have to train our administrators we have to train our coaches we have to make sure that our instructional leadership team is there to support itself and then finally there has to be a reassessment plan because every approximately seven years there's new adoptions there's new materials and we need to make
236sure we can get from here from seven to seven years our estimated budget for adoptions in the next few years we've combined this year and next year just so you can see is that the materials that we need are classroom sets and digital content that is a change from the past but we do still need textbooks and materials and library books etc there is always going to be hard copy and soft copy it's very important that we now have soft coffee or electronic coffee because we know that that is learning anywhere a student can be it's also important that you take a look at the elementary ela science for k is this year and social studies and the cost and then we have to look at middle school ela as that has been a delayed
237adoption high school ela we'll talk about the ethics studies and why it's on the list and science world languages and social studies and then we all are also including k through 12 ell because it's this year uh to be looking at that adoption supplementary materials for example we are moving forward with eg dsp that's a fully online comprehensive distance learning plan for our students that want to continue in our district and be supported in a new and different way that takes specific materials and content that will be digital and support those that are trying a different approach to learning uh understanding uh you detail sorry understanding the design for learning right universal see udl is also understanding by those thank you that's why they're here i need to interview them after i'm done um but
238uh and literacy resources and school libraries are also part of those supplementary materials that we need to continue to grow our adoption process committees take time when you want to involve community you want to solve problems around curriculum you need to include those people that are using the materials and give them the time and the energy and the support necessary to be on those committees we need paid release time time for substitutes and we approximate this for every committee we have 12 teachers and at least 15 hours of work and finally professional learning that's that implementation stage if we don't have a strong implementation then we are not going to be utilizing our materials and we won't see the turn of improvement if we don't ensure that we put the money towards that again i
239will say when we've had adoption processes k through 12 we've not only piecemealed the materials we have really underserved our teachers in professional learning it takes more time than we have been providing in the past to really understand how strong the materials are and how to use them with that i'm going to turn it over i don't want to call them the dynamic duo because they are great in and of their individual self however um lakeisha washington is our secondary teaching and learning director and she said it i've she's missed out on seeing you because of the pandemic and she's getting to know you and i think it's great that she's here to cover all the necessary things that statements of our secondary learning teaching and learning her position really wasn't here in the past
240and it shows in curriculum it shows in the progress and it and it shows that we have a long way to go in that work now tracy klinger dr tracy klinger is here from from uh principal to a district office and although we did have an elementary support teaching learning director i think it's great to have the lens of what do kids need and what does the classroom look like and what do principals need to support them because she's been there and not too long ago so i'm going to turn it over to them to kind of go over this this timeline good afternoon everyone so this is a state adoption schedule and as you can see um we're here but prior to this science was supposed to be adopted or going through the review
241cycle in 2016 then in 2017 we had health and p.e 2018 we had social sciences and then in 2019 there was no instructional materials review and that's what lisa was referring to and now we are here at 2021 but until actually in 2020 is when the ela world language adoption was supposed to occur but it was postponed to the closet cafe so what we're looking at now for next school year is going through the review cycle for the subject and a few more that we missed earlier and then these dates down here just show the progression of these adoptions for the years after this so when we think specifically about elementary curriculum overall elementary's done a pretty good job keeping up with the adoption cycles and that stubble that the state puts out we use
242writing classroom for math um that adoption went through an update this last year so we're implementing those updates this year so that's one of the nice things about how curriculum has continued to kind of adapt to digital time is a lot of those resources are online and so they can gather teacher feedback in real time and start to make some updates so we're experiencing that now with our science curriculum we utilize stem scopes which is fully online it's all digital and we've had to do that over multiple years we started with with purchasing the support for third through fifth grade this year added first and second grade and we're currently budgeting to purchase kindergarten so next fall we will have some scopes for kindergarten through fifth grade and then with health we're on track with
243that adoption cycle with the great body shop which is a resource that we use as latisha shared we're really anxious and excited to do an english language arts adoption and the state delayed this year so we were delayed as well and so we're really like a really critical piece of curriculum that we're really excited to dive into and really look at some different options and fresh materials for our staff in social studies um you'll hear a bit more about this when leskia speaks but that was adopted the state adopted new curriculum in 2018. we have not purchased any social studies curriculum and updated social studies curriculum since way before that 2011. and so currently what we do is utilize various uh resources some of the texts and things that are in our current language arts
244adoption and we integrate that into our english links curriculum so for the high school i'm going to go over the upcoming review cycle adoption score next this coming school year in middle school we will be focusing on length of our review cycle but i want to point out that take it back to take it to high school now all both of our comprehensive high schools will provide ap coursework so we are aligning ourselves with college and the ap advanced courses and across the district really so what we feel is that we need to begin preparing students in middle school for success in ap classes in high school so what we've decided is that in the previous adoption cycle we adopted springboard which is a college-born curriculum that supports pre-ap which is building those skills to
245help kids be successful in ap classes we've decided to continue with springboard and adopt the latest version of the springboard curriculum so that we can ensure that all of our middle school students have the opportunity to build those skills needed for success in the ap classes when they go to high school so moving and then as far as the other areas in middle school we're on point we adopted social studies in the right time and tells where we're we're on schedule for middle school high school we're a little bit behind we will be focusing on our english language arts adoption cycle next year world languages also science we're really really behind in science we need updated curriculum and instructional materials to support the science standards so we will be adopting um science instructional materials next
246year and then we will be addressing ethnic studies so um just i'll be covering a little bit more about ethnic studies which the standards are expected to be adopted in september of 2021 so what we're trying to do is we're going to be looking at instructional materials to support the integration of the ethnic studies standards across the spectrum but also we'll be looking at some standalone courses that we can embed into our our catalog and then we'll have to look at materials to support that all right senate bill 13 tribal history share history this has been some really exciting work that we've been able to really dig into in the last couple of months as lisa shares this with summit build that really partnered with the nine identified tribes in oregon and their leadership teams
247to help develop some instructional materials and lesson plans for teachers to use with students in their classrooms so this year for us is all about professional development and exploring some of those classes so currently there are lessons available for fourth grade fifth grade eighth grade and tenth grade and the goal is that the state will have kindergarten through twelfth grade at the end of and the students i believe so where we really spent our time is diving into um kind of an introduction that all of our staff have participated in at this time it just kind of helps lay the groundwork and get the conversation started and then you'll see five different modules that are listed that have been put together by the state through a platform that they have called ilearn so we'll show
248you at the end where if you want to go in and register for an iron account you can go in and set yourself up and go through the training yourself each one of those trainings is about 90 minutes long so it's a significant amount of professional learning the way we've really structured it is in having grade level teams or content area teams really engage in that work together next to each module you will see some different um essential understandings there's nine essential understandings that the nine tribes work together to come up with to really help ground and center the work so module one you can see covers since time and memorial and sovereignty module two history and tribal government and then each of the modules goes through to cover those nine key essentials um understanding
249we have a handful of teachers we believe seven that are involved in some work with mesd where they're they're working as early adopters and moving faster through the modules and doing some east county kind of collaboration and debriefing those modules and that learning and looking at the lessons and we do have some teachers that are just too excited not to dive in that are diving in and starting to utilize some of the content now but we do have some plans for the fall to really do some work and some planning um with our staff around the lesson delivery and what was in that context um i just like to make a note there are nine federally recognized but there are many more in oregon so will they also be addressing then um the feds decided
250who was recognized but oregon still has uh other tribes that is very much a part of module one okay just kind of lay that foundation yeah okay okay so for ethnic studies we do have a timeline that we're working with according to ode for implementation this school year what they're doing is they have a panel that's reviewing and revising the proposed ethnic ethnic study standards and by september of 2021 we expect an adoption of those standards and so the next steps for gvsd is to begin establishing professional learning opportunities for staff we want staff to have the opportunity to use the standards and how they're integrated into the social studies standards that currently exist and also think about how they can you know teach those standards and that includes us looking at supplemental materials that
251can support the implementation of those new ethnic studies we also as we want to improve teacher content knowledge around that so that will be a deep dive into those new standards and as well as the different materials that are that are recommended by ocd and then we also then be encouraging our teachers to sign up for those updates on the social social science website and you want to work with the high school successfully to identify stand-alone forces that can support implementation of ethnic studies and kind of honing in on specific subjects specific areas that around ethnic studies these are our resources that we provided to you all so that in the in the future or after this you can click on and see more about the adoption cycle timeline the ilearn account i'll let tracy
252talk about that in a minute then we have a a link to the tribal history webpage and the ethnic studies webpage for odb there you can see the standards and you can also take a look at the instructional materials and supplemental reading materials that are provided are recommended for us to use yeah so this i this is directions on how to set up an account if you'd actually like to go to the state portal to work through the models that are available there and then on the tribal history slide as well as on the epic study slide there were some links there as well specifically on the tribal history page there was a powerpoint that our coaching staff put together to just kind of help like i said kind of lay the groundwork for some
253short videos on opportunity for reflective conversations just kind of get things started before people engage in that first module so if you just kind of want a sense of what the videos look like in a sense of what some of the questions are that powerpoint this links there can kind of give you an overview of what that's like and that's all we have for you today are there any questions yeah how are teachers going or you may not have to hide the standalone part yeah so i mean i'm i'm thinking we'll work with the high schools to come up with a process of getting teacher input on ideas around the different types of courses that we they [Music] thinking about the population of students that are being served at the high school and making sure
254that we're honing in on providing some of that support and learning around their cultures and experiences in the u.s um but you definitely what i'm learning and what you know what i knew but what i'm learning and living even more so the importance of getting input at the beginning in the design process so looking to maybe put together a video feature to begin exploring that information so that our district worked with some story and writing projects at all you [Music] but i was also going to say i think i think what keeps us absolutely right that teacher input from starting building and developing and really building their fundamental knowledges but also that student inputs what do they want we can't assume that they maybe won't because honestly i took optional um studies in my high
255school that didn't really teach my life so i think that's important to take inclusive as well i think that will be exciting and then also you know back to your hr says don't forget about certification and of course that's part of this whole process so is that social studies and language arts it could be but you know we can't allow somebody outside of their content as long as it's a standalone so i think there's just some implications that you have to be aware about but um as this is kind of a mandate found in the state if uh tsp how this actually works out but all the things that were said is very true it is about interest it is about you know developing the prison but making sure that we have the right people
256uh pushing this forward because as we think this is while it has to do with licensure it's more about the person that's teaching you right right and then here's the way because sometimes you can do more harm than good if you're not coming from you know your heart isn't in the right place but that's why they're not like how they're gonna be selected but also how what training are they gonna do that is that's the whole piece that we have to work to design yeah also you know looking at the state and see what they have to offer i'm so happy that you're still in the design phase and like talking about this i think that this is a really important piece in decolonizing our education system and something you know but something i find
257very concerning is like how we're siloing ethnic studies you know in tribal studies how these are american studies right these are all part of american experiences and so you know i think just as a foundation and i don't know how to give input on this but is able to you know when we're talking about euro american history that we call out we're talking about your american history it's just not like oh this is american history and this is ethnic studies over here i think that's really damaging and it's also damaging because by white students they don't see themselves reflected and they're like well why do we talk about you know native american history or asian american history and so forth what about me and they're not understanding that they're kind of reflected in the invisible
258conversation of what this is they're not talking about euro european american refugees you know religious refugees how you know colonization and so forth and really calling that out and like i think that will help build a foundation for even demonstrating how often are we talking about ethnic studies but eurocentric athletic studies and we're talking about european american history and european american systems and european american you know and so to really start painting the picture and showing the uniqueness of the european influence on the americas and and not having it this invisible norm and so i thought that would be i don't know how i could put it [Music] i would love to be part of that well and i understand that at the elementary level what robin's talking about is going to be integrated context
259right so they are going to have that foundation that elementary that's how as they move up they'll be able to take classes as well as integration as well as standards okay and the way tribal history has been set up it is cross-curricular so there are english language arts classes there are math lessons there are science lessons there are pe and health lessons there's one more music music anyway so so the approach is so as an elementary teacher i am teaching and engaging in lessons with my students across those different subject areas of a middle or high school teacher regardless of the subject area i am the goal is to be integrating those conversations into whatever that content is and that's definitely the approach the state has taken i think for much of the reasons that
260you're that they're sharing from it thank you um but yeah i just wanted to say that robin's point is a very good point um i think it's a very great way to uh combat nationalism within our country i think it's really important that um our students of european descent understand that like you know the south or the civil war and like the oregon trail is not their ancestral history so i'm just wondering like um if there is text that's already uh collected by the state or maybe we're going to work on that i know they're there okay i'm just wondering if we could like find an ad and adjust to it because um i think that's probably where a lot of anger for a really good book okay okay cool um yeah i mean like
261i kind of looked at it but i don't think i saw anything before sorry i just didn't see anything for like european studies on there stanford's on there but amanda your point is correct that's why i would put together a supplementary okay because regardless of a great book representation is so important and it's very difficult to have it in okay no that's great and then um i just wanted to add another thing if we're still going to like add and just include things to this curriculum um i saw on the agenda for the next um latinx student success meeting that we're having on march 16th i saw that they're going to include mesoamerican languages something to work on so i'm just wondering how that would look like if we can make room to bring that
262curriculum to our latinx students yeah it's a mess of american language yes like naw thank you i appreciate you all helping us to learn so many things today also exchange information and work together still in the design process just great and it has to happen so i one of the things i remember and i'm just going to say i remember when they were first talking about the ethnic studies in particular talking about the tribal studies they were trying to get people to sign up to be and i don't remember this word um but signing up to be cultural support so for instance the teacher wanted to do a segment on beating that they would have someone who could help support do feeding and not turn it into what they think it means because that sort
263of defeats the whole purpose of being able to do that culturally responsive type of work and so do they ever get that underway do they have people that they've been talking to about being part of that support they really encourage districts across the state to really tap into their local resources and connect with them their local tribes and mesd is doing some of that work as well they just received a grant to help support all of us with this work as well and so that's part of them pulling together this cadre of teachers across districts this spring to really dig into the conversation and support folks through that process another question before our presentation we were kind of having a little moment over here before we started where our teachers were so hungry to dig
264into something super instructional and super engaging it wasn't about a pandemic that was really about learning and kids and and so there's been a really positive response from our staff as they can invest here and just for clarification the ethnic studies like these are going to be uh also integrated into the high school level or they're going to be elected well the the standards the standards of this that are integrated as well okay and then we're talking about standalone electives temple yeah and these are required for graduation right that's the new and that's what i read in the bill well the social sciences are and that would be it would not be in addition but you could use something if you'd like to choose your pathway and use your social sciences so yes they are
265not elected that's cool or stand alone foreign obviously i have um you know amanda's point very euro-american european background ancestry i've also been dead six native affiliated is and i can't tell you the joy that i have is knowing that they will see belonging in their curriculum and uh that the the experiences that i've had in my own understanding do have a shared history um and more importantly a shared future uh i i'm i'm really excited about this work very grateful that we're moving forward yeah do you need anything from the board related to this no i i just want to say i'm actually very proud of oregon for this kind of work because they are leading the way the scenarios and um their other states have already ventured out but i'm really interested by
266the fact that this is well overdue i'm excited for it you would go by any chance if um yeah there are ap courses that um offered so i would need the ethics studies requirements as an opportunity to offer like college credit for students taking these type of courses i'm going to go out and limit say yes at this point because i know that there are ap courses that are well beyond what schools offer um knowing some of the courses that have students taking the past with ap i'm gonna say yes i just don't know which area yeah they know they offer european a stronger integration of the materials covered and so i think instead of a standalone course as we're talking certainly is the curriculum of science i have a colleague who teaches it teaches
267uh african-american ap courses oh cool i don't know if she designed out of that through i'll need to ask her but i know that she teaches that quote and again i love that they can receive needed to qualify yeah so there's other additional opportunities later down the road for dual credit and other things like the college level and there's a program there's a program that carlin shared with us i'll get the name but it's too hard and basically that the high school kids work through them to have a harvard professor teach the course and these are social studies and some of the titles i could see applying to ethnic studies so i'm hoping that gresham is kind of looking into that and i'm going to encourage them to choose one that's more ethnic study social
268and also that we will be running through eight eight adoptions so that is an intense uh amount of work we are going to do our very best to update you because we said the community and board input and understanding of the processes were really important but i also included that budget because the budget point was substantial um it's eight and it's supplementary and it's making sure that you have the right materials and as amanda and others said is that you can get amazing materials to write stamps of the book that we all should read and it's a great discussion however we want to make sure the representation is there and so ensuring that that equity lens of curriculum materials is in play as you're asking for your audits in other areas we're asking for those
269audits in our curriculum as we move forward to make sure that we need the appropriate um supplementary and for curriculum and support around tv because we haven't done that in the past and you do not get this wrong this is vitally important to ensure that you have the right people saying and doing the right things with the right so there is a problem we haven't been as engaged as we have in this particular one because predominantly a math book we could review it occasionally they would have the open houses and board members would go uh kind of on the sidelines as always it was open for parents to come community members to come especially when we were going through the new math adoption um and uh and so we would go and be um interested
270bystanders but we were not part of the direct process ask questions because we do adopt the curriculum so we would ask i think the biggest one we did was when we did the healthy body shopping we had the material brought in um we talked about whether or not we had enough bandwidth to support it because it took a lot of technology to do it um we talked about the appropriateness of the different grade levels you know was it going to be appropriate for the different grade levels and that one i think has more questions because parents around health and body tend to have more questions about what's being taught at school so i think some of it's just dependent on you know what the particular curriculum was um i don't remember ever seeing an english
271language arts you know adoption i'm sorry what what proof of the courses like when of course this is how my teacher says i want to design a course that's that's them that's not us you know yeah and then we we don't have anything to do with it what we do is we bring forward an adoption which is a process the amount and primarily it's you know now and and the process that's what we're specifically explaining today so you know that there is and so like questions like i remember with one of the science adoptions um we were getting a whole lot of textbooks and we asked about whether or not there was more available in digital formats and it's like teresa said a lot of it is budget related and implementation but not so much
272the picking and choosing um that's operations that's not support i i think community review is also a process that we have right and most people don't show up we offer it i think the process will be open too sorry right talking about like accountability of the effectiveness of this program something to track and i alluded to it before is like uh tracking the percentage of time that is spent teaching european american history the percentage of times teaching native american history so that we can see that like where we are with equal representation and the equity within representation that we are presenting but to be able to do that you know within our embedded curriculum you know being able again to call out you know and and it's gonna take time because it's very it's very
273integrated into like our our norms and just like well what is you know how do we start defining that right european contributions european history european culture and how do we start calling it calling it out as in like you know as in we're tracking okay you know we spoke today we spent 70 percent of time speaking about you know european you know uh european centrist uh social studies and 10 you know native american like i think that is important to call out as we are tracking how we're doing with this and how how we are continuing to integrate and in progress i actually think that's already available in the sense with the standards of how the blueprints are because it's sectioned out as to how long and what you teach at that point and then
274we also have required seat minutes which is again i'll say this every time it's the wrong end of the kid to assess whether or not they know something it's gonna count the number of minutes they're in a chair that says that yeah you're professional yeah but like are we calling like when we have a government our politics class right we're learning about like are the presidents are we calling that european american history or are we just like what what are we calling out within our education system euro-centric system i mean i think we can label it but i i know that state is stagnated areas as a study as far as the standards go and we do have a little bit of flexibility on those but for the most part this standard is viewable and
275usually the blueprint will go from day one to dates at 170. well i think it'd be good yeah if it's already written out just start blueprint start calling it out you know what percentage if we just have to track it and so and i think that it's just changing like we're talking about changing the institutional culture changing you know our society's full-term perception on you know like i said uh european-american contributions to you know these systems and you know where things come from would be very helpful the only discrepancy from that would be you know i like keeping teaching about i don't know expansion westward if you will and then i stayed three weeks on that when really i was only supposed to say two you spend the two days required so there there are
276those variations but within that if we're talking about like western expansion like a bit like you know there's native american history integrated that there's black american history there's chinese american history and so not necessarily that we're talking we're we're talking about this one point in history but what are the integrations of culture and ethnicity within those discussions and that they are equally distributed so i just think it's going to be more complex to break down it is but i think also as we start to integrate the new ethnic studies standards into the grade level classes as well as starting to explore their tribal history and that's going to help shape our it's going to build our awareness it's going to help shape how we think about learning and who needs to be included who needs
277to be at the table and i think that that alone is going to help start to shape the culture and how we look at things and how we address various success tracy could you remind me when this you know years kind of goodbye when did the holocaust study uh that part of becomes required that we have to do i believe it's next i think it's the same timeline with ethnic studies okay okay i wasn't sure if it had already started but cohen kind of messed everything up and so i wasn't sure where that was yeah yeah it's like a year we just yeah okay um holocross and other genocide for the 2021 school year start to select some of the spring and summer trainings that come out in 2021 okay to start building some of
278that capacity so similar timeline to ethics here's a reference guide that says all three facts about all three of those areas okay and you can find it on the website uh that's the study which website i can do um why don't you just send a link send a link to their so it's in there is it one this is it's not a i can go in there and put that link on the internet adoption cycle timeline that's what i can't get down no i'm going to click on the website for the ethics studies on the last slide uh-huh if you go onto that website okay yeah i don't have internet right now it keeps popping out okay okay but i've got it i know that's where it is okay [Music] um if i could i'd
279like to put us into recess for 10 minutes i need a really quick um support now and foreign here and our vision and then our current values and the district want to be the district of choice so it comes down to making sure that we have the right staff in front of our students it looks like our just it's a touchscreen can you try sliding it maybe it'll let you slide that's not anything there to find no um i turned i put mine on an airplane and then i put it back off again and i got my wi-fi back let me try a couple of airplanes real quick you have a signature yeah i put mine just um i took it off wi-fi per second then i came back it's not a real strong signal
280uh we'll just do it manually okay so here's some staffing information um as the board's aware last thursday at the board meeting we had staff that kind of shared some information to you about their abilities to come back to work uh we had 175 interactive meetings uh in december and january with staff around medical considerations due to coverage concerns as well as child care and other other factors so once march 5th came around and the governor said that we would be returning back in a hybrid model uh hr's passwords to meet with all of those folks that we had conversations with earlier on particularly those who had medical doctors notes some of them were specifically ada and some people were not but we met with 62 people this week from monday through thursday so the
281hr team ms noel felin and myself met with 62 staff members and of the 62 staff members who had medical concerns uh here's the breakdown 21 of them on the elementary side and five classified uh are able to return and we have one license and two classified at the elementary who are not able to return and then we have seven undecided at this point on the license side and then four classified and what i mean by undecided is we've given them information they need to check in with their doctors they need to check in with their spouses or their family members they want to talk to their building administrator to see what kinds of things might be available but really we talk to them about options and if someone is not able to return due
282to a medical consideration an accommodation that we're providing is utilization of their um hopeful ensembles and that's 60 days while it is unpaid they can use their accumulated sixties as well as their personal leave dates and there's insurance protection as well as job protection during that time so we're trying to get before when we pivot to come back which is april 5th for elementary and april 19th for middle school and high school to get through the middle of june so it's roughly 60 days or a little bit less as far as our middle school we have one that is going to return and really one that is undecided at this point and then for high school we have nine that are able to return and we have five that are not able to return and
283then we have six that are undecided and when i say undecided they're going to give us a decision by monday because if they are not able to come back we actually have to go out and get a substitute for them during that time it's going to take us a couple of weeks to fight find a substitute now with that being said each building elementary middle and high school will have long term substitutes that that's assigned we've already done some recruitment and we will have two elementary licensed positions that will be assigned the support teachers that may not be able to be there uh on a short term basis uh and and you can begin two or three at the middle school and then three at the high school so that's where we are with staffing
284um it actually is quite a bit less than what i initially thought when we talked to 175 people it was not just for medical there were child care implications there were some other things but of the people we talked to the 62 people in four days uh you know these are our current numbers so we're taking a collective deep breath and we're continuing to make sure we figure out the staffing model james if somebody's on family release um are they allowed to have they can have unemployment or have employment someplace else while they're holding the job here or outside of education yeah yeah okay i can't well i mean people have jobs right now outside of education but it doesn't do anything that affects because you wouldn't want to jeopardize your they don't qualify for
285unemployment jobs right okay they'll qualify for unemployment so if you are on openstamla again it's protected leave so you don't qualify for unemployment benefits but if you would like to have a different job um yes during that time there are people that are going to be employed elsewhere okay yeah so here's some trend data i think i shared this information with you as a board earlier in the fall and it really hasn't changed but i put it in a little bit different format so it's easier for you to see and this goes back to 2017-18 back in 2017-18 actually a lot of the data you know we weren't able to ask at the time as far as you know ethnicity and get some of that demographic information it wasn't required at the time of course
286things have changed since that time and really until 2018-19 school year is when we started getting some specific information and uh i will say that it's probably time again for us to update that information and so this next year in our um welcome packets we will be asking to every staff member licensed classified and administrative staff to actually fill out some information for us so that we have updated demographic information but as you can see of the 51 to 53 administrators that we have in the district these are our basic breakdowns of that um so working now so as our administrators you can see that you know four years ago we've had four bypass administrators and currently we have six okay so we do recognize that you know that's an area that we're going to
287have to do a better job in as far as our recruitment and our retention of our bypass educators in general specifically in this situation with our administration here's our licensed staff information it's a little bit better particularly in the last three years and i will say you know patrice and i came into this position our positions kind of the same time patrice our superintendent i moved from secondary education into hr and i will say that as we look at the numbers not working we look at our bypass educators we are doing a better job four years ago we had 62 and currently we have 110 okay and so there are some efforts that i'm going to share with you two of the things that come to my mind right now is the fact that we've
288been able to partner with some higher ed organizations like the portland teachers program uh and patrice was able to off allow us to offer early contracts to some of our hard skill positions which was actually helpful because you know when you're looking at trying to fill a social worker position or a speech-language pathologist or special ed teacher or our dual language immersion teachers you know they get snatched up pretty quick and so our ability to actually offer early contracts particularly in the last year has been really helpful for us to get this space where we are today hired all of them from important teacher programs you did we called them the ptp 8. because there were eight of them and they all came to work here yes seven of the eight one ended up pointing
289forward i know her you know the one yeah the one that's up there so as you can imagine you know recruitment and retention is not just an hr function it's really all of us whether it's other administrators in the district whether it's our teachers whether it's our support staff and so when we talk about recruitment and retention you know there are certain things that we've done recently and it's very promising grow your own so we're partnering with mueller education service district and there's been a grant through the memorial trust and which we right now have 15 bilingual spanish and english classified staff there are also some folks that are actually able to take two three classes which is kind of your intro to education like your education 100 classes one that's in the spring and
290in the summer and then there's going to be another grant that we just found out lisa yesterday that we got what is that yes and so we are going to be able to have some culturally linguistically uh staff that we're going to pay stipends to to be able to mentor our new uh by talk educators and so we're working with that we also have a partnership with foreign pacific for the last couple of years and in general we are moving our classified staff into our teaching position so they're not as you know they're not as culturally specific but again our classified staff probably make up more of our uh our bypass educators in our school and then of course the plaquemines regional education network and we actually have a work with them i know leticia
291uh and carla are part of that where we're going to be actually trying to reprove and we're going to try to retain more cte teachers right to help build our programs and then there's other leadership opportunities as well i had seven had seven kindergarteners yesterday they raised their hand because they want to be teachers yeah they died early so we didn't start affinity groups in russian barlow started in 2018-19 now with that being said i will say that since cdl this fall we actually have kind of taking a break from that and then when we get back into school in april hopefully by may uh we're going to actually set up a couple of opportunities for our affinity groups to get together and continue to provide support to each other learn from each other and
292to be honest opportunity to just lean on each other and grab some food together so we are planning to do that again and then with intentional recruiting with oala in owabi and some of those groups as well as eli you know since we have eli at highland and then now dli is at north i know that karina brucesi uh is actively recruiting at the different fairs that we have and so we're trying to make sure that we have you know looking at both licensed classified and our administrative policies i'd be credited for you thank you thank you um at one time there was when there was especially a huge just teacher shortage um regardless of anything it was teacher shortage is there still conversation around um second career people who have a degree in something
293that they don't have educator credentials psp see any further along i'm saying you can do shortened class work with something that because that that could be an area as well where someone has started their career in something else and has just always wanted to be a teacher of course in fact that's really the partnership with um pacific university now that they are allowing people who have a bachelor's degree maybe in a different field outside of education to take education courses and then do their student teaching in the gresham barlow school district and then again according to patrice if we have people who already live in our community either have kids in our community have worked in our communities once we know they're in that program you know as long as they're halfway through we can
294actually offer them early contracts because it's likely it you know it helps us to keep people in our community so are you already csv doing that also for cte programs finally okay so these are i mean these are some of the things that we're doing in the district you know and again hr is part of that i mean this is the district-wide where we have different events from convocation to our new educators uh orientation and our academy where there's the teaching and learning piece we actually have two uh licensed mentors from all of our new first year and second year teachers and they do a great job we try to recruit at the oregon professional educator job fair unfortunately the last last year and this year will be virtual and it's always an interesting dynamic
295when you have to hire people virtually but we've learned some some tricks of the trade and some things that we're trying to do a lot of the awards from abcd to the excellence in teaching those kinds of awards as well as kind of our years of service and our retirement reception you know hr is really about making sure we celebrate people the people that have to take care of our students each and every day hey james why don't you share with the board like the average salary so that they if they're out talking to ones you know they usually ask that question so you know the average teaching salary is in the district is about 52 000 and and that's just the salary that's not necessarily including the six percent that the district also pays
296into the retirement so actually sometimes when we hear from our licensed staff association that they feel like we're kind of in the middle we think that we're probably more competitive just because not only do we predict uh a salary that's competitive we also pay benefits that are very competitive we actually pay quite a bit for their professional development and the numbers of credits that they can take each year and then of course with that the insurance and things of that nature so it is a huge benefit to i think uh one of the things we'll talk about in a couple of slides uh where we are the top end of the scale in gresham barlow is 82 000 and so and that's just the salary for 192 or 193 day content close to six percent
297so you know from the district perspective i appreciate that as somebody who is trying to recruit and retain the very best educators for our students because we have to be competitive particularly when you have portland that's 15 miles down the road and some of the neighboring districts that need has to try to get some of this same educators because we're all kind of vying for the same thing so a lot of it has to do with recruitment right and a lot of recruitment is marketing and marketing we use our teachers that have quite a bit of experience maybe have grown up in team gbsd but you'll see a lot of familiar faces here and what we've asked our educators for is some statements about why they enjoy working in our school district you know part
298of down here i think was maybe less than two years ago but patrice and i had a conversation like how do we make sure that we have jobs available and so we need to kind of market so we have actually our own website it's called www.gpsjobs.com and i always appreciate when our superintendent is on twitter and is always asking hey if you're looking for a job and she puts that on there because she has a lot more followers than i do on twitter but we also have a qr code and so there's always accessibility to all of our jobs we also invite our educators to our job fairs because we believe that there's going to be great people to talk about uh what's going well in the district and the benefits of working in our
299schools so this is the part where you know as kind of lisa had this swan analysis these are some things that from the hr perspective we feel like maybe going well and then we'll talk a little bit about some of the challenges or opportunities for improvement then i would like to engage you as a board into maybe some ideas and thoughts that you might have on how to continue to keep making sure that we have uh quality uh educators in our in our school so some of the strengths that we talked about a little bit so east county living is a little bit more affordable than living in portland center so we feel like we can attract educators to the gresham borrow school district the interesting thing in just kind of some analysis that we've
300done in the hr department on the license side of the house we only have about 30 percent of our teachers that actually live in our community but on our classified side of the house we have about 75 percent of our classification okay we also partnered things with landed that helps the those who are associated with education uh get loan for down payments for homes and so that we had about a dozen of our educators as far as taking advantage of that opportunity yeah it's there's not a income requirement or expectation there other than being employed through a school school and so talk about competitive salaries working in the district we are competitive uh as far as salaries talking about benefits we actually have a very diverse community if you think about restroom right 20 15
301miles a week the portland's very diverse a lot more diverse actually in the last seven years than it has been in the geography where we're located you know beautiful 15 miles from portland on the way to mount hood so i think our geographic location is very desirable and that can be a benefit as we recruit and we try to retain you know qualified educators and then of course grow your own efforts that we have some of the opportunities for improvement and these are just some of the things that we thought about our recruitment effort outside of oregon you know we do well with recruiting within the state um we work well with portland state lewis and clark you know university of oregon all those colleges of higher education in our state but really our efforts
302have not been outside of our state and i can honestly say in the four years three and a half years that i've done this job we haven't necessarily ventured outside the state actually patricia i had conversations a year and a half ago that we were going to start kind of going outside the states to start recruiting specifically for positions that we need to have heart facility positions we just haven't been able to get out and then when the pandemic we just didn't have any opportunity so challenge for us right now i mean our current collective bargaining agreement you know i mean it is what it is and we have to abide by it it's been agreed to but i think sometimes there are challenges for us to have to uh honor the collective bargaining agreement
303and still do the things that we need to do but there is legislation with that because of um like when there's a risk usually the least experienced teachers go first i'd like to say in oregon we eat our young here um but there's some new legislation that's out there that will help protect some of those and not just aggression barlow but lots of districts have put a major effort towards recruiting by pop candidates so a lot of them are in that category right now not saying that that's what's happening to us but that is a scenario of possibility anytime soon right okay so you saw that four years ago we had 62 bypass educators and now we have 110. through our collective bargaining agreement and through the reduction in forced language that we have what
304patrice is saying is true if we were to have to have a reduction in our budget a lot of our educators which were the last hired which would be a lot of our you know my pocket indicators are probably going to unfortunately be reduced if this legislation doesn't doesn't pass can you create like a classification like a special classification of like cultural competency or something that could protect them and then they are providing a service that other teachers could not provide you a protective program that's something that's some of the language that's in the legislation that will help protect them and i will also say to you that when we try to introduce some language around speaking a second language or some other things um it hasn't necessarily moved anywhere in our collective bargaining processes
305but i will say this last bargain last spring where we kind of had stopped in the one year we did get some additional slices for our hard to fill positions for special education and for our doi teachers so at least i think we're moving in the right direction with our association to say and they recognize that you know there is a need for us to be able to retain certain staff members and of course we have very limited number of bipod applications when we have jobs for instance right now we have an assistant principal job at barlow high school for next school year i just looked at the applicant last night out of 32 applicants that's five that are by far right so you know not bad you know what and and all we talked
306about was get the right one but but you know i still get a little disappointed when i look at you know where we are in the district and the number of tenants and that's just for this one administrative position a lot of times if it was a third grade teaching position or specific position you know the applicants are even smaller we will have an elementary principle position that we will be posting all right and then we have very small affinity group numbers so right now our affinity groups is not just our licensed staff they're our administrative and our classified colleagues so we're kind of in you know affinity groups and we would like to be able to kind of split that out a little bit more but with our current numbers in the district it's
307small enough and it's new enough where i think that you know i think those are still opportunities for us to improve and then of course our community's perception of public education and just the challenges around what they see around you know through this pandemic and some of the challenges around that and then when i look at threats for our contingent work in recruitment and retaining folks we look at state funding right and as jordan's trying to figure out how much money we're going to get so we can figure out how many positions we're going to have if we don't have stable funding for our schools then we look at then you know how do we continue to recruit and retain and you know this is year 30 for me in education and you know we
308may not see folks that are going to want to be in education for 30 years because they look at some of the challenges you know you go to college and then you have to get these student loans and you're you know in debt 125 000 and then you come out your first year teaching you're making 40 to 50 000 it doesn't necessarily make sense right because you have to have a master's degree so a lot of folks are going other pathways so that's that's a threat city amenities like in the city of gresham you know while we're proud of our city we don't have a viable parks and rec program so our schools have to be that and so when we look at asking people to move their families into our community without the kinds
309of amenities that some communities have it's challenging for us to actually hire and retain educators in our schools now of course again the cost of educating higher education i think i mentioned that and then the perception of public uh education and then affordable housing even though east county is more affordable oregon in general and again i didn't miss no because i've lived in oregon for 30 years teresa when she came to oregon and she was looking at housing she was amazed at how more expensive housing is than where she used to be before 21 higher exactly wow but that's newer like that's only been in the past 15 years like i remember uh when i was in college right like a studio was like freaking such so the other thing yeah downtown portland it's recent
310it was the number one movie city sorry um a thread on there as well um you were talking earlier on one of the slides about where we're trying to talk to our local teaching colleges which are local people which are predominantly white people and we have teachers who are already teachers in other states that want to come here and tspc throws that barrier down are we pushing harder and is that something that legislation because i feel like they ask in their own little bubble that they make up these rules that someone who's been a teacher in kansas who has a teaching license has to go through hoops in order to be a teacher here and are we are we still working hard i'm trying to do something with that are they getting farther okay he's
311actually he's on the committee to help some of that all right so so through tspcc i think there's gonna be a standard stand teacher standards practice commission commission yeah they're they're actually the governing body for all of us as educators whether you're like licensed teacher or administrator and it's not only teachers but i came here i mean i have national services i have a national certification and yeah you you call it reciprocity if you are licensed in another state then reciprocity means you should be able to be licensed like if i was licensed in hawaii and licensed in oregon i should be able to go both ways yeah but just because you have an organ license doesn't mean that however i have a hallway license doesn't mean that oregon is going to give me a
312same license that's why you have to take oregon law class which is what pictures and lisa has to do you have to take the organ finance class and then there's other things that you have to do there are a lot of hoops i do believe our new uh executive director for tsp dr rosales he is actually um a little more liberal in thinking about how to find investigators who have licenses from outside the state because literally just to go from oregon to washington very difficult and challenging i think they are allowing at least more washington license to at least have a temporary license while they allow them to take some classes but they still require them to take classes that they shouldn't have yeah you could have taught the class no no i couldn't have
313taught it but i shouldn't have them have it because it's not the finances finance me and honestly to the point that's being made that the account code structure is almost identical nationwide i can go to colorado and train a superintendent on account coding you know so katrina is correct on the finance party and it's a chamber for the pacific northwest because these regions where i've been in south central and on the mid-atlantic every single one of those states within that ridge region your license carry over you're just on a one-year probation when you get to that statement no it does not again we still have a lot a long way to go in oregon but as far as recruitment and retention of of staff i i do think that you know while i feel like
314we've been doing really good work the last you know specifically three years i would say um we still got a lot of work to do as you see our numbers are not where we wanted and needed to be and certainly it's certainly not reflective of the students and families that we are serving here in gresham barlow so you know there are some takeaways for for me and the hr team but we have a lot of support from the district leadership team i mean recruitment and hiring is not just an hr function i think i mentioned to you we have a lot of our district leadership team was really actively involved in helping with that but it has helped that patrice has allowed us to actually hire earlier on in the season and even though with
315the budgets the way they are particularly those hard to fill position we have some special ed jobs we have some school psych jobs some slp jobs speech language pathologist jobs that we will be able to hire early and then i think that we might be able to you know continue to grow in that area and then the other side of it is making sure we're training our principals and our hiring managers that you know as you have applicants in your pool to make sure that we are making you know we are asking the right questions and we have processes that allow everybody to have you know an equitable opportunity i won't say equal equitable because again you know hiring people for this position this is hard work in education and particularly in this last year
316we may see some retirement and as you know we have a veteran staff in the district so if there are retirements you know we're going to have to hire some people um but we continue to work with portland state and some of the state organizations and once this pandemic you know we can get on the other side of it i would really appreciate the opportunity to go outside of oregon and really try to reach out we're going to have to because oregon in itself that all the universities in oregon on average produce about 1500 teachers a year and the bigs like the salem kaiser the portland the beaverton they could hire every single one of them and nobody else gets another candidate so they i mean they have on average that many positions open that's
317in them each year so they could hire every single teaching candidate out there and the rest of us get zero so we're going to have to go outside of oregon and tap into some opportunities and situations um in other areas i mean there's some hbcus as well as well as there are several universities i know in texas that produce a lot lots of bilingual teachers as well and they can't hire all of them would we be able to offer like moving stuff in for boners we can look into some of that stuff absolutely i mean i think you have to have some level of it um like i know from in virginia when i was superintended there i offered five thousand dollar transfer uh kind of a bolder space for someone coming from out of
318state i used to like to hire from bethune cookman special teacher so they were outstanding program and i would offer them a five thousand dollar movie fee and i think the relationship with landed is one that's a good one because i think for those that are interested in moving to our area particularly from out of state having the opportunity to be able to get your down payment yeah landed will give them landed will do 75 percent of a down payment we're going to recruit during the spring and summer oh yeah yeah i mean i understand that no one so and change well when i came here was in the spring it was just like this yeah can we do a time check to see when we can move on to the next cafe working on
319our strategic plan so i have a quick question um so we're working hard on recruiting what are we doing about retention and unfortunately then when people leave um have we refined the why are you leaving extra interview and and could we have a third party do that if someone's not going to talk to it yeah we give people an option if somebody gives us their paperwork that they're resigning for retiring we always give them an option to fill out a survey that is you know we can't track who it's from but they give us the information okay and so but i would say that 75 of the folks don't give us information if when it's time for them to go they go it would be a good idea for us to try to get together
320some of that information i can't remember i i do i do um request to meet with all folks that are retiring or resigning and sometimes they want to meet with me and sometimes they don't okay and then um yeah and then just uh especially if we're bringing in younger teachers um you know i don't know what the process is but making sure that they're supported our first and second year teachers have quite a bit of support with we have two coaches that are mentors and um and melissa and beth elliot they are actually work with all first and second year teachers um and then if somebody says you know i may not be new uh to education but i'm new to russian barlow and i would like some additional support then we do have that
321and then with this front particularly for our bypass educators uh to allow some you know small stipends for um additional support and mentoring so we are looking to try for at least our beginning or newer teachers uh sometimes you know not just the beginning of new teachers need support and so you know that's why we're looking at affinity groups that's how we're looking at maybe um some of our district leadership team we're trying to give people opportunities to step into leadership roles i know we have three or four who have just finished administrative licenses either through walla or cosa and then we're trying to give them some leadership opportunities uh and then hopefully at some point they can step into a leadership role either in the district or somewhere in the region okay so um
322we're not going to take the next break because i think our next agenda item is pretty short no we are we are going to do strategic planning we are going to sit down and look at our that should take the rest of our time right we're going right now we're going to go into executive session to review our uh superintendent's evaluation what i thought when we talked about that that we were going to do it another time yeah two hours to do strategic planning which is what this meeting is supposed to be about you're right yeah i think i'm like welcome to too so i mean this part it doesn't require a lot of stop support if we start saying we want to you know do something that we need to have staff at least
323to uh to say you're out of your mind well chris wants to use you she could use you but i think that like this is like looking at getting like what yeah if you have some you know extravagant i do um requests but i'm thinking like these are a lot of the requests that we have the ongoing future adventure topics list that has been piling up all year that we've gotten through pretty much nothing on that list of like our goals and it's kind of setting the timeline whether we need resources so it's not about doing the work right here to get it passed or making any decisions but it's really just about identifying the work that we wanted to do and like building an actual timeline [Music] no worries but i mean it's just
324an action plan and with the action plan it will be you know capability it will be bringing back information it will be us doing the the work and then like we'll bring it to a future board meeting for okay [Music] if it's not feasible we just okay but right now what's going on over there superintendent [Music] so we should stay up because otherwise we have a quorum okay gotcha [Music] okay [Music] no what are we working on next we have 45 minutes left it's just explaining okay cool two hours no no where you said we were gonna be done at four hard stop at four hours four thirty okay the alarm goes on at 4 30. okay but i mean if we don't get this done we're never going to get to these days yeah
325blake is not putting them on the calendar and i'm really disappointed with you know our lack of progress on these things so let's see what's going on with [Music] all right ladies let's all get to work and see all right [Music] why sarah doesn't like me all right i what i have done with these categories or with with this list is i have listed them into four categories health and safety anti-racism lgbtq and board operations well i'm not reading off that oh okay so under health and safety we have a mental health specialist the conversations on sro disciplinary practices or restorative justice we have restrooms ableism accessibility policy and then we have natural equity here there under anti-racism there is the conversation continuation of the conversation recruitment and retention of bi-clock academic cultural calendar monthly
326cultural proclamations anti-racism campaign land acknowledgements uh removal of inappropriate native mascots and then our ethnic space and then under lgbtq there is uh trans inclusive policies lgbtq panels support groups um gender neutral restrooms anti-bullying slash sexual harassment campaigns and then board proclamations or resolutions you support lgbtq and then under board operations we have agenda agenda items and looking at uh when updates are made you know redline having redlines having presentations available you know in advanced meetings in the community engagement so actually i've been kind of frustrated all day this is the crappiest wi-fi here what are we doing we're trying to get it too long we're doing our work finally or are we all involved in it or yes absolutely you guys might want to move the table closer or we're just going to go
327yeah so um you know we've been working on this has come about from working on uh liz has a uh blake has started a list of future agenda topics that we haven't gotten through and it has a lot of things that we've wanted to work on over the years and it's never been put on the agenda and so it would be really good at this time for as in strategic planning to go through and see like well what are our goals how do we get there if these are items that we want to um advance on who's going to take this item to the next level like if it's for example we have a trans-inclusive policy you know who wants to you know a policy committee the policy committee yeah but when are we going
328to bring that no i would hesitate on that myra because the policy committee can't decide that they're just going to spring a policy on the board if the board has not said that's your charge we're not in charge of creating policy or altering them to the point we take the recommendations from osba but we're not we're not creating new policies we're not we're not that kind of policy committee and so on something like that where it's a new policy that's a new deal we need to make sure that that's what the board wants to have done before we invest any time in it so that's that's kind of the question am i thinking well so so there's two of those there's like a trans-inclusive policy and a mental health specialist policy that you know i
329would that i would like to bring forward right and definitely the mental health specialist policy would have a budget a budget impact if we were to move forward back and and on that one um yes i mean that one could move forward um that one though is more operations because that's setting personnel and that's a direction of the superintendent but that's not a policy it could be a policy if we make it a requirement to have a mental health specialist you know at our schools and we discussed this in our policy meeting and they said that you know yeah there'll be a budgetary impact uh sarah i don't know if you could pull up the meeting like to share on the screen so we can go over it together my only hesitation with that would
330be because we don't have policies on the number of teachers that we have or quota for classrooms that's that would be my only hesitation but then you're setting the president's outside of the contract and i would check the legality i'm not saying you can't create a policy but here's the thing is is that we don't have policies on other positions that are have budget implications other than well that's not that's not a policy to contract um that will be my only hesitation well how do we go forward with that because we have um a police contract right that's not in a policy but it would just like culturally employ yeah well then we don't have to we could subcontract or do we do we do we have several we do partner with three different entities
331that provide mental health services for students in addition to the number of counselors and social workers um i think i share that with you one of our board meetings how many have we had in the district uh just 10 at the high schools alone apparently three high schools so we do have this i would hesitate though to put in policy a budget implication of a position simply because in oregon and what i know about the teachers union and they have been in a scenario where they're looking to have a quota for the number of teachers that we have for school or kids in their classrooms that have budget implications and being an educational entity prioritizing a non-instructional position over an instructional position i would not think that that would be true so how do we
332go about doing it that's all i want to know how do we go about ensuring that we are providing mental health services full-time to each of our high schools and all i can tell you to do is that we can share the data with you of who they are where they are and how many do we have no because that's not it that's not what but it's operational it's for aboriginal and it's not your choice it's mine that's why like if we could make it policy we could make it hard but you wouldn't have to look at the legality of it but it's not because that's the superintendent but there are state wide set ratios like how many um nurses like how many no no no they're not ratio [Music] ricky turns a bill like
333that yeah [Music] the only required position of the board is the superintendent that you have you decide to have or not that's your choice other than the others we have options to what type of positions that we have we do not have quotas and that's what's being put in legislation over and over again about trying to have quotas on class sizes for example where i was in virginia but for every every 25 kids i had one teacher so but but the state funded every single one of those positions in oregon we don't do that oh well then how do we just go about saying that we want every high school middle school student to have access to a full-time mental health worker that's available on the district campus well the only thing i can think
334of is we get a legislature to do a bill that we don't really have the legislative program well no i understand but then i don't know i mean what other other options but we could create programs in our school there's like you know in the school-based health centers and so forth oh yeah so at our district how do we how do we do this i think that this is a very reasonable request considering that i feel like a lot of students really do like even nationwide want more mental health services and even like or you know the biden administration is even rolling out as much mental health services as possible so i mean i think this is a very valid conversation that we can explore to see how we can better mental health services for
335our students and if we can't have a quota is there anything else that we can do i think that would be a good topic to bring to osca no no no like how do you know how to do that how does it work like what does lsa do i guess i just don't know what it is so the oregon school board association i'm sorry i can't see myself here um um they do variety of things they have legal support they have policy support they have training for board members they have advocacy they have legislative work they sponsor bills they um have done some campaign work that was how we got the corporate uh tax yeah i don't remember what the a stands for but um as far as operations of your district that's the superintendent's
336job so the the question just is framing it as part of having more and and i would hesitate to say one per whatever one for whatever what is the right mix maybe you need three at barlow and you don't need any in hollyda i don't know but that's that's the superintendent's job that we're telling her what we would tell our superintendent is this is important to figure out how to do it when she comes back and says i hired one person we might say that's not providing support that's one person for twelve thousand much does it have added six in the last two years yeah and and part of it is how many is available what's available what does it look like but that's operations that's not the board the board doesn't do operations i'm
337curious what does it look like if a student wants to see a mental health specialist a social worker how long is the weight and are they getting the attention they need because i don't have a clue what it looks like yeah i i don't know how long the weight is and i wouldn't be here to say how long that is because if you go through a referral process some of those things can be exercised depending on the situation uh which you know could be within a few hours or days the longest way to 60 days the longest wait okay but those aren't people in our schools it's not like they can go into you know we have like a nursing office right uh you know a mental health specialist office where kids can go in
338and get immediate assistance how about we share with you all the number we have at each school and what is there because i think that is important to know you really define what that is because we are an educational entity and you you get on a slippery slope crossing over into another profession within our schools and so i would ask that you allow us to provide you with information on how many people we have at each school that helps provide that as well as the partnerships that we have with mental health services in the community because that's the part i'd like to know as well i don't know that i want to have 12 people in our our school at the expense of 12 teachers yeah but what's our what's our our relationship with a
339variety of communities but we say it's a slippery slope but we provide food we say it's a slippery slope but we have police officers we say it's just slippery slope but we provide all these other additional reviews so it's just like but foundationally what students need what keeps them safe is that they are that that they have their health that they are uh supported that they are somebody for them to talk to we know that this is like the number one preventer of like gun violence shootings but yet we've made 200 000 for police officers and it is not even a conversation it's like oh yeah but robin you're coming from an uninformed scenario an angle because you don't know how many we have in the building because i've been talking don't say that because
340i'm talking no no don't say that because no don't say that because i spoke to james he has been speaking about it and and the district manipulatively uses the term mental health it is you're not wrong you don't even know what i'm going to say the information is manipulated it says that we have counselors and counselors are not mental health specialists and we have that is the title provided by our states but but we use we use that term interchangeably when we're talking about mental health specialists and it confuses people so i would ask you are we a educational empathy or are we a mental health service tell me what you want are we a restaurant or are we an extrovert are we a library service federal government that's ridiculous that's a ridiculous conversation if
341we don't care about the overall health and safety of our students well i do then that will well but that's the thing if we do but if we are providing right now those mental health services and we are providing them why why do you feel like we need more right now okay so i just want to point out right i want to point out that russian barrier school district does not have a student health facility like there are plenty of other we don't have that like i know that these health facilities they focus on mental health and like dental work so i'm just saying that could we just come together as a board to find these funds like i've had a couple of meetings with them and so far with covid and everything it's kind
342of looking direct right now but um what we wanted to do was have a mobile unit and they said you can't have a mobile unit because we wanted to be able to serve the kids at barlow as well as here and that's how reynolds got it so the money was available and they said you can't do it outside of what we've told you to do so that's where we've landed on that so can we still find a way to go back to this conversation like if we can't just add more of these healthcare professionals to our buildings can we just try to find a way to bring a student health facility then so one one of the schools that i work with or the districts that i work with um agencies come in and have
343they have office out yeah we have someone on campus all day they rotate right so like there's a dhs worker two two different dhs workers what is it in the morning one is in the afternoon we have two social workers one is there for middle for the middle school one is for the high school but where they're not employed by us by the district the district is not spending any money on them it's the agency providing those services those community services through our schools so for so like we are sun schools right a lot of like programming panel i know have social workers they have mental health providers so would one of them through our sun contracts be able to extend their hours to be that social worker or uh or that mental health provider
344for the school that they're at so that's an option um actually we have fun we have seven sun schools yeah i'd also really like to talk to these um mental health professionals that we have in our school to see what they need or how things look because honestly i don't have a clue what it looks like so yeah we and we can ask for referral information as well by now i actually really like to speak to the people that are working in the schools no i mean ask them for the oh okay sorry okay ask them who they're serving and what what are those services what are the kids needs and families needs because they're not just serving the kids they're serving the entire family so yeah we can't we can't what we have and
345who we partner with i think that would give you a better space to come from than not having information not knowing i think it's important that you have that information to make an informed decision going forward yeah well why can't you just answer the question do we have a full-time mental health service provider in in three of our high schools do we have that we have partnerships with mental health service providers that are not fully full-time employees of ours so no we don't but yes and no there's no yeah but not employed by it like kate high school and she doesn't work for us no no she does does she work on mental health i'm thinking clinical psychiatry or therapist is what i'm understanding [Music] we're getting them confused with counselors we get them confused
346with dhs we get them confused with social workers so all of these aren't even a part of this conversation but they're it's all convoluted okay so i think i think what you're coming to then is kind of kind of the point that we're at is i don't want to spend our resources on something that's done outside the school i would rather have a better referral to have a mental health specialist counselor whatever that person is we do education every dollar that we take away from a teacher or an ea or classroom is a dollar we don't have and if we take those dollars away and create these 22 because i have 22 schools 22 employees that are mental health therapists it's a lot of money then the the kickback to that is now instead of
347having 28 to 30 kids in the classroom we've got 32 to 34 kids in the classroom is that good for their mental health i don't think so so i would rather have us be better collaboration with our community and and you're right it is an extremely slippery scope of so many things society has said the schools have to provide we found that out with covid now that suddenly everything fell apart and people said well how are the schools going to feed people how are the schools going to provide internet service how are the schools going to do all of this and it after a while it's like the school you're supposed to do education and all of these other components have been added trying to be a better society but sooner or later it's we
348have to say how are we going to educate the kids i'd rather have a smaller class size than have another person that are building we say 200 000 complete contracts we pay for other contractors we pay for other services i never said that the district has to pay for or provide the service that constructed these services should be provided and it's all about like our values so who's going to provide them we well if we have partners yeah we should where where okay okay okay okay okay we start with the news assessment and we can find out what because we're making assumptions i haven't heard any family complain about not having health health services provided i haven't heard any family complain about the schools causing mental health issues for their kids i haven't heard i
349haven't heard that so if we have any assessment and i hear it from families and i hear it from kids i'll support it but i didn't need it like kids speeches right right now they're getting it through referral services and through our community partners is that if that if we find it okay that is not let me tell you about mental health i know what it is no no no because we obviously don't have a good understanding what mental health is because if you have the ability to jump through this hoop get this referral wait 60 days contact this person then you are not in a crisis it takes so much energy and to ask our students to be able to navigate a process that could be very comfortable well that's great that you've done
350that but we're going to 16 year olds we're asking 15 year olds to go through this process who might not be supportive at home who this where this is a great facility to do that and if we feel like okay i'm going to disagree with that well then that's what i'm that's what i'm saying if we're agreeing i'm not understanding why we're receiving what i'm saying is my question is are we not doing that right now is that not happening right now i haven't heard that that is not happening right now i haven't heard of our of any of our students having to wait 60 days when they're going through a crisis to receive support i haven't heard that i haven't heard that need have you checked for the need because yeah because i do
351visit schools regularly i do talk to the people who work here i do talk to the kids so this isn't an issue we don't need mental health specialists in our school what's that like can we just request just a meeting from the specialist at work and yeah we can do that we should do that because we only have 24 minutes left with catrice so um and i would just be careful i would be careful though meeting with them we don't have we're not operations so i just want to know what's going on i think that as board members the other right to know what's going on i just said more than once i don't know what's going on but we've said this to staff many times that like mental health specialists we've said it in
352policy meetings we've set it up for in our staff meetings we've said it in our work session meetings that we are interested in this and that still we go and it's just like well i couldn't tell you it's very disappointing like to say the least you have said it in sessions you have but remember i take orders from the entire board not one if this isn't an order this is a request for it because you're actually going to do something that's on a list doesn't mean that's the request of the board it's a request for information and as an individual board member we need to have the appropriate information to be able to make sure and and the school board this is what frustrates me beyond nothing the school board is the only entity that
353government entity that i've been involved in that i believe that staff is completely like deaf to just generic requests from like board members like i have never experienced this at the county i've never experienced this at the city and i have been experiencing this at metro and it's so frustrating where like i have an assumption if i say hey can we get information about this hey this is important and then people just sit on it like no no no no no and it needs to be said in some special way and some special process to get any traction and then now we're like doing this it's just like oh well we already have it well if we've already had it we've known that like this isn't it and you received the information we were at
354gordon russell about it and i recall succinctly because you asked why is this in the sro presentation we added in there on a for a reason it was in that presentation on sros at gordon russell about school resources no about mental health providers no it was counselor and that's when i said it was manipulative it's not manipulative it's the positions that we have robin they do work with conflicts they do conflict resolution they do counsel kids they're not therapists and job counselor is going to be there to provide mental health again what do you want me to do to be a health care provider or instructional and yes there are other entities that we have i should not be at the table negotiating with cable companies about wi-fi for my students but i had to
355i'm very embarrassed by what you're saying right now and so i will just redirect the conversation because this is so inappropriate well again i would ask you to listen to know what we have before you assume that we don't and maybe when i make several presentations again i you haven't been here a year robin you you have to know what we do before you assume that there's something broken or wrong i honestly do with the board members here do we have a motion to ask the district to provide us information finally on what we have to do what we have available for our mental health specialist from the district if that's what we need we're making a request this is not emotion well that's what we need because i've made many requests are you not
356listening that it needs to be a directive from the board so we do need so eye motion i move that we at the district to provide us information on our mental health specialist program so that we can get this information so that we can move on and that we're not called that i'm informed we don't have a mental health program we have access to mental health services and i'm happy to provide that that is the board's wish yes yeah i would like to hear it yeah okay thank you yeah perfect um ableism and restrooms oh okay yeah that's something i want to go over um i put that on there um so i'm not really gonna start naming names or anything but i heard that there is a teacher at gordon russell that only gives
357out bathroom privileges three times a year per student um i don't know if that's a thing in our schools because that is ableism um to say that you can only go to the bathroom a certain amount of time what three times a year yes three times a year yes they get a pass three times a year and for this specific teacher and if someone gordon russell i don't know their names but um i'm hearing yeah that's not okay so i don't know if there are still teachers out there that are on a power trip or something they're saying like nope you can only go to the bathroom three times a year in my class i don't know who's doing that um if that's a thing if there are any rules against it um i would
358like to call that out that that is ableism and that's very traumatic to students so um if there's anything that we can speak to or work on to would this be a restroom accessibility policy or to allow that those parents that the parents of those kids need to go talk to their administrators that's how those situations are handled okay well i mean when i have like happening teachers i didn't say that at all i contact the teacher and then if they see it it doesn't really if it doesn't get resolved between the parent and the teacher then you go to their administrator they don't go straight to the board or straight to the superintendent so can we but can we create a policy that says that you know educators must allow that's a personal issue
359oh my god this is like if someone writes at you if you have to go to the bathroom go to the bathroom right oh my gosh oh my god yeah i'm happy to ask um gracious rollins lost the same there for a moment if there's a scenario going on obviously there are like 60 teachers there so i really would kind of need to narrow down and know who it is or even just a grade level um and i'm sure he could find out if it's happening and what's the because there are teachers i will say mild defense but that's kind of weird um there are teachers that they do limit in and out because it's disruptive to go in and out but you gotta go to the bathroom um if you're in and i think
360it's interrupted by an argument that i have to go to the bathroom yeah but if you're every day leaving that classroom then that's a different issue why are you leaving the class but and some schools have built into their schedule like hey we got a five or ten minute break here to go to the restroom so again i'm not saying a kid has to go during that time frame i don't know what the circumstances are honestly um but i i don't know of anything like this going on in our schools doesn't mean it's not happening but i'm happy to ask for all this stuff that you would find out and see if but if you have more information as to who that is that's a better way to do it because 64 teachers i mean
361that's hard to narrow down he doesn't know either okay um all right i just wanted to call that out that you know that is ableism that's traumatic and humiliating to our students um if someone maybe that's just when they're scheduled to just go to the bathroom i don't know an accessibility policy we don't know if we need to have it i think if you take care of talking to somebody i think we'll know okay i'll get a name and then i'll just forward it to catrice thank you thank you um okay all right we have menstrual equity and that's pending with legislation should we just wait on that and we can still work on it there are other school districts in the state that are already implementing menstrual products in their schools so we can
362work on it too i already actually sent you a um i sent both of you and patrice um because just because you guys are on policy and i can share it with everybody else um it's uh it's a document from tiger tualatin they have like the same amount of students about twelve thousand um and it's basically like if you look at the document maybe i can just actually forward it to sarah and maybe she can present it let me find it again well so the question is we're going to bring it to the board um because we're not going to make a decision about it now i'd like to see it i'd like to see what it costs to do it and then like six thousand dollars annually okay that's not right okay no it's
363not and to take away from the magic girl that they forget or don't have it or have to ask or it's embarrassing off the top of my head but i do know that every clinic at the school the nurses station has a hell of a lot of probably i don't know whether or not to think about this this morning um probably should be in our elementary schools as well we have fifth graders that are yeah at the time the um the female products they do partner with schools and we receive big shipments of those every year before school starts and it goes out to all the schools but the bathroom is where i'm understanding where you want it and yeah so that they don't have to go to somebody it should be just as accessible
364as toilet paper and i'm trying to think if we can add it to maybe like the janitorial budget um as sanitary products um and then if you look at the document that i just said i actually sent it to sarah i don't know if she got it yet to present um and then i'm looking at this uh budget plan from tiger tualatin they already calculated that it will cost about 17 dollars just to get it started and then after that stocking it annually is about six thousand a year it's reasonable it's very inexpensive i think people just freak out thinking that tampons cost like fifty dollars a tampon or something it's actually very inexpensive okay and they already did a lot of work and then they have a policy they updated their policy at tiger12
365and the student health services and requirements policy where they include in red on page six on the document right there effective four months after return to learn on-site for middle schools and high schools central hygiene products will be made available to students free of charge in all girls and gender neutral restrooms located inside permanent facilities of district secondary goals so um i think that's something very reasonable that we can work on um and just maybe get it by fall term have those already set up whether or not the republicans come back to work um i think i think that at least gresham barlow we can get this started yep going and i think it's a very inexpensive and reasonable so it should be included in this budget cycle yeah actually i don't know it doesn't
366mean okay cool perfect okay so we have four resources and there's somewhere in this document i don't remember that specifically but tiger tualatin managed to find somebody to accompany to install the dispensers for free okay okay cool and then i also want us to be like um culturally uh culturally sensitive to uh cultures that may be offended by insertion so can we prioritize pads over tampons like stalking these actually that's all the nurses perfect we don't we don't give out tampons okay um but yeah if you all wanted to look over this document maybe get some ideas from tiger tualatin and then maybe if we had something similar um let's see who is this from from sharon cox school board director to the board of directors so we can look through you can send it
367to us or uh yeah i emailed it to you okay um but yeah i would just like to implement something similar and i really like this just because their school district is like the same size as ours right that's right hey just going back to the restaurant possibility what is the timeline to get that information to us just going to get the name email i'm sorry what for the rest the restroom is actually the bathroom oh yeah the name of the yeah okay but what's the timeline should we say me i can probably find out their name by the night and it will be um is is me a reasonable timeline to come back to us um i can like i mean i'll i'll extend it to rollins we haven't had kids so i don't
368know this happened when it's happened but i'm assuming this was last year um and i'll let him address it okay if that's where it's going to be addressed and i don't know whether or not this is something might be and if it's a curious but not our place um do teachers in any of the buildings say because i know they have bathroom passes all of that's not what i'm mad about i'm mad that they can only do it three times a year okay yeah i'm not aware of that but like i said i know that our elementary's especially this is true there they have scheduled time for bathrooms just as they do as we're coming back to washing hands so they take all their kids at once for class so and maybe you may not
369have to go at that time and i understand but i don't know that anybody's restricting but that doesn't mean it's not happening either okay and it's good that you do that you're doing a kind of a first step on this because that might help us realize that we need something in a different way and then going back to timeline on mental health specialist what's the timeline to get that information on what is currently available uh i can have it for your april work session april or september so that's april first or april whatever the third thursday third thursday okay okay all right so we're moving from health and safety to anti-racism uh you had on their recruitment retention of bypass staff i'm not sure [Music] and then we did have an academic cultural calendar which
370is on here but would never move forward and you know as a refresher that was brought up you know particularly looking at like a russian uh orthodox community and missing a lot of school uh during this free time and if we had those cultural days integrated into our calendar and we're more accessible that we would be able to so that's when i have a question for you um because that was on there and i wasn't sure if that meant acknowledging other holidays or giving days off because we are limited to the days off we can give both in the days that we have to be in school the number of days that we have to do um teaching days teacher holidays so are you proposing adding more holidays yeah do so that would be difficult
371because that was that would be requiring just a well i don't think it would like impact the amount of days that we are are in the impact i see is the contract with the kitchen um because you're either extending the contract to allow for those that have those 170 days have to have in session for instructions so you're either extending the number of contract dates for a teacher and extending the content the calendar so that that is a contract implication how would we go about doing that i'd like to know how many days there really are that are because there are there are celebratory days and there are days that all right chris hey i just thought it's like mandatory about the state for them to be in good luck at the desk like for
372like 180 days out of the year or something like that 170. oh yeah okay so you have more days than that total because you have holidays as such that are already built into the calendar that are already negotiated through the contract so if you are proposing to have another day for the holiday one two three whatever it is you're having to add those days on to the end or in extending the contract for us the staff so instead of a hundred and you know they have 190 days or 92 days because there are staff development days throughout the year that are required by the contract so it's more than the instructional dates we have 170 instructional days so if we are looking to have a day off for a cultural reason does this relate to
373a group of students and their families our community and you have to add on to the end of that contract or not that's negotiation yeah i think particularly with the russian orthodox calendar with their easter holiday which is like their christmas it's um i think it's a week or some days um but yeah that seems like that would be so it would be expensive that's the contract that's the contract negotiation and even if i said yes we could do it negotiation has to say yes yeah oh so what would be the time i'm never opposed to extending the school year i will just say that out loud to everybody here i'm never opposed to going year round i will say that out here but again it is a contract implication and that i can't just
374say yes to yeah or no to because it is a contract application so would it be useful you know for us to come up with like a calendar of days maybe survey the community to see like okay are these you know are these days with the holidays that are important to them yeah we do have a calendar committee that uh made up of staff that they do their teachers and their teachers and with human resources they work together on those and then the gba as well as the district approve them on our end you approve it as a board on their end their leadership approved what those days are so so someone like work with them and say that that's something that we're interested in so they can take the lead on that and then
375like as their teachers they probably have fourth way with you know and can be more engaged with the union i don't i'm not opposed to that again it's a calendar piece we have to start sooner rather than later because if you recall our calendar is a three-year calendar okay so when you approve it each year really that's something that has been done a couple years ago that is now so and we do that at the request of our communities because they want to know when vacation days or family days or spring break so they could schedule their vacation so yeah you have a three-year rolling calendar and so it is interesting because it would be um because russia observance of the holidays is different than what they're doing in this country because it is an
376eight days but it's around the same time it's christmas but it's not necessarily what they do here it's what they do in russia yeah i don't know i'm thinking of like the community here and i mean i'm basing it also you know we have the conversation i thought that's my friend and would learn and really totally version what time they they involved in the times that they met school and so forth right they're thinking of the impact and it would burn yeah like that academic calendar reflects you know the community and the cultural holidays that are being observed but you know i just want to make sure that we are being sensitive here and i guess i mean the directive if there is a directive you know if it is possible you know to have
377communication you know or to have i don't know if the uh if this committee the calendar committee can come and like have a meeting with us and you know we can kind of you know speak about gold and then they can take on the directive on their own and what that would look like or what would be the i know that there are proposals made to them pretty regularly whenever they're meeting but um i'd have to ask what their process is quite honestly i really don't know okay i don't want to tell you something that's not true but i do know that there is committee i do know that we work on it we tweak it every summer um because again remember it's not it's contract but with contract comes also if you extend the
378contract that's not taken days as adding days so that's also budget implications as well so yeah we have to make sure we have all those things and part of it could be just for me for some of the days for instance um and and i don't know because i don't celebrate them but um ash wednesday if that's an important day then students can take it off and what we need to just decide is that the holiday that's an excuse out there because then the student is allowed to make up for work students yeah as opposed to jim's complaints really and i think that's where kind of the list of uh that's where the flexibility lies and likewise what the staff member can say i'm going to use one of my personal dates to do this
379because this day is important to me and i don't want to pick a day for them but how we just kind of figure out that cultural part there are a lot of holidays that i'm guessing we have no idea what they are but they're important we have a good portion of population of muslim students as well and so they do and they utilize uh we give them excuses that means that they can make them well they have ramadan yeah but foreign not that's not no no no no no yeah yeah but ramadan there's a um there are things that they do for those uh students so yeah they can participate before um yep we don't do as well with our seventh day adventists as we could um but there are some you know when there's
380differences we're the jewish holidays we do very much with the jewish holidays but again if we have that calendar and say here are the the holidays that if you're gone this day it's an excused outcome because that's where it really falls down to whether they could be on the day right but if you're gone and it's an excused absence then you have access to the work which is why the the work we are doing you all i mean started it you all started it but it's it needs to be heard and and where what i am applauding is that you're taking it on and even though we might start grasping and graveling and uh but no it's it's happening we can't ever make it happen it happen as fast as we want it yeah and
381i mean there's one thing to be an excuse you know holiday or absence but then it's just like well look at it's an equity question you know like imagine if we all had to take you know our our winter holiday christmas off you know which is important to us and just be like oh well we still have school during the session but like it should actually be honest i mean yeah but but maybe just keeping that in mind you know like what does that mean and and how we what does that mean when we when we have our own culture reflected within the you know observed waves and that these other cultures have to go and take that [Music] thank you all sorry guys all right action item i'll reach out to you to see
382when you can reach out to the teacher for the calendar yeah um yeah that's that's a james thing but i because it goes it goes through hr because again that's the contract observation okay see you have a good day [Music] yeah but we had like a conversation earlier about it at the board and it was like let's move forward on this let's do it to do a better job so that a student gets at least recognition in the classroom that today is diwali that's the thing that's that's what we're going to talk about now like cultural proclamations and resolutions well that's the exception of five minutes yeah so that's just slightly different i was just thinking more in terms of we we have well we really don't have christmas in the building um thanksgiving we
383used to yeah we used to have them all yeah but it never hurt i mean we didn't die yeah but it's just more an idea of recognizing there is a holiday but i wasn't necessarily thinking about if that's an option we had a conversation about academic calendar and that and then the other conversation was which they're probably confused was yes this uh uh cultural holidays monthly proclamations and i know i brought this up and it was not favorable at first but you know we just recently got an email from a parent that i thought was incredibly prejudiced very bigoted very racist talking about black lives matter how they don't want their kids to be learning that calling it political if if we can move forward with you know giving our cultural proclamation you know in
384support of black lives matter lgbtq you know and then further with like women's history moms and latino heritage month and talking about you know uh a lot of migration issues and that you know like we we are a what is it called um so this is the city of the city sanctuary or a sanctuary school you know things like that you know to show support for our student population i think that will also show support for the teachers that are being able to like promote this i see the black lives matter right here so people are doing it but also like when we get comments like that because we know that there is pushback in our community from the community that we have statements that we could share and say you know it's not even
385like you know oh we're sorry or you know we were like it doesn't even have to go to the principal if it's like so this is board statement and so um you know i would like to work on a list of these proclamations i think would be helpful like not like working on the proclamations themselves but just like a list of things things that we would might like to have as a product and i know she had on here amanda the black hot black history month curriculum every favorite we do that okay the reason why i brought that up is because um i have a friend that her grandkids go to east gresham and throughout february they were learning about the thirteen colonies i think the 13 colonies is probably the last thing our students
386should be learning yeah um it's still history it's just a perspective i mean there's a lot of black history out there and i'd like to prioritize that in february it should be it should be so so that would be a recommendation to um the superintendent but again yeah and we can do and then i was even like asking like ricky like what does you know what does reynolds do to like promote stuff like that and they were like well um we like to have schools uh present like um like black history projects to the board just so they can see what they're learning right and then if schools don't participate in like two years they're like what are y'all doing mm-hmm so i think that's a good thing that we can do maybe we can
387just even do that like you know september for like latino heritage and just um yeah yeah and i envisioned something that this could have worked you know the high schools could do some things around that but just we we all have limited time at our board meetings and those sorts of things i think we really need to recognize that and and so that we all are are um giving everybody the their turn time to be heard yeah i agree because we were supposed to have three school presentations at our last meeting so again it's still in process properties i know things are weird again yeah yeah because we did have one of the things that we had started um a couple years ago was having two or three schools come presentation about what they were
388working on so it wasn't necessarily months participating and again trying to find that balance between it's a business meeting and not turn it into an hour and a half on student assembly but that's not what people oh okay and we had that we had some kindergartners coming through i mean it was a dual language thing it was so is to get back to seeing all that kind of stuff but but we're behind us the circle is difficult right yeah i hope as we get more into the ethnic studies part that some of that you know it's a little bit tone-deaf about doing the 13th colonies during history just kind of well is that was the was that one of the ones that the state did i don't know if they have announced that as a
389i don't remember if they even announced that but we're saying that we don't have time but every meeting it's just like oh it's teacher appreciation it's forward appreciation it's you know athletic director appreciation like we we are you know and like parents that were used when we were talking about fracking and those are absolutely yeah no we're not saying that but just having a 20-minute presentation by students is one thing but we get you know the five minutes or whatever of a proclamation which i think we're saying let's bring forward another other thing yep um but i just i just want to call that out because you know there was a lot of pushback at the time and it was just like it was before i think that we were like the perspective of looking
390like well what are the proclamations that we're giving that are given daily and that are just consistently on there and like you know for me that created a point of frustration because i'm like if we don't get what abnormal for you know like you know yeah and we are doing great you know i i think that's great you know i don't think our communities will you know be like oh you're talking about us again once a year twice a year because there are so many communities to acknowledge yeah yeah yeah yeah yeah but i think again i think we still have a way to go but i actually this even made me think yeah we're on the right track right yeah we're on the right track we'll get there and we might stumble a bit
391but we'll get there yeah so on the the um the math class yeah i'm going to bring that one up next yeah so that was in process now uh how long do you think that'll be i mean i don't know so that one um what is going on with that one is the principal is setting up meetings with um the kids and some some folks that were wanting to be involved in it and talking about getting rid of it how to get rid of it and explain to the kids why it needs to go yeah and which one is the it's the uh wooden statue that's in the cafeteria oh yes okay yeah and then like their mascot is the thunderbirds yeah i think it would be cool to hear what the students and you
392know staff in that building would want to change their mascot too uh-huh like since they go first but that's already taken by the high school right and we love our golfers yeah but as far as the carved wooden statue that should be gone okay by the start does anybody know where it is built they when they remodeled the cafeteria they made a special little selfie oh yeah oh my god so for sure they're looking at removing the totem pole but it's not totem poles it's cardboard perfect yeah but then what is the conversation are they continuing conversations on you know the the mascot or the other native imagery and there's this conversation that i don't know because i do the imagery and i'm not native and it looks beautiful so so i'm not a good
393you know and i don't know if we are good you know like i don't know that would be one i'd want to bring somebody in and say what do you think yeah yeah yeah i would think from the more information i am receiving about you know um and learning about native communities is that they would want it removed because there's a disposal without the integration of you know um native uh awareness within curriculum and participation right so i i so that's why like i think that's probably what we'll get but you know we are setting a curriculum there might be more awareness people might come and be like actually this is a really nice they've done a nice job doing doing it as opposed to a caricature cartoon of it yeah but we don't we
394don't know if it's we don't know what's nice and what the character just not that close to the culture so um can i call them the meet the strategic planning part adjourn and then you guys can continue talking no no no okay no no [Music] leaves then we're done okay okay so we all hold power yes you guys know the power just fill us in i will be leaving at 4 30. all right that's 15 minutes okay what's another one okay yeah the wooden statue yeah because i don't remember seeing it um yeah so what is it it was carved by mr russell oh yeah in his backyard by a tree okay he took a tree with a chainsaw and carved it so it is a representation of a totem it has no cultural significance
395it has no authority it has nothing except it is a tree that he carved in his backyard they donated it when they made the school mr russell gorgeous oh that's why it came from him and it was a beloved administrator yeah part of this thing in his backyard it was a well-meaning pretty sure yeah yeah and it's also ugly since but um [Music] when we went there it was our last in in-person gathering before we started doing online and um we went on a little tour to see what they had redone and saw the new band room and i think the stem room and then we walked into the cafeteria and they have a plaque that has the newspaper article that explains how it got there and a picture of him with the chainsaw and
396i went no no oh okay okay so so that's where and and it's had conversation and then we had cobia and everything shut down so there was a feeling of not just disappearing it but having that conversation at least with the students to say here's why it's going away here's why it's not it's not appropriate i take it home [Music] just okay i would i would still like to work on the land acknowledgement so i have a question about that um i would my personal i'd like to wait a little bit on the land acknowledgement until we have more of the studies because the few that i've been to and the few that i've had people do land acknowledgement it feels a lot like the pledge of allegiance to me it feels like are we
397being recorded right now yeah um it feels like and we talk about the moment we're here and the yakima we're here and the show is over here and we thank them for this and there's no uh respect there's not even any understanding of of who was here and the part that that does distract me on some of it and i get it that i want to do it but i mean the people are still here yeah the way that they're doing it makes it sound like they're born yeah they're some very it doesn't have to be like that because my idea of like looking at this land technology like let's say that like we have a plaque outside of the building okay like it says okay that this school was built on chinook and california
398got it okay okay because i thought the ones i've seen when they've done the pledge at the beginning of a meeting it has felt very perfectly and very ancestral and instead of saying they're still here we are still here of course people are still here yeah there i think that there are probably some mislead experts that are you know a lot of people who maybe are not unaware but there right now are so many at like native advocacy organizations that can you know have really they're really good you know um templates you know and it is like just starting meetings and it's you know not that long you know like it does talk about ancestral land you know you know current you know uh land of you know xyz individuals and that we acknowledge that
399and it doesn't have to be very long but i think that it's very impossible but yes working with those uh native groups to get accurate portrayals because lots of times you know like the totems you know can one of us like just as a board member or maybe like catrice or someone i don't know how to go about this so maybe we can reach out to naya or something to say like hey how can we you know um can i do that yeah yeah i mean why don't you put my name on there okay and then carla's gonna annoy me about it to make sure i do it yeah well i'm terrible okay yeah oh we'll do it yeah no i'd like to do that because i would do that right yeah sure yeah yeah
400could you and then like i think at that time might be a good time to talk about you know the max the thunderbird and read the pictures and like maybe even schedule a walkthrough to see like well what do you think right i don't think any of our other schools have that i think that's only one yeah that is that at the very least that falls within the guidelines of the law so because the law is if you've had a native american mascot image name whatever when the law came in the first thing you're supposed to do was go to your representative group and ask what do you think can we keep it would you like us to change it what can you tell us about this and it was to ask that because when
401they first did the law the first time they said it was all of them have to go away umatilla said i'm not getting rid of mine this is important to our culture they didn't have a caveat in there that said the local tribe could decide we want to keep our maps up because it belongs to us so that was where they changed the law and said you need to ask i actually do um an email i did have a brief conversation with i think they're the director of education or community outreach about florida russell and she was like we but i had no idea that uh that that was going on i would encourage you to reach out to xyz um here i just found it okay and so okay maybe it will work like
402a contract or a continued congress teacher right right um but she did say that there was you know some students in the district that might want to take the lead and maybe these are the things that are working at border muscle um because the statute because but also that's all right what when do you want to get back to us timeline would you want to get back to us um before the end of the school year what month is it march april may uh may may before the end of the school year oh my gosh early june is from very late [Laughter] [Music] and so it sounds like we know who to reach out to at nia about this if we want to invite them to work with us is that what i'm hearing okay
403well i don't know if that person but they could definitely yeah you know i'm happy to contact me if you want yeah i mean yeah yeah and so then you also had on their um native uh national native american heritage month it's in november yeah let's just put on the calendar put that list on there yeah that's gonna be in my life so i would like to have like curriculum focus like for all those months like black history for february uh indigenous history for did you say october november i'm sorry it's november november yeah and then latinx history is on you know october maybe it's september is it september yep okay then we have the break that's great i feel like it's december not an american heritage no not october but okay i'm not sure
404i could be wrong um i'm going to be able to start okay here's why it starts september 15th and it goes to october 15th that's done that's right [Music] september okay um [Music] september one before it starts yeah this is weird yeah absolutely i'd rather do it then then do it after it because it yeah like after this yeah it's interesting when i tucked in to look up latinx heritage month what comes up is national hispanic heritage month yeah it's automatically um they like that needs to be updated that language definitely but i think that's how it's you know that's how it's identified asian american is in may so yeah you're finding all these other months in here yeah okay so yeah latinx is is that september october split so it's that end of march
405and then asian would you say the asian maybe well i'll i'll start a document so we can get a list of all the it's so exciting yeah lgbtq um that's in june that's too late do we have gender neutral restrooms we do yeah and all of our schools yeah okay on the i think it's the law okay and something else and uh i saw with a trans-inclusive policy i don't know if we have one of those i don't know that we do without the um because do we have an anti-discrimination policy does it just need to have language added to that well we do it doesn't say trance but you know okay i think courtney gender sexual orientation when we did our anti-harassment right that include transgender best practices i was looking at this you
406know to support lgbtq students it does request specifically a trans inclusion policy i just look through i'm not sure what that looks like i just looked through gresham school district policy online and i typed in transgender right and only one bill came up and it was under suicide prevention so one bill one policy my battery okay sorry okay sorry follow us on the right um so that one might be that we haven't caught up with it yeah we need to catch up because there's also been um we might want to get ahead of that because of the uh questions did they pass with the federal lobes can kansas can however someone we can research well started it was coming up around sports who was going to participate and who was going to the legislature that
407was all wigged out that a guy would pretend to be a girl so that he could compete with a girl they were trying to do that someone pretended to be it no no no that's what that's doing like your view was that's what he did oh well yeah yeah and so that's what his view was and i don't know if it made it into like an addendum onto one of the big bills it's it sounds crazy and it might have been just a statement yeah you know like women you know have been banned from competing in the olympics by a lot of women because their bodies naturally uh produce too much testosterone and so it's like we got six minutes all right um so maybe like i can refer to trans inclusion policy or proclamation
408and i would guess there's probably some funnels yeah or someone else just has report republic or tiger even updating like harassment all right and then um a board operation where's the first one no this is something i had on my document so um something that you know that i think would be useful and i think that this can be updated in our board agreement is when we receive like so sometimes we receive a document and then that document is updated but sometimes it's difficult especially when you prepare before the meeting so no oh you're talking about the board meetings okay okay okay we're board meetings um you know to see like what what has been updating if we could get like a red line coffee or something see that's kind of an interesting thing um
409in the old days when we had paper when you came to the board meeting there would be a blue sheet at your desk which meant a document changed this document printed on the blue sheet was different um and since we've got electronics is there a way to highlight or do something or alert us without a triangle there's a couple different things so when i add an attachment there's a notification email that can get sent out to letting you know that that agenda item has changed so the problem i don't like what that is there's no way to tell you what exactly changed exactly it just says typically that i added an attachment that was up there previously um but i can't go in and say like hey look at this this look at this this
410is generalizing change and it won't let you know what changed um if we add something like a blue sheet item i specifically put in parentheses next to the subject line the date of you know this item was added on this date so you know if it wasn't originally on there when this is posted but unfortunately if we don't see that until yeah if i look at that notification so you know what an item has changed um yeah it doesn't it limits that ability of me like it'd be nice if i could like put a little email note on it too to let you know like specifically right because attachment they had more documentation right right um like but i mean i don't mind if it's like posted publicly right but even just like an email
411all like just with you know a redline or track edits or something so it's just like oh well what am i speaking to and you know oh these numbers were updated would be and so i don't know if we could you know put that in our board agreements if that would be useful or if it's just you know sarah you're like oh yeah i could just do it what if it's something like they found a typo or something no no no no i i think that's like something you'll find a spelling error like oh crap no like for me i think like you know like when numbers are updated when dates are updated like you know like when information you are like oh well we found different data on this like i think that is
412important if it's going to affect heights or expect a conversation yeah because like i'm working sometimes with you know or it happened once with another set of numbers and i was just like oh and then i was just thrown off um you know and i don't know if we can you know with these presentations as well because there's a lot of the information that we include when we don't have like a staff report or an attachment it's in the presentation and so i think that they think oh it's like a conversation but for me i need to process information and it would be good to have the presentations prepared again like i go out with the agenda which is a week in advance and i know the agenda yeah that has been a conversation it's
413come up in the past um and patrice has always gone with the line that she wants to give her staff as much time as possible to prepare for the presentation and that's typically why it's always been added after either the day before or during day of the meeting um rather than when the agenda goes out so i think that would just be another conversation we need to ask um yeah time why because that's really the like once specifically it seems like when there's no other attachment when the presentation is all we have to look at is when they're the most important like if it's like an additional presentation and we'll receive like a staff report or you know like an attack item on the agenda it's it's they're pretty well aligned right there could be
414background information right but i noticed it's very often in our school board meeting from the presentation is all of the information and we don't even know what it is what it's going to look like you know at all so so that's something sarah that maybe needs to be brought to patrice to talk about because again before if material wasn't in board by i thought it was monday it didn't get discussed because even getting released yeah even getting a blue sheet was difficult because you weren't prepared and so i know i've gotten into the bad habit of i don't even go look at it until wednesday and if there was something i really needed to know about wednesday's too late but i feel like my look monday not there and having it added that night is
415really not helpful if we want to look at it be ready for questions do whatever so we and i'll give them a little bit of grace with coping but i feel like we've slipped into a habit [Music] today i mean most of today i've not had internet yeah and so i'm trying to look at that trying to look at this it wasn't really i'll bring it up with her again because i mean i'm all for having it attached sooner so yeah i don't really care what the format is lynn used to be really obsessive about it had to be formatted in a certain way and a certain style i don't know i just can't pdf it and put it on there yeah yeah um i rarely even felt like it yeah someone has got a
416complaint of a type of grammar or i'll see it and it breaks my heart out of order even if the syntax is completely different like i don't care as long as i know the context of what we're talking about if they move around you know and i feel like you know katrice will call him like can i uh cover anything for you on the agenda like i don't know each agenda topic is like a couple of sentences what is there to cover and then like the day before it's like here are all these presentations like now i have questions so it's frustrating yeah yeah so so really that needs to be reinforced to the cabinet that yeah we need to have that listed even if it's not perfect but otherwise we're not going to have
417a good conversation with it they're going to get surprised by the questions we're going to ask because we don't know what it is they're going to present and my last point of community engagement you know i would like to update our operating agreement you know in a way to be more inclusive but also like if the board if we're willing to have listening sessions you know with students or teachers you know as a board so we end like that we can respond like maybe like engagement so okay super carefully because yeah because we don't know what they're going to bring up it may be something that's already being discussed something they bring it to the board because they want to get the board to make a decision that's because they don't like the decision they
418got from the principal or from james or from somebody else so that's why we don't do interaction during that part but i as a board i would not teachers well teachers students like i i'm not saying students community families you know because especially during covet i think a lot we could have done a lot we could have responded be more responsive to just concerns through listening sessions just having people you know like during the day like and i know staff did you know but a lot of times like we're the ones who they think like they want us to hear it because i think that we're the ones who are making those amendments and i think instead of waiting until it came to the business meeting and then they could only speak for this and
419only certain people at certain times so i thought like you know if if the board was open maybe you know scheduling i don't know quarterly listening sessions or i don't need interesting pleasing sessions of the watch i'm sorry with just just a quarterly business non it's more of listening session yeah what's on your mind yeah i could maybe get behind that what do you think well i think it doesn't it's going to be for something like that that's what i'm saying yeah i've done it but we haven't done that oh yeah then i think i think that would be something to um and we would just have to be really careful if we're meeting at the board right it's real clear that it's a discussion and it's not it's not to make a decision and
420we're not allowed to talk about either are we what's up we're not allowed to speak at those either we have to be really cognizant of making sure we send out like a quorum notice a quorum over the board may be present here but and participating in the discussion but no decisions will be made right it's not a meeting of the board right and so we used to do that so we used to have a meeting that we we had at each here was where you guys exactly that the district advisory television it was made up of karen and so over the course of a couple of years we met at all the schools board members would sign up they went to those occasionally we'd have four board members show up because it was an interesting
421topic you just have to post a quorum notice that there'll be a quorum of the board and there will be no decisions made by the board so it's not impossible but you don't want to be surprised by four people showing up and you just have to be clear on the notices posted so that people when you say thank you yeah we will take that under advisement because as soon as you say that sounds like a good idea and three other people go yeah that sounds like a good idea you've just made a board actually i think we might be like pretty too carefully because other you know bodies do it all the time but but if these are very these are very common practices and they do have you know uh greater authority of like
422making decisions well it just depends on i mean if it's the city council and or the five get together yes they are making a decision whether they admit it or not um and so you know again just because they do it doesn't mean that's right but but people like i think at the board we're like opposed to like having discussions like almost sometimes in public you know because it's just like oh yeah i agree with that it's not a vote an agreement is not a formal action and so i think that you know having and and if the agreement and and i'm supportive of you know having a discussion and if so many people say that that we agree because we do agree but then we go another way i think that you know it
423is a way for our community to hold us accountable like why do you say something like a town hall so what would that be like a town hall or yeah which is where it brings up it's my first item that's on that list that everybody needs to have gone through the basic osba training it's online training that talks about forum meeting consensus voting um yeah we all have the orientation package it's probably just echo that's that same thing and then no there's more to it if i leave with the meeting over yes yeah we're done okay sorry discussion and the um i'm senior member so you're leaving i will adjourn the meeting okay bye bye have a good weekend all wait i'll walk out with you thank you