001learning Discovery SCH with more of a stem cool that's that's there should be letting people in I think I Canin not oh there we go I just like to get in sometimes I read yes there may not be body was probably should be are you when I was the wife chair I e transport yeah all right ready okay meeting is called the order Hello friends you for being here today happy Thursday yeah happy Thursday so we're gonna get an EDI update forward to it yeah BR you want I I just wanted yeah this is um kind of decided on this meeting giving that kind of hand report on some information that the board has ask asked for it's obviously not all comprehensive on what the EDI team is doing but um it has some good
002information and K our teams work very hard to put some slides together and there's a lot of narrative from slides as well so delota we're happy to have you we're lucky to have you too thanks for having us thanks yeah so it doesn't quite I guess it was about a year ago maybe a little less than a year ago when we brought forward the feedback from the EDI committee around the equity policy and the creation of the AR um and so here we are nearly a year ago and have some some information to share with you some suggestions ideas feedback data points really thinking about all seven of those pieces in the AR and how they've evolved and become part of our strategic plan and really um critical messaging around how we are trying to
003keep that in the Forefront of what we're doing um and so we'll share on each of those seven um some data points that we'll share relate to more than one uh there's a lot of overlap in in those seven um priorities but we um have are kind of highlighting or spotlighting a couple of things um I'll ask you to ask questions however it works for you if you want to stop because we go along under each or or however it works save questions for the end whichever whatever works for you and then certainly trying to make sense of the data right so there'll be times where we can kind of stop and and make sense of what we think we see one of the blessings and challenges of data is we have lots of it
004and we have it in lots of different ways depending on the source that we're using and sometimes two sources don't tell us the same thing and so one of our challenges is what is the data telling us and what what how do we make sense of it and what does that tell us related to the initi the priority that we have for Equity so that's definitely a journey still for us so um without further Ado and I do have heard copies if you'd rather have that um we have uh our our strategic EDI our strategic plan and EDI review so just really to highlight um the the intent of these priorities while they evolved through the work of the EDI committee and the policy and the AR at the same time doing all of the
005work around strategic plan and thinking about the the next four plus years of strategic plan it has become more and more important to really think of them together the EDI priorities aren't separate from the Strategic plan and vice versa the EDI priorities are and I'm saying that kind of quickly but those priorities are how we ensure that we are achieving our our strategic plan goals and really not leaving any kid behind we're not looking at averages we're looking at all we're not looking at groups we're really trying to look at all the focus is on every student and if we can focus on these pieces within the Strategic plan we will better achieve our strategic goals um a couple of things to get us started to some District by the numbers and um and it's
006always interesting to put down actual numbers we're just shy 350 staff all together all different groups and we actually have 13 languages I'm sure you've seen that before I can't name all 13 languages but that's that's what we that's what we have the number the students in our our population our focal groups we'll call them those are groups of students we really want to pay attention to when we're looking at disparities and and and um performance across different areas those are numbers not percentages so we have just over 300 students that identifies English Learners and just about 64 that identifies duly identified so so those are numbers of students when we look at that throughout the the report tonight there will be times where where we're we're paying attention to that focal group other times
007we'll be looking at race and ethnicity gender Etc um here where we have the ratios of students and staff this comes up later when we talk about diversifying and growing our Workforce and that kind of comparison of how we're showing growth over time that says staff it's actually teachers so it's 39% students 11% teachers we just can I ran a couple of numbers this is 22 23 um we don't 23 24 is not data is not officially out but based on our current staff we think that percentage is around 16% teachers this year which is awesome overall staff I mean which is good growth right clearly have room to grow still overall our staff is about 24% that identifies the race of white and then our you can see our students as well 52% of
008our students identify as white believe it says 80 85 yeah um so those are important demographics that we want to see that we want to measure we want opportunities to collect and we want it to be accurate you know one of the challenges is making sure that the data we have is accurate right when we're reporting it race and ethnicity is is sometimes a tricky one right we have um stuff that identify multiple races and sometimes that the way that we're collecting that we want to take a good good GL good look at that to make sure we're collecting it correctly I have a question before we move on on the experience homelessness it's huge 200 um yeah so my question is does that because I it changes right like they might be homeless one
009day and maybe not hopefully soon they won't so is that like what was recorded in a year or is that currently how many students are currently homelessness that's how many students we currently have identified and under mck vento homelessness if they qualify at any point during the year they are qualified for the year okay re identify or re-qualify each year okay so they could they could have been not in a home in September but now have stable housing but they still get support for you correct I was just one you know like Mak a difference if like today or if it's like the whole school year it does and and the same is true we have students that were stable in September and aren't now and that number has decreased right it is decreasing it's
010not um it's not I mean a lot of a lot of these are still fire affected families but many are not yeah so I'm sorry you said this was 22 23 data so is this the the numbers of students in our focal groups are current which is the the the we report to the state each year on our percentages of St by race okay so that those numbers on the far right were 23 22 23 year yeah sorry that was that confusing okay I'll go I'll I'll jump into um each of our priorities and I'll just kind of walk you through how we organized uh yeah sorry how we organized our our slides so priority number one in no particular order I should say but o narrow the opportunity gaps and we gave some descriptor
011to that we agreed in the AR we identified three priority actions in each or three actions that associate with each of our priorities some of these you will have also seen in a strategic plan right there it's not a separate document so it's really the same this is really calling out where the equity work is so important in order to do this so an example really making sure that all St like for example number one ensure all students receive high quality instruction through guaranteed viable curriculum with board adopted materials right we have board adopted materials we have a strategic plan director and instructional instructional director with Javier joining our team we ensuring that every kid in every classroom no matter no matter the school or teacher that's an equity piece right we can't have different
012experience in different schools and not pay attention to the experience that each kid deserves um providing intentional support for every student through our strong mtss systems that's where we are paying attention to every student right um and then providing comprehensive Family Support navigation to remove barriers this doesn't mean that there's not other priorities related to this or really just trying to call out some actions that make this work come to come to life data source in each of the in each of them we will outline data sources that are important for us to have mechanisms to collect not necessarily reporting on each of those data sources tonight but what we have found is in order to to measure our progress we need to have the data and we need to have a measure a way
013to collect it and then a method to review it and make sense of it and take action on it so these are data sources that would be important for this we have our big four we'll Callum we collecting data on our bilingual staff on our our instructional staff ratios what that looks like is the number of instructional staff by building um and then extracurricular participation right that's for example one that is pretty hard for us to collect right now we want to make sure that we create methods and systems so that we know who's participating I'll give a Shameless plug when kids are involved in activities when they're in CTE programs when they're in Van when they're in swimming when they're in an activity they're more likely to stay in school so we need to
014collect that and think about ways we can recruit populations that seem to be under question on that how are we doing and being able to collect that data where we at in that progress uh we need to create a system for collecting that okay so we don't have currently our student information system or our um or whatever system we use to track participation in things doesn't have that not easily we can we we can create not easily it's a bit of something that would be done by hand we can create student we can create groups in power school and then we can go through a process of of filtering that data you know pulling all the data by student and then collecting the student system um it's available to us it's available to us we
015got to dig for it okay and maybe there are ways that we can do that easier because I think one of the the problem you know one of the concerns is if the harder the data is to get the more less likely we are to get it and maybe that's the way it's going to be but we decide this is something we pull twice a year or this is something we pull three times a year who's responsible for it what's the like pathway the the the programming like shortcuts right and when you don't pull data regularly you forget how to pull it so yeah I would think it would be challenging too because if extra not in the district so sometimes there's like there's like um what do you call that sports club or like
016gymnastics or something that someone would do that bless you that isn't like School related but kid related that would be hard to also track because you wouldn't know you know who's going to karate and whatnot that would have to be self-reported yeah and again that's something we can ask in some form or mechanism and use that as a data point too for sure I have another question on this slide I'm sorry um it says provide comprehensive uh family support navigation to remove barriers and sorry to put you on the spot what is the most common barrier right now for families so the the most common um I'll just use the big bucket of like basic needs to be perfectly honest it it's food clothing shelter um yeah gas really the basics you know in that
017a little less but is uh utility support we have a family right now that Rosario is working with that is desperately in need of help with first and last and a deposit so you know those are a little less likely but really clothing is a huge one um and there are a lot of resources in our community for clothing so it's not necessarily that it has to be Phoenix talent schools providing that support but it's connecting to those and a lot of that is overwhelmed family that knows that they that knows there are resources in different places to go but doesn't have the ability at that moment in time to go do it so in some cases it's you know that kind of errand running to help remove that as a barrier that's number one
018for sure number two um tends to be U like referral to other agencies of Social Services so connecting to counseling therapy outside and Social Services support with appointments kind of support navigating the phone calls and and things that happen when you need take care of those are to most thank you yeah okay we'll dig into a couple of um data slides I split these up into two slides just so they were a little easier to see but there are big four attendance academic achievement in reading and math uh graduation on track and then graduation what you have here is regular attender and then third grade reading and eighth grade math I'll give you a minute to look through either in your uh slides are on the screen this is 2023 data this is this is
019not a kind of snapshot today underserved would be disabilities homelessness and what else would it's a big it's a pretty big catchall for um underserved populations more minority groups I it is it it in this case it's by that that particular chart is race and ethnicity so it's any other race or ethnicity that would be identified as underserved okays them all together instead of like Asian black African American American Indian Pacific Islander it wouldn't be special ed wouldn't be grouped in they be grouped by their race not by their that's right we can get the same data though in the focal group so we can look at it in the same ways that we looked at attendance over here I just kind of highlighted two different ways that we want to look at populations disaggregated
020data populations thank you I was just just clarifying what that meant because it means different things in different charts and this that Smarter Balance okay data from last yeah spring okay third grade reading and then eighth grade now MH um thoughts questions what do you I'll put you on the spot what do you notice well there's definitely a gap yeah interesting in the regular attendance called the poverty poverty level is almost one of the highest besides I'm talented and gifted which kind of Screams to me is like food instability a large number of our students in general also qualifi for prein reduced so often times our all and our poverty are very similar number we go ahead go go ahead um no surprise you know we as a state district Nation we're all struggling with
021attendance more even more concerning when we when we're struggling in general and then we have kiddos like our homeless population that's less that's you know that's less s significant I mean in some cases you know that's 10 10 percentage points more not surprising either though right I mean like do we have Focus attendance interventions for kids experiencing homelessness or um I guess that would be the the biggest one um so you know kid who is identified as experiencing homelessness doesn't show up for school does anything different happen for that kid compared to any other kid during that school day yeah I'll just kind of speak in general yeah um all of our schools use attendance support teams they might be called slightly different but really kind of a wraparound attendance team where they're looking at
022the individual level of students that are chronically absent and at that level you know our schools can identify a story behind the that student and had somebody like the high school that those students are going to be on a grad coach support list right at our community care level students like that are going to be on a community care team members radar or watch list at elementary level right that's going to look like classroom teacher whoever is designated that Point person so in that case I think our you know our schools are doing things like friendly phone like personalized phone calls like friendly phone calls we miss you um home visits you know those those always we want those to be invited and and really welcomed as a support rather than kind of a you
023know um it's hard to do an Uninvited home visit for somebody in that situation you really want them to to want to talk with you about it so yes and and you know we do have we do have the ability to to go pick up kids we you know we we have more Vehicles we have vehicles then we have folks like Felipe that are that are running out and picking up kids all the time right our grad coaches are doing things like that we can do things like there are trickier things we can do too right because when a student is identified as mckin Venture and a housing situation changes we do have a lag time and and how quickly we can get them Reed on the bus and we do have kids that are
024getting on buses at 6:00 a.m still and that's impacting the tenance you know we thank you for approving our vehicle for Community Care and it just officially got approved by the state gosh good thing we moved it up right geez uh I I don't know is that a way that we can eliminate some kids that are getting on buses at 6: a. or we can be more responsive faster when Transportation changes um we can do things like paying for taxis and we can use you know vetted approved um taxi service is that you know we know are safe for kids and families we can we can do that where we have the guardian come with us in the taxi so that they feel comfortable that the kid will get strucked off at school and then
025they take the parent guardan back home but those all take you know working through each case that no it's good I mean I you know the question I had is at what point do those things like you know is it one day is it two is it a week you know I mean I would think if we have a kid who's identified as you know experienc your homelessness they don't show up one day that would warrant a you know oh hey how's it going how can we help you get to school you know so and honestly just one more thing because I but really Community Care next we've talked a lot about how Community Care can play a more strategic role in attendance particularly populations like our homeless you know priority populations yeah where we
026start at the GTO with really like that case management because we know Letter's not going to work a phone Call's nice right but we know all of that typical stuff isn't necessarily going to work but if we put those kids on Community Care watch list from the beginning maybe there are ways that we can intervene sooner or we can develop the relationship earlier so that we know what what might work that we haven't trained before is there like a peer support it seems like if there was kids in the just from my experience when the kids were younger if there's a kid that is missing and kids like next door if you're in the neighborhood be like you're missing school you know is there a way that because that seems to make kids want to
027come of St little boy the day my friend has been there for two days he's been sick and not really that's really something I think that kids will care like they really miss me do we incorporate that at all or I know that there's so issu yeah no it's we were I think I talked to you about we were maybe I haven't we're on a Statewide cold cour is it really about engagement and attendance of 14 different districts in the uh State and so we are strategizing with our team this week whenever we had that meeting and talked about heard some things that were happening it was like a mentor like pairing a fifth grader up with the second grader and working together with attendants and and being strategic with how you pair them up
028somebody that pretty good attender with somebody that may not be in um and so having that type of Mentor program um that I think we're going to try this spring we're going to pil some programs at the elementary schools so that's that's a good idea and it's funny you mention that could have just came up this street yeah mind there's also some other things that are uh coming to to light as well because we did they had a list of what you're doing we're doing a lot of them um and then we really started like well what aren't we doing on that list and so Community campaigns we talked about how can we get I met with the city manager today like about attendance and being a part of the the business community and really
029that engagement in attendance Community campaign some districts are seeing some pretty good results like that just on uh I'm a little mixed up on my days but Monday um Talent Middle School did a source of strength student assembly it was awesome I got to be there yeah yes their attendance was through the charts through through the church their attendance was through the roof that night so when there are things that to the same point right they'll come when they'll come when they're engaged and they're excited and they want to see something or they don't want to miss it one thing that um I really like the mentorship idea but one thing that my my child has discussed with me that isn't really motivating to go to school is the whole like you had perfect attendance
030this week or you know and then the classroom parties that are thrown for that and like they showed up every day but one of their classmates didn't so then it's like why even come if I'm going to it you know I just think that that's kind of like in the other direction the I just want to remind you we're a quarter of the way through yeah is awesome what time is com I just wanted to remind you know I was it's mostly my fault are the next two on the big on the big four on trct to graduate on the left and graduation by uh on time graduation by race on the right um we won't spend too much time on this but I will just make a pitch on track to graduate you know
031we we've been um we've talked with you a little bit we're working really hard as a district about comprehens counsel we have some amazing school counselors we've got great motivation we've got some great opportunities comprehensive counseling and and really focusing on that alignment of 612 graduation on doesn't start with our n careers it doesn't suddenly right so it's really it's really you know um there's a little disparity there and um and and overall we'd like more on track from the get-go but really aligning those efforts starting in sixth grade around what does it mean to be a high schooler what's a GPA why do grades matter why attendance matter takes a long time to get a ninth grader on board right now and those are all things that are amazing pitch pitch comprehensive counseling program
032can do to help support alls this guy need a pit right budget Seasons any questions on that one are you me to keep going okay so the next one was using the segregated data to use to inform decision making we shared some of that just now right and um this is where we want this is where we would make a pitch to really look at data in lots of different ways dice it and slice it in lots of ways and one of those priorities is to have a comprehensive system to regular regularly review student level data at every School site right an example that the elementary level is Eis our schools have a little different process in each one and that that kind of autonomy autonomy and process for each school is is great but
033it's really just making sure there is a strong system on board at all three or I mean not all three I mean all right middle school and high school too and how that looks that that we that the focus is on that comprehensive data that they are pulling data like this in each of those meetings right somebody is somebody is coming with the data already pulled so that we don't have to pull the data in that meeting we're making sense of it in that meeting and that they're looking at it by gender and race eity and special groups and focal groups and Aid raid you know slice it and dice it all the different ways I'm using involving our Educators youth family community and reviewing that data kids have great ideas kids have great ideas
034and we need to ask them what do you see and what what could we be doing differently and then that last one again is is kind of a broken record but intentional support for every student through strong systems mtss systems right when we when we intervene with strong tier one something that's guaranteed for every student no matter what every kid gets tier one we need a system in order to do that and then we can be more strategic around who needs tier two and we're not responding to all kids at tier three instead multi-tiered systems of support and I'm gonna throw an mtmds after you in a minute so these are the these are the big data sources we want to look at but they're not the only ones right okay e remind me umor
035intervention systems yeah okay mror attendance awesome thank you I'm gonna come I'm gonna group these two together and then share some data with you the next one is address systematic inequities some of our priorities are that multi-tier multi domain I'll explain that in a minute system of support through comprehensive School counseling the multi-tier domain is that we have a tier one all kids receive right Equitable across the board nobody gets missed you might remember kayn's story about babies in the water you got to go you have to put a system of tier one in place that means you have to stop things and put a system in place and sometimes it's really hard for us to stop things but we're just not getting the tier one in place not it's stop so that's the multi-tier
036tier one tier two tier three multi-domain for School counseling includes academics College and Career and then social emotional so it means we want those tiers across all three of those domains and then um we also would prioritize our training and support of all of our leadership teams and restorative practices and continuing to grow our dual language program some data we're going to look at next um has to do with some discipline and I'll give you a minute to look through that as well on the right we have the number of incidents the number of incidents um actually you I can't now that that's incidence or percentage but it says incidence at the top it says Okay so the account is in Orange and the overall enrollment is in blue and then um the pie chart
037is by those student by student group students that have a 504 tag special education migrant number of students in those areas in those focal groups that have discipline do you have any noticings questions wonderings concerns what classifies as a discipline incident officially yeah in power school we in we and we record incidents as state reportable so suspension explosion okay they are not our lower level discipline or kind of behavior notes those are those live in Long entries okay so needless to say we have more log entries narrative piece than we do in in incidents is that number on the bottom per person like the people the amount of people or students on the bottom of the graft the bottom yeah the 60 yeah yes how would we interpret so the incing counts pretty obvious total
038enrollment does that mean the total enrollment by Race Across The District so for example uh let's look at white for example our total enrollment of students that are that ident that are white is just about 50 I think it is percent actually okay and then the P then the number of yeah the count is just slightly higher so there are a few more incidents than there are right but those incidents can be the same student receiving more reported more than on right so basically we would like those two lines to be about equal or maybe the orange less than the blue what we'd rather not see is the Orange Line exceed the Blue Line yeah that means that that that that race is a little over represented in disciplin some of some of the some
039of the groups of students though are not large numbers too and so we got keep you know kind of look at that sometimes too sometimes it can be a couple of students for some reason that have a larger number of [Music] inst economic disadvantage over in the pie chart right that's pretty much like remember that is very similar to our all yeah most everybody qualified yeah most everybody qualifies so you could that's how it's reported in this in this data system though so that it's similar to all so it makes sense that that would be a large number that's I think it's interesting that you have 504 and sped separated they're reported separately so there are 66 incidents right with students [Music] that so this is something that um our kind of those student level
040teams we want especially I would say it's I'd say it's important at all grade levels at all levels but this is definitely something that we want our high school and our Middle School right paying attention um and looking you know having that reflection around are we seeing students that are over represented are we seeing a student that's represented multiple times and what are our interventions and support for that student okay keep going okay the next one has a whole bunch on it so I'll explain it and then I'll give you a little bit of time you know remember we are collecting bias incidents information now we've always collected under a category around harassment bullying cyber bullying discrimination there's always been a mechanism for collecting under that there's obviously some overlap in in what would be
041considered bias and what is considered harassment bullying and discrimination so we expect that there are things that are living in both of those collection methods the way that we collect bias incident right now is under log entries and we can't currently it it so we're still learning how to collect that information in a way that we can make sense of that look that information so we collect one of those weights is through Power School and log entries and you see that on the left so incidents collected in power school with 30 and they're all secondary schools ele or middle school and high school our elementary uses a slightly different system and it's not in par school and then incidence in a Google form we also have an anonymous could be anonymous a Google form that's
042open to anyone staff students family parents community members that's not used quite honestly not used much so there are two incidents reported there and then um we categorized it in what was reported so you can see kind of an overall category the number of incidents in that and a little bit of description so I'll give you a few minutes to look through that Kelly how how do you make of the or what do you make of the you know you have these these um 30 incidents um and of those one only three were restorative processes and I'm knowing that that's such a big part of you know what we do at Phoenix talent why do you think that is why do you think that number is not higher I actually think they are doing I
043think that might be a little under reported okay um and I think of things where I see like parent involvement and education interventions those are also restored and so I think it's a little bit of how we are categorizing the data and and honestly you know in best case it's all of the above right right know there's there's some version of repairing the harm there's some version of being held accountable and then there's involvement with peers and family and and um reflection and and so it's probably all of those things but it doesn't quite I think this is a good example of like trying to learn for how we're collecting yeah so that we can be responsive to patterns that we see and are we missing something yeah and are students made aware of the
044Google form they have been made aware of it like it's they've been made aware of it in in a various different ways we have posters we have a QR code we have you know kind of kind of like the behind theb stall idea um that more so secondary middle school high school sure um a lot probably less so at the elementary but I know they have like that signage around not necessarily doing like a monthly reminder using other like you know like class tag or we we have you social media but like I'm not sure should we be doing it more should we be using that method more and you know Nancy and I have definitely talked about are there other ways we could be sharing how someone could share their experience with us that
045we aren't doing yeah yeah because it's both promising but I you also just understanding nature 2300 students probably you know and a lot of it's probably just among students where this type of these type of things happen and if they don't know how to report it or you know or don't report it yeah AB has there been yeah I guess my question back on that has there been ways to support students on reporting because I because a lot of time it's the oh you're the Nar or blah blah blah so I'm sure that we're Miss I'm sure at least half um is there supports on on that where students were they can feel kind of more comfortable because and I also think culturally too yeah sometimes we just you know oh we I won't say
046anything or they laugh it off or whatever so I think that yeah I think that's a big thing and I'm sure you and Nancy have had this conversation that changed the culture and also support the student to say yeah the in general right now and I I certainly hope we're not the only ones and when you talk to others in other schools it doesn't feel like you're the only one but our EDI committee actually talked about just this uptick in name calling or you know slurs name calling kind of just what feels just feels like more and um you know really trying to get Beyond kids that feel I'm trying to get to your question but kids that feel like why say anything nothing's going to Happ change right like and there's sort of that
047it's a combination of it continues to happen or and that building that culture where you feel safe to report or to share and you feel like something's going to be done about it so I think that kids do report in many cases but it doesn't necessarily stop it and so they feel disenchanted about that and I think another is just really supporting our staff and what to say when they hear it what we hear from kids is that they know an other adult may have heard and and they saw or heard an adult not say anything right so supporting our staff right this is something our EDI committee said you know how can we give literally like sentence frames or more support for interacting when it whether it's a student that needs an inter ing
048tool or staff or anyone um but really that building the culture and and educating on the meaning there's there's really some feeling that that kids are saying things that they don't understand what it means and how can we what where does that what does that look like in our school in our practices in our you know anti-racist or anti bias kind of scope and sequence so yeah I think building the culture about having being safe to report but also making kids trust or believe that something will be done about it is there an anonymous way that they can for it that Google form is they can it's not no information is no name is collected no emails collected nothing there's an option for them to enter it but it's not required I think it's also
049important for especially maybe in the high school but to have the teacher model because I think that's how we learn and then maybe even have time I mean I know that there's not much time in the days right now and but to have um a time to to have kids practice modeling it's a challenge um when when you know to do that Interruption especially when you some that's more comfortable when you're in a good group of friends but if you're like you know on an elevator that's my challenge when I'm on an elevator someone says a negative word it's like I am in here with this person I can not leave what do I say that's not going to even as an adult so I think having some kind of support for kids to know
050how to speak up because that's what we're trying to do is make um you know help them practice and practicing if you practice yourself you're more Kelly shared Resources with we've seen it up dick with with our uh admin about you know that readdressing this and maybe some of that modeling and practicing and that might give be getting more uh you know more incidents of reporting because they feel like this is yeah the last thing I would say about this right now just because I I I wonder about it we can't write we can't right now collect information on the victim we can we can collect information on who is doing the harm because that would pull it from log entries that's reported under that student but obviously for confidentiality reasons we don't want to
051put too much victim identifier information if that would be viewable to the family of the perpetrator right so if there's a student that's being targeted repeatedly or a particular group of students that's really a lot harder to dig into and and I I don't want us to overlook that we might need to think about that at some point appreciate that you are thinking about that so I'll try to doing good you're the next two slides or the next couple slides are about staff Fe staff and student feedback really kind of elevating those voices and trying to offer opportunities in different ways I am going to highlight our climate survey but I also want to say that can't be the only way that we are collecting data right we want to continue doing listening sessions those
052are powerful safer places for people to share empathy interviews our lgbtq success um kind of consultant just shared a few empathy interviews that she's done with students and actually there are students that are are currently at ATI but the TR of it was your experience on what made you leave the school you were at before and it wasn't always being exellent schools we have a lot of kiddos at that are now um at it's not UTI anymore ACC um that were from other schools but it's really about their experience and there's really powerful information in an interview so just a pitch for that so collecting our feedback providing Outreach and then two-way communication is something that we've heard in that family engagement right we want to make sure that we're we're we're having an open
053open opportunities for communication it's not just us giving information the next two slides are from our survey though because I'm not sure we had shared too much survey data with yall yet this year so this is student survey data two questions um and then a couple of quotes from students question number one is overall is six through these are both six through 12 question number one how well do students learn about discuss and confront issues of race ethnicity culture and schools and 57% responded favorably overall to a category of questions and then on a particular question how well does your school help students speak out Against Racism 35% overall responded favorably saying 6 through 12 and then I just broke it down those two questions side by side by race do we know how this
054compares to last year because I we got this is this an improvement over last year this is last year right this is our 20 this is actually fall this year so these two questions in 6 through 12 were actually new to our surveys oh they are okay so our survey was the same except we added a few questions specifically around cultural awareness and belonging and these were a couple categories so we will in the future there still be a baseline yeah awesome yeah good good question some great student comments oh yeah I love it okay and then the same questions actually for staff m so um in this case we had 215 total staff that's all categories classified certified confidential and administrative how well does the school support staff and faculty and learning about 59%
055replied responded favorably and then how well does your school help staff speak out Against Racism overall 49% favorable come on in hi there welcome thank you just finishing up are um Equity diversity inclusion updates walked in the door um just a note here remember in this survey data there there are at times things that are repelled as confidentially protected sure didn't fit on my line but that that confidentially protected means there's few enough folks and respondents that it could be potentially Ed S yeah any questions on this one just an observation you know ites it it's not surprising to me that the question on the right is the percentage is higher for staff because I know we've done some intentional training around that um and so that makes sense so just has me thinking of
056how can we train our students how to interrupt racism and things of that nature so yeah the next couple slides are about uh diversifying our Workforce and um can we can kind of tag team question so our priorities are continuing to grow our profession with culturally and linguistically diverse using exit interview feedback to improve our group attention we do want to um we great information on that using our Affinity groups and maybe expanding those Affinity groups to support a culture of belonging and these are our data sources and then what um what we have is just a couple of highlights on the next slide to to talk through it so this year um you can see our bilingual staff by building breakdown this is all classifications of employee in that one and this is measured
057by um Bal siphon um you know any staff that are are indicating their bism through that that and how it's broken down by sta by school so 15% overall that are bilingual not all of our staff are bilingual by cultural so that's any staff that are Bing La we have 15 staff in a staff bip affinity group would' love to see that grow uh we have five teachers Twi dual language teachers that are receiving um uh tuition support and coursework for a dual language specialization which has been quite rigorous but amazing for professional development we have seven staff districtwide in kind of that hard hard to fill recruit and retain category receiving tuition reimbursement for a variety of programs in professional learning and then we have seven additional staff working on that qha pathway that
058we're doing through the school base mental health work to scale up our um employees in the in the mental health services so they'll actually even if when they get that far be able to provide some kind of tier one tier one tier two Behavioral Health Services and I might add the board supported the Bal SNP in in Spanish if you show proficiency it doesn't matter what classification you are Ty an employee you get that annual s and that's definitely a recruit retain uh tool that we' like to so in this one also I would um we our current staff right now we're about 24% of a as reporting a raise other than white 24% any questions or no those percentages the last slide are they percentages of those are numbers of people it's very shocking
059that or has one we okay uh I think this is the last one maybe uh professional learning right so providing our ongoing training for staff is is well timed right um for I would say staff and what you just said and students on how to interrupt and respond to racism and forms of hatred cultivating the culture of anti-racism continuing our staff trainings and diversity equity and inclusion and I gave some examples and then partnering with our our community organizations to support that culture of equity we that that the example of that is you know we have great Partnerships with with boys and girls club YMCA other um Community Based organizations that come and serve as volunteers having that shared vision of what culture looks like is is a great um opportunity for us and then
060some ways that we might collect data on that on this um on the the data here you can go to the next one we shared some feedback um as you might remember we did uh two days two 4our days so about a full day yeah about a full day Al together foundations of equity training between last May and late August last year so all um about all staff pretty much you know there's 350 staff or so had that foundational training really important opportunity for us to Common Language ground kind of ground level um um understanding and learning and conversation we now have that question that you'll see in maybe one of those is what's next and then those are some those are some variety of Staff feedback there were some wonderful feedback and and and
061and different perspectives to be quite honest um around the the training and then this year we've had 64 participants working on additional training going through coaching for Equity taking it up and a variety including Nancy and Michael crafting their Equity ones just last week I also did this for foundations of I think several people did so what are we doing to bridge that Gap that we're we've now covered the staff and I see some comments here that you know some of this wasn't new to them was kind of what they've already you know first we have to start and make everyone aware right but how can we bridge that Gap from our staff to our students to arm them to show up and and to call out racism when they see it and feel comfortable
062doing it which is huge leap right but what are we doing in the future to continue this the great training that we had this last fall you know I think we need to make a I think we need to make a plan for what that looks like and one of the comments here talks about negativity that it was mandatory we've had some conversation around that in our eedi committee it's it's a fine balance um and in terms of of like delivering that next step and and and the version of mandatory versus those that are ready and how we build this Army of those that are ready to kind of think deeper continue the work and how that then translates to students and and then and then what does that look like in a student capacity
063when when students are a captive audience and our classrooms and so are there Baseline you know this is something that the EDI committee talked about the other night are there two or three Baseline kind of themes that we developmentally appropriate um developmentally appropriately integrate into our content curriculum starting in kindergarten um that that supports our culture of equity and does some education and learning around around some of these foundational pieces especially when it relates to racial slurs or know discrimination against groups of people um figuring out the next step is is is our next step yeah and I also think there's an opportunity sort that there's a larger percentage when in the this Panorama survey goes into a lot of different questions but where I said I feel comfortable speaking about race and Equity um
064topics with speaking for my colleagues uh I believe my colleagues feel comfortable that started out at a pretty low percentage few years ago and so now we have the opportunity to comfortable is kind of digging down into that student and really kind of starting to share some because we're seeing the data that the DAT the students might be ready for now to have some and if we can increase that percentage to that' be great yeah is there any support for um I had some staff members at one time mentioned that they may be one in one of those minority groups and those conversations are uncomfortable for them to be in sometimes and so is there support for for staff in those situations some understanding um because you know sometimes it brings trauma right when you're
065talking about different things and are we supporting that so it would not causeing more trauma um in that situation yeah we definitely got some good feedback on on the large like for example this the method in which we delivered foundations of equities pretty large groups and and the feedback of smaller maybe smaller more intimate um kind of professional learning groups would would be helpful I think that's one way that we can really focus on the safety and prioritize the opportunity for folks to participate at the level to which they're comfortable okay and in an environment feels more comfortable I I think the large group was was um was really powerful to to say we could we could reach all staff but I think we we could structure it a little differently see fter maybe okay
066sorry there is one more represent diverse perspectives in curriculum was our last one and I will say you might have heard but it sounds like Senate Bill 1583 pass the Senate it was like the ban on bands and it also calls out um um a making sure that our that we're representing populations and and their roles and contributions in history um So that obviously would help us in this piece too so ensuring our curriculum adoption reviews research on Hal effective culturally appropriate and diverse curricula we do that Comm uh committing to expanding our curriculum and materials you we we have you know there's great support for that and we want to continue to do that and then this one feels a little odd in this location but it is responding to disparities in our course
067and moments making sure that we have our student populations equitably represented in advanced classes or CTE classes or any of those these are data sources we could use or could use and then last but not least this is a snapshot of nth grade North and how we uh the processes that of forecasting or putting class kids into class and algebra generally speaking I mean in ninth grade and generally speaking they um kind of split between fundamentals of algebra and algebra one and so you have here all fundamentals of all students on the far left you will see that nearly twice as many kids enroll in Algebra 1 then fundamentals of algebra and then um you'll see the race that ethnicity of students by um fundamentals of algebra or algebra and then on the right it's
068by some of our focal groups so special education 504 M and I'll give you a minute to look through that generally speaking we have twice as many kids in alra one so it would make sense that we have more kids in Algebra 1 by race and ethnicity as well or by by focal group do you have any noticings or questions I just appreciate that we're looking at the data you know at this level um diving into this this the first time I've seen something like this in in a in a school report and you know eight years serving in school boards and I think it's it's always good to find new ways to look at things you know what needs to be addressed where some of the gaps are I think that's you know really
069forward think about really disaggregating data and I think you heard from F sometimes that's tough to get and so we need systems and processes in place to be able to P out so yeah actually leads into our next I think that we are trying to move the needle in math and reading and so we need to be able to look at this and how this impacts those numbers right and then we can grow those numbers exactly right and in some cases we need a baseline number right we need to know what it is and that really is you know that that the piece about Equity is how how are the decisions made on how they get placed into either of those classes and are we using the right data sources to help us determine what's
070best right right that's really about that's the equity piece around who's making the decision and what not that go into and that we're using you know fair and Equitable way to do that for sure okay last but not least I'm kind of thinking this is like my job you might ask joint administrative board report that we do in the fall so you're already doing this but I just call out the focus on on paying attention to every student's experience is a way is a way that you do now and that you can continue to support right the danger is looking at all kids and and missing some kids that fall through the crack so continuing to focus on every student is is what we need some things that help us do that is allowing us
071to really look at how a lot gr Equitable grading practices right are we using attendance and behavior in any way to impact our gradings that disadvantageous populations of kids like our homeless population that we saw struggling um allowing multiple opportunities for efficiency right we have different kits that need different things and if they can show different ways efficiency that allows equity for that kid um systems that support comprehensive data right the easier we can get that data and really make sense of it we do less of this filtering through all the data we have and more of of making sense of it want to do and then PO for every learner really just continuing pitch to continue to think about not every kid needs not every conv dos the same thing as they think about
072postsecondary and your your support and focus on equity and sometimes it's difficult and scary and controversial so just I I'm so grateful for your support to leave this with us and to support it thank you for all your thank you so much thank you really appreciate it was your report thank you to think about and look at you on do you want to just three minutes does anyone we'll do a 3 minute recess and be right back and we'll welcome our guest welcome e so welcome back never mind I was gonna say to we have a Corum but I don't think we do yeah so I'd like to thank you for coming thank you to our folks from talent for being here today I'm going to turn it just to make sure um you're following
073whatever process you need to follow um your CLK is going to take role I believe right actor thank you Mr Campbell so Council P here Council of grer here Council C is not president councilor buyers is not present councilor car Miller is not present and mayor Eris fled here mayor there's thank you just for the benefit of you do you want everyone to introduce themselves okay I think so yeah we'll just we'll do some people will watching later too yeah we'll do some brief introductions and I know we many of us know each other but I know there's also some some new faces in the room so I'm bers Sarah Crawford R Don Watson Paulie Fairmont Michael Campbell we also have the superintendent and Jonathan Williams and then J J har CSC plan with the
074district and Jonathan is the hydrogeologist who did the environmental study on the property so yes and the counselors uh councelor Pasa was planning to be here he got called out of town uh Perry Miller got sick Anders is is uh cheering a different meeting tonight but they all know that it's being recorded and that they can get to the recording absolutely yeah Gary city manager nice to see you welcome Gary couple weeks on two or three weeks month almost almost into three months okay way on we feel extraordinarily lucky to have Gary with us his experience has just been phenomenal you hit the ground running and and we are we are in good hands awesome great very good okay uh yeah uh thanks for having this I know we talked our staff talked and U
075leadership is uh um chatted about this this project in the UN ugb annexation some things came up about prior use and we've been doing some uh due diligence and sent I think you sent the information on for phase one and phase two to um and uh I just want to turn it over to the expert Jonathan because he has uh has been doing the studies and he can share kind of his analysis and then we'll we'll I think we'll entertain any questions or um yeah have any so I'm gonna give you the a good synopsis and then if anybody wants to get the report my understand that's going to be available there's tons of data in there so I don't want to for people to death with all the G details but we got brought
076on last July uh to do start off with a phase one environmental site assessment which basically means we don't do any sample collection we just we were best to get the history using environmental database reports uh deed records Etc uh for a property to see what's going on there and we had heard through the great Bine that there were concerns that the property had historically been used for Orchards and concerns about pesticide uh applications I gu I guess let me back up a little bit so I've been a registered geologist in the state of Oregon since 1996 and uh been in the metod area for about 25 years now uh undergraduate degree in geology and then went graduate school for Geology and Metro geology and so I've been doing environmental Consulting now for about 30
077years mostly in Oregon um we have uh currently I think eight different projects in the Medford Area associated with historical Orchards because you may be aware there's a lot of Orchard properties that were bought with to the urban growth foundary being redeveloped for residential purposes or commercial purposes uh so we work with DEQ and those clients to make sure we collect the appropriate data and so that we're protective of future occupants uh or users of those properties and one of those actually included uh we did work for Oregon State University for their their old experimental pair Orchard of of southstate Road experiment Station Road and um that one had quite a few uh challenges with it that's going to be ultimately redeveloped for residential purposes and we're actually working with the current owner of that
078property to get that remediated and cleaned up so one of the things that we one of the more valuable pieces of data that we get is historical aerial photographs and so not knowing anything about this I actually stopped at the talent historical society and talked to a very helpful person there that kind of got me started and they said oh talk to somebody at s soou and then I went over to the Oregon State University extension folks on Hanley farm and communicated with them and right before an older gentleman retired was incredibly helpful and described what's going on out here so what we know about the property you can see we've got the the Culver field outlined in red is that it was anrom not used for Orchards and so we didn't we requested and
079did not receive any of the uh spray records They just they couldn't find them because that's usually the gold standard for us because we can look through that and figure out what should we sample for they didn't have any record which is not surprising we've only worked think the Hillcraft Orchard uh which is now in the urban gr boundary they kept very detailed spray records almost for 100 years so we know what they use there we didn't have any spray records here there is a a Oregon's uh Department of Environmental Quality DEQ has very Rous list of pesticides that they want us to look for and so pesticides I should point out uh up until uh right after World War II there really weren't any Organic pesticides most people today think of like diin or
080DDT you know smelly stuff you get it the gra Coop or whatever that you apply well prior to forward too there really weren't that many repord pesticides but people were using a lot of metals and there was there was a compound called lead arsenate and that has historically been applied since the 1800s to apples pears all kinds of different fruits you can still use it today in fact you can use lead arsenate on your orchard as an organic pesticide so if you buy organic pears or apples chances are they probably let aren too so the challenge with a lot of these pesticides is that the lead and arenic they don't go anywhere they don't reach out they they uh accumulate on the shallow Clays typically the upper well to 24 in and the same thing
081with the Organic pesticides like DDE or DDT they they absorb onto the organic carbon in the soil they have an Infinity for that and what we found across multiple projects in Rog Valley is that you get attenuation of both the metals and the organic class synthetic organic compounds in the upper 6 to 18 in and that's usually a refinement problem so we went back and looked at these photos maybe just kind of scroll through so 1930 so the the Agronomy station was reportedly operational from 1911 to 1958 is my recollection so this is the first aerial photo 1939 maybe go to the next one what an economy station is it's a but what they were doing is they were doing different plots you can see there's more plots on this uh photo here so I
082think it was mainly like trying different kinds of how to different cover crops not fruits how different cover crops apply to different levels of irrigation different amounts of fertilization and different kinds well and different uh hybrids or or Reeds of grasses so my understanding looking through the records is that in the 40s and 50s and 30s what they're mainly focused on here is what kind of alphaalpha would do the best not only for feed for paddle uh and horses but also there was a big value to growing alphaalpha and then harvesting the seed and selling that seed for to other Farmers so it looked like no problem it's a small group so feel free to stop me here um and so you can see in between the if you go back to the other one
083they had bigger plots but you know they you can see they mixed it up and so unfortunately there's no great records but we know that they were doing various cover crops and testing the varieties and the amount of ir and how they fertilized it and potentially uh with what kind of pesticides you canum you can also see these photos that the much of the property around Culver field was used as Orchards um specifically now you can see to the south in 1939 there was no Orchards but maybe scroll to the next one this is the last photo where we can see the Agronomy station present but if you kind of just maybe go through somewhat slowly on the next ones you'll can you can see you know that point I think the county owned the
084property in 1967 so I don't know hey fields and then if you as you scroll through uh you'll get to the point where we see an orchard start to be developed uh immediately to the South you can also see the development of the baseball fields and the bus barn on that property so that's all Orchards to the South now so based on what we the kind of the background I we did go out to the site to do a phase one environmental site assessment the objective really is to tell our clients you have for lack of a better term I to call it an environmental red flag we call it a recognized environmental condition is the the terminology but you know are there any concerns on your property that are worth investigating or you should
085be concerned uh either from a liability standpoint or from a a health standpoint to the people that are on that prop so at the conclusion of the phase one we basically said okay it was not a PA Orchard that's good but it was an Agronomy station and we don't know what's out there and there's no there's no available records the only thing I got from the the oron State University gentleman that retired was that they probably did apply pesticides but he didn't know what kinds or how much so the conclusion of the phase one was was that we recommend you do a phase two and collect some soil samples for all types of analytes that are required under deq's guidance for when a agricultural property is redeveloped for some other purpose and so there was
086an extensive list so we went out and we dug 16 and 27 test pits with a backo across the property now it's a big property right it's 40 something Acres so uh we were very clear in the in the phase two uh proposal uh that we submitted that you know we're not going to go out there and we're not going to spend $200,000 on lab P because it gets really expensive when we when we start analyzing lots and lots of soil samples we're going to do a let's call it a 5,000 foot view out of assessment right so 27 test fits sounds like a lot but it's a big piece proder so the data that we collected realistically probably aren't the the Beall of end all um there's probably going to have to be some
087additional sample collection uh done to firm things up but what we've seen on Orchard in now in a gromy station is that typically you're applying the materials in a uniform manner so it's not like you get little hot spots of contamination in one area over over the years it's kind of spread out and it's typically generally consistent across an entire property so we we dug those 207 seven test pits and collected uh we mixed a lot of the samples to make a quote unquote composite sample because of the cost to run a single soil sample for all the pesticides constituents is about $900 so it's not cheap so we did our best to find a balance between being thorough and our initial valuation and not breaking somebody's bank so we collected all those data broke
088the unit up the whole property up until we called it decision units for approximately equal areas and what we found is that there are low levels of arik uh above the the regional background we have in all across Oregon and especially in the Metford area and the clth Mountains region uh we have naturally occurring arenic levels so a lot of people have arsenic in their water and the actual the naturally curring arsenic level in the soil in this area exceeds what DEQ would like to even have for on people's Residential Properties but I can guarantee you I can go anywhere in Jackson County and collect a sample of soil and the arch concentration will be above what de says DEQ says the risk level is for residential property but DQ recognizes they can't tell everybody
089they need to get rid of that soil um and those risk levels are based on incredibly conservative uh assumptions about how long somebody's going to live in a place how many teaspoons of dirt a little kid eats uh in the backyard Etc so the numbers of the risk levels are very conservative but basically all the data that we collected out there the concern was arsenic uh over most of the about 75% of the property in the upper 12 to 18 in above the conservative risk value and above the background so there's a definitive signature of arenic and lead in The Soil out here that's not naturally occurring so that I'm highly confident lead arsenate was applied to out there on this property in the past but concentrations aren't that high and Lead was elevated but
090the lead exceedences for uh risk concerns were about the potential for to groundwater but like I said the Arsenic and the lead don't really Le out in fact by the time we got down to about 24 18 or 24 in the lead had gone attenuated to below uh naturally occurring uh levels in the area so so not a concern the one issue I know there are three Wells on the property and so once I saw those lead concentrations it's like you guys have wells out here we should test the wells to make sure that there's not elevated concentrations of lead just to be sure even though we saw lead attenuate with depth in the shallow soil we wanted to make sure so we had the um School District staff collect groundwater samples from all three
091of the wells and there's a table in the phase two report two of the wells we were below the method reporting limit for lead and one of the wells had a reported concentration but it was a good 10 times lower than any kind of action and correct me if I'm wrong Brent I don't think any of that water is being used for drinking so anyway so we we went that extra mile to look for that so take home message there are issues primarily the concern is low levels of arenic as a registered geologist in the state if I've got a code of ethics that I have to apply or abide by and if I find something in soil ground water that I think is the term is imminent threat to human health of the environment
092if I find something like that I automatically tell my client I've got concerns you need to talk to DEQ immediately because there's a a actual risk to people getting sick here I don't see that here um but the the other thing we compared the the analytical results in the soil for the pesticides is to quote unquote clean fill values so if you exceed e a clean fill value in soil that basically means you can reuse that soil on site uh as long as it's not a risk human health risk level but if you need to uh move that soil for any kind of construction purposes let's say you're going to put a building out there and it's the clay soil and there's a geotechnical concern for the building of the foundation and you need to
093get that soil out of there you can't just P it across the street to the somebody that says oh I need a buch of soil for fill or something you need to either send it to the landfill that becomes prohibitively expensive very quickly or you can haul that soil to a quarry and they can put it in into a quarry uh and then that usually works the cost of that is much less and you can also end up bringing back for a construction project you're often going to need 4 in rock or 3/4 minus or whatever for foundations or a parking lot so you can do that consistently my understanding and I haven't seen any kind of master plan and I'm sure there's something out there in might have not review but often what we
094do on these projects is try to reuse that soil on the property and so uh I believe there is now I'm getting more into the L use planning thing I believe there's an agricultural buffer requirement because that Orchard to the South and probably the property to the West looks like like it is agricultural efu um I can't remember the zoning the the most cost effective solution is probably if any soil needs to be moved for construction purposes in the future that you place it uh along one of those boundaries where Jackson County is where the city is going to require is this in the city limits or outside I can't remember it's in the urban Reserve so it's in the county okay yeah so assuming there is some kind of agricultural buffer then that would
095be a wise you're not going to be able to develop any anyway in those areas would be my expectation um and so that would The Logical cost effective solution to dealing with uh the C during future development based on what I know would be to place it in one of these you know required buffers that might I can't remember if it's 50 or 100 ft so uh the other recommendation um that we made in the report was DEQ has what they call their voluntary cleanup pathway um we haven't shared this information with DEQ again because I don't see any imminent threat to human health in the environment if uh everybody decides it would be appropriate to get DEQ involvement to make sure every all the citizens are comfortable uh with the approach that's being taken
096uh and often times we do this on properties even for private entities when they're redeveloping because if they want to sell that property or they have to get a loan to build something often time banks are going to require no further action letter from DEQ to confirm not just me the hir G consultant but to have a state professional you know environmental professionals to say yes we agree that the approach that's being taken is protective of human health then you can get what you Q calls in no further action letter and that gives Comfort to all parties involved that that we're being protective of people that are going to be used to the property thank you yeah so hopefully I didn't worry to death really interesting I read the entire environmental report I read the
097entire 16 page s soes report which actually speaks to a lot of what they did on the property recognized it traveled all over the world in the 30s or even earlier than that 1911 and 12 going to China and and bringing back pear trees to to plant and see which pear stock it's actually really was was the most riveting 16-page reader I've had in a long time so which is kind of sad you know but um atast historical was PR good so um yeah at this point I think be appropriate to open it up to any question that you might have or well the only question I have Ian thank you so much for the great report and also appreciation to the school district for sending us the environmentals I had a chance to go
098through them yesterday and I was uh you know um um I have a lot of confidence that the school district is doing what they uh you know doing the due diligence that that they said they would in uh and I really appreciate that and providing that information as help for all of us um the only question I really have is that it sounds to me like you that your study includes uh includes information having the information of the Southern it's the so report I call the so report Southern Orton Branch experimental station and there was some reference to um some some other chemicals and um around pair uh some of the pair experimentation that they did in that report I just want to make sure that when you were doing your studies that you were
099informed by that report or or it it or maybe consequently yeah I didn't actually find that that report that uh I can't remember who shared that with me recently I think it was johnop shared that with me we did not find that in our initial investigation back in July last year we just got you know Communications and I documented what I heard from and talking on the phone with the senior folks from the or the out at Hamley farm that it was an Agronomy station but I didn't get that 16-page document I I found that most of that document seemed to be focused on the work that was done at the uh experiment station Farm um but the list of pesticides that we looked for on the study on the Culver Fields property included the
100whole Suite that is identified by DQ and so a lot of times under these like when we enter the volunteer cleanup pathway it takes a while to get DQ is uh I would say I think they actually have I won't say adequate funding but we work with the folks in Eugene that's the western region in the cleanup uh program and they are under staff mainly because they don't want to hire people that are not good and uh so it takes a while to get uh a DEQ project manager to to work with us but the projects that we have already gotten uh acceptance of we have provided them work plans before we even go out and do the sampling but said here's our sampling here's how we're going to collect the samples and when I
101say workpl he has like 15-page document about this is how we're going to do everything everything so that they can see all the methods and they' approved that in a manner that was very similar to what we did here the the analytical Suite was identical so it's pretty if you review the report you'll see some pretty gory detail uh tables um so it's it's pretty comprehensive great so I just for clarification then um you you've had an opportunity to report and compare it with the stuff the list of um chemicals that are yeah I reviewed that report after you know and that I got that like a couple weeks ago I want to say before we finalized this report but it was very general with just said pesticides and fertilizers so unfortunately know like I
102said I've only worked on one project where we actually had detailed spray records about we used these combinations of chemicals and in those cases uh We've retained a agricultural specialist to look through those lists because a lot of these pesticides are relatively benign they break down quickly or they're not toxic to humans right they're all all those pesticides are designed to kill bugs or other vegetation herbs and so a lot of those there's actually a very good uh available data set on toxicology for din and so you know 90% of those just automatically fall away because they break down rapidly or they're not toxic to to people yeah so what I'm hearing is that really the the table of work that you did likely exceeds what's in this report do I understand what you're saying
103yes yeah because we well I mean it just said pesticides so we went we sampled for all the pesticides that DQ is concerned about that makes sense it did make sense and just to share I mean one of the recommendations is to work with DEQ and John and John then we'll start trying to get in that Hopper and get on that list uh because we know that'll be important and we have we share the same interest so oh the to try and get a DEQ manager to work with yeah voluntary correct it takes a few months at a minimum but it's important too because the if depending on the pace of the project and what you plan to build out there it can become very very expensive like we just did a project over off
104cerb and we had to excavate six to 24 in of soil over a 50 acre area and then move that that same property owner has the Old Orchard property that's adjacent to it that's outside of the urban growth boundary so the soil is impacted actually much less than what we have here and we just push that over onto the adjacent property and he's going to build a utility scale or he's going to lease it out to a utility scale Solar Company and they'll build put solarr on 12 acres of the property but I mean it's to to move that soil I would say it was a was a $400,000 build to move all that soil it's a mass you know you're scraping all that soil and home you get you start getting a lot of
105equipment and moving a lot of soil and that was relatively cheap we had to take that to quy then you know you could added another zero to that so um it's good to get EQ involved early on and you know make sure we've vetted all the options because those excavation costs become very expensive and we want to make sure the solution which I think will end up being if any development that happens you Mo that property into the agricultural buffer you only move the soil once and in that case you're just moving a little ways and and that be by far the the least costly but also protective can I ask kind of a nerdy question as well and then I'll hand it over to my colleague here this is really off um is the
106is the test results that you've gotten with the uh our stink and the lead is that more indicative of like historical use or is it indicative of maybe some Drift from some of the like is are those chemicals still being used uh I don't know what the adjacent orchards are using I can say we've had a number of projects where there was Orchard use on adjacent property so for instance we did work for Jackson County the airport bought 40 acres that uh used to be the old medite I think they had a wood Waste landfill there but there was Orchards adjacent to that property and we collected samples like 5 ft away from the fence Lon and we didn't find any uh pesticides above action levels so there was some things that were slightly elevated
107but we've repeatedly done that and found that yes wind drifts potentially I mean if you were like right on the fence line you might find something but historically organ Department of Agriculture has pretty rigorous uh requirements now for pesticides appti so if it's a windy day you don't do it and the the mixtures are not inexpensive so farmers typically aren't going to want to spray on a really windy day because they're going to spend a lot of money on their that product that may not get sprayed on the plants as to what you know when those more rigorous spray requirements were put into place I'm not that's not my area of expertise I would imagine back in the 20s or the 30s you know people were a little more laxidasical about how they applied their
108pesticides but um we have what we have found is that Wind Drift has not been an issue on the work that we've done in the road Valley I guess what I'm asking I I didn't do a very good good job of asking the question what I'm asking is uh it's any of any of what you found currently in use oh yes a lot of the those pesticides are still we did find really low levels of I believe it was DDE and dialine and some of those constituents are still used and like I said lead and AR lead arsenate you know it probably was applied on your organic pairs arsonate I've been calling an arsonate well when they say arate it's just the mixure so when when you analyze a soil sample it's basically it's a
109lead arsenate is a mixture of lead and Arsenic and so we find those that's typically the big problem here in the ri Valley yeah here I am demonstrating my ignorance about this umet did you have anything well yeah so just to just to drill down so so you know we're kind of trained to be lead is is extremely scary so so when you say that the the levels of lead that were found even if kids are putting dirt in their mouths it's it's not of concern is that that is correct if you look in the the tables in the report so DQ has they have risk-based concentrations uh we call them the acronym is RBC and that's depending upon and they have it for different exposure Pathways so the most common one and the one
110that's really hard to eliminate especially on fields is the soil ingestion uh termal contact and inhalation of dust so that one is in this situation would be probably the most uh applicable uh pathway for exposure the other pathways are leeching to groundwater right so you've got this contaminant it rains in the winter time it Lees that contamin out it reaches the shallow water table you've got a well there you pump the water and potentially it's there so the only for lead we did not exceed the soil ingestion and germal contact and inhalation pathway the generic risk-based concentration and like I said those are hyper cons mean like super consed the we did exceed the leeching to groundwater pathway for lead which is what triggered me talking with John mop the facilities director and said he
111when we did the phase one I saw it's like oh you guys have wells out here we should sample these Wells at an abundance of caution to make sure we did not actually Lee stuff into these Wells and cause problems and most of those Wells are actually right on the south Southwestern portion of the property I believe so they're kind of adjacent to that other Orchard which could have been a potential Source but like I said two of those samples were non-detect for lead and one of them had a a detection but it was still more than 10 times lower than any kind of drinking water standards so and because you're working with a from a comprehensive list from DEQ there there isn't a chance that there's some there was some chemical that was used
112in the past that isn't on this list that could be pres in so it could be dangerous I you know without the detailed spray records I can't say absolutely not I can say the fact that we're using the comprehensive DEQ list of pesticides so there's uh and if you burrow into the report and by the way the report's got my email address and telephone number on there so if anybody has any questions after the fact feel free to ask all kinds of good questions most of which I should be able to answer um there so the pesticides consist of four major groups you'll see there's four tables from the soil samples there's what it's called in Oregon we call it the AG 17 Metals so there's lead and arenic but then there's 15 under notes
113then we look at the Organo chlorine pesticides that includes like DDE and DDT and you know I think there's 10 or 15 others we look for orano phosphorus pesticides and then we look for chlorinated herbicides and each one of those groups has a very extensive list so I would say with a high degree of confidence we probably got everything that could have been used out there but I can't guarantee that there could have been you know something special that somebody mixed up and Tred on the property so I imagine the list from DEQ is what it is for a reason I mean they didn't just yeah yeah they put that they put that uh guidance out in 2006 and then they updated it in so I could and when you're talking about like uh moving
114the dirt and putting it on the buffer and you gave an example was used for solar I was just trying to picture that so does that like look like a little like you know raised uh in that case it's about it's about 12 acres that's built up about the grade is about four five ft higher than the surrounding gr okay so it's actually it would be like you know I mean there's other projects where we' buil uh burms right and especially if it's you know you're trying to keep spray right because I don't know how long that's going to be in Orchard to the South but having a burm actually is if there is any potential for overspray a burm is nice plus you know if it's a residential property you don't want to hear
115the tractors you know going right on your property line so if you've got a burm it kind of deadens the noise a little bit yeah and did they put like solar panels on top of that that project is going to wrap up here in the next few weeks and we'll get her no further option on um but the the solar panels have have not been installed but that's the idea that they would sit on top yeah they're just going to put it's a south facing property the solar people are very excited because it's I think they're going to make like two and a half Mega watchs I mean it would be great to see pictures for for a second of it's off of cerb road it's between cerb Road and Owen Drive in East okay
116and we have talked about Sol going there in that area that's really you'd have to ask sorry if I'm overstepping you have to ask he has a plan and he's super excited yeah I can tell you that the solar panel construction because we've been involved in a few of those projects it's pretty easy and it go they go in they don't weigh that much and they just basically like vibrate or push in a little aluminum I beam and then it's just a recor set I mean they can put those things up really quickly and it's not much Lo bearing needs so did you have something Jay oh I was just GNA take credit that my IDE on that you were calculating the hall off numbers and it was like oh that's painful I know what
117we should do move it over pile it up there and do solar panels done you got to get creative in solving these problems write down his name knowing what it's going to cost to develop this we might have to did you have something Rebecca or somebody had something did I miss something no I was just indicating that Jay had a question but he saw it a while else and no one's put anything in chat so it doesn't Okay the two people that are online or three people that are online I've just been fascinated with Jonathan I mean I've learned more about soil and work of public service is education and he's really good at explaining it and um you know we listen to the version of this a few days ago so thank you for
118all your work and your expertise your thoughts so yeah it's great it's great for us to hear it yeah the only other question I I think i' sent in advance was just whether you all had thought about you know as far as um communicating this to uh publicly they'll eventually be a public hearing annexation all this stuff um is have you thought about I mean I think the solar panels is really good thing to add to the to the concept um but have you thought about how how to communicate this or when to communicate this and the city support yeah I think I think the first step is really kind of get in this annexation process and we this is this is with a lot of work with the community and and actually the neighbors
119I can see they right up there uh had a lot of input on kind of where and this was a you know about a six n month to year process and then once we get um the anation process and understand what what the conditions will be then the board will start talking about phases and input and things of that major so so there were all these groups put together and they all met several times and came up with these plans and had input on so that I think that kind of answers what you were saying yeah I was just talking about um the you know ahead of the public hearing for the annexation concerns about specifically concerns about you know the side use and stuff like that yeah I know you guys a lot of
120community input for this but I'm just thinking about the rest of it yeah I think this meeting is a good start a public meeting that's recorded that we're sharing a pretty thorough review of the environmental um study and impacts and um based on what I've learned this past week this property is in really really good shape compared to a lot that that is seen around the area considering the agriculture Al history and things like that but yeah I mean that's always something that we strive to do is really good communication with our stakeholders and um yeah certainly of interest but I think things like this are helpful to that end too for sure so I did have another question actually a resident asked me to ask did uh does any this is all before everybody's
121time so if nobody knows the answer that's fine and I got the question late today so um did did was there testing on you probably with your research might be the one to ask was there testing on the property prior to the current use was that in any of the records we did not find anything on that so this is the first time that there's been an impact to my knowledge it's the first time anybody's collected soil samples out there okay um I do I I want to uh reiterate what she saying is we um this is something that we've talked about um there is because the next step in the process is that there will be a public hearing and the stakeholders are our stakeholders as well right it's the whole city Talent um
122who who um you know have a who have a stake in what we bring into the city limits so um there's every reason to believe that there'll be a um that that will be a uh be a hearing that people will be interested in so I do feel like the kind of the best thing that we can do is have a really great staff report which we have all competence in our city manager and perhaps working together with the city with the school district and and John here to put together a staff report that's that's GNA um make for a really good record and and be really robust with information so that people can have a good understanding of what what it is that we're considering annexing so I think that that's a really good
123point to bring up and um leave it with you guys to think about what that would look like are you talking about when you say staff report you're referring to that's a report that you get or items that come before the council I would imagine yeah when there's a hearing we'll get a staff report okay that that's that's a given and this will be part of that staff report all everything that's been presented here today will be part of that's the city repor is here bring it to our staff report Okay so be part of the record and um so you know I I I I think there's value in in showing you know your part in the in the conversation at that point in time um just so and and just to piggy back
124on that your stakeholders are are the students right and the families and there's there are families you know in telling who who wouldn't get that message because they're not moped into the schools anymore or or never have been which would you know be it be great to have something you know like intent need review or something where it's just kind of you know explaining um especially if it's after the clean build Health from the DQ just you know kind of people can read it and kind of alleviate concerns um about that what we're asking for is that our community is well informed um about the historical uses about the environmental impact studies that you've done the outcomes what your plans are moving forward uh and not I'm not talking about these plans because I think
125these are pretty well Ed um but the plans for um the voluntary work that she'll be doing with the be2 all those things I think are going to bring value it's better for us to discuss have that information available to the community prior to the public hearing that's not where we want to discuss it and that's not where we want to reveal if you will so um I just strongly encourage the school district to to do some Outreach with Talent with the city of talent and and to um to Eleanor's Point there's just really large retirement community in talent and um they're not as connected with the school district they're not as connected with this we just want to make sure that everybody's aware what we're annexing I think uh I think some of wasn't
126part of the conversation in Talent was this part of the conversation that was the meeting at Talent um Community Center initially there were some public meetings around around this project when we were looking at um the talent R way and and right all that there were several am I am I remembering correctly there were several public meetings held in Talent where we kind of all came together and had conversations about moving forward with this Jay well yeah I mean as part of the ugb there were some questions about environmental and the district committed to doing the phase you know doing the phase one and seeing what it shows and then when if then when the phase two was recommended then that's what they did and that's that step and the next step would be voluntary
127cleanup program and no further action when you know that process is typically done as part of development right so you got to get approval to move the lines get the stuff done move forward with development and then you have heavy equipment out there that's build the stuff anyways and it's then cost effective to do the process to to move the dirt and get the NFA beq that's kind of that's the standard process right so I guess T speak to your concern of that the public knew knows what's happening was I think there were several public meetings held I think specifically referring to the environment oh okay I apologize I misund well it is new I mean the phase two report we got on the 20th yesterday that's right somebody asked me today why why did
128it take you guys so long to get it to us and I said because they just got it it's dated March Yeah March so I apologize if I misunderstood about your your question about letting the community so long we're doing this ahead of what is typically you know is required but this is so well there's there's no requirements this is annexation the legislative matter is her view of the council and and so there is no like what what you would usually see is criteria for this stuff other than the steps of the RPS process with Don and I both served in the RPS process early age very early age of the process it's a robust Pro process that requires a lot of um community community engagement the piece that's new is the uh is the
129envir is the Environmental study and also um the the report that we received last year from the city manager and um and that triggers curiosity and more questions and just a need to be more transparent and really uh upfront with our community about about this property I'm confident that this this will service well uh service better than not that's that's really where I'm coming from and um especially having read the summary and the outcomes and the conclusions of your report I'm I think this is a good thing um so um and I you know we don't want to sit here and tell you how to do your jobs we just want to suggest that um given given the potential for misinformation here um I think that um wri you know doing the uh doing the
130Outreach with the community is is U probably a good idea can i s something please so we a couple years ago because we've had the misinformation um we hired um a person that helps us get out information and he's amazing and I think that Brent probably wrote on his notepad to let Joe know and I I I mind mil um so I think that um we we do have we've learned through the process on how to get out to the community and Joe has been doing an amazing job but I think um what you're asking for also is for us to keep you in the loop as well so I think BR Hara wrote that down to to let after we to let Joe let you guys know when something was coming out so I
131have full confidence that Joe will probably hit as much social media newsletters newspapers new regular news stations and try to cover it as much as possible um and we also try to do a good job to doing and um English and Spanish um to make sure things are accessible to our community it's something we have found out and we I appreciate your concerns but um it's one thing that I feel like our district has been doing really good lately is getting the communication out and not the misinformation not you know we've been trained in misinformation um so I I like to say that I have full confidence that we will go hopefully above and beyond what you're asking yeah that's great and I guess just Loop Us in so we can yeah when people ask
132us you know can tot Jo you Jo to the bus I do think it's important to say because this is part of the record that Michael and Brent have both been great to communicate with over this Michael and I have been communicating uh for a year about this and and brt and I had a really great conversation uh maybe a month ago or so just talking about um you know this the best way to proceed with this information and so that so that the end game is to install confidence into about that and um and that's that's our motivation as well so yeah can I ask something because I'm naive about this but what is the timeline what are we what are we looking at like when do you have this meeting that you're talking
133about um for what's the next steps I guess one action I think is scheduled for the second council meeting in April so second would be theth or I think it's April 16 April 16th yeah do you have any other suggestions of my understanding is that typically the hearing is where information like this would be shared but do you have any other suggestions that weren't mentioned that we can so that's the challenge with sharing information and Don knows this uh at a hearing is that if there's if there's not um an opportunity for the community to be heard if they want to be heard here's the here's the two scenarios it'll be crickets and Tumble weeds in that room or will be you know people really interested and um if we're not able to get through
134it then we're putting meetings out um as people are asking us for more information and stuff so so the one thing I think that um that um could support a good process would be just for you guys to engaging Communications an Outreach yeah Then followed up with a segment in the city staff report for that meeting addresses the work that's been done to on the environmental ass even though it's not a required element of the annexation that doesn't mean people won't put it so we might as well address it that would be something we would prepare and provide okay so getting ahead that April 16th date with this information coming out before that is what you're asking for right and it's important to know that this is not a land use this is not a
135land use hearing so there's no land use hearings come with a Time Clock we're Bound By A Time clock that we have to that we have to follow this is a legislative matter and it's not bound by a Time clock so um it's really better to get in front of in front of the information thank just a correction the second meeting in April is April 17th thank you here's a line up the door on the 16th and I don't think there will be a line well and hopefully this was helpful to you all and to Senor Council and to those who couldn't make it tonight to watch back and read the report and I think Jonathan's um I want to call it testimony it's noty it's not a court proceeding um but his information that
136he shared um was helpful I'm sure there was other better words that came over there thank you I said report report I did want to reserve for our Council an opportunity for us to discuss the results and the outcomes as well so we're here to get information that's that was the purpose of this meeting was to we've got the environmental reports uh we've heard um great expert uh testimony tonight we'll we'll take an opportunity to review it and to make sure that we understand it um because again like we don't want to be doing that during the hearing process so uh I don't know when that will happen or how that will happen I talked to Dave Bowman about it today so I know it will happen and and Gary um but uh we just
137we just just haven't come to that that conclusion about dates and that sort of stuff but certainly it would happen in a public form and you all would have the opportunity to join that conversation you wish yeah and we could even make well I I guess I can't speak to you if we can make you available or not Jonathan but um I I imagine it's just a matter of an hourly rate um if you have particular dates where you'd like me to yeah just that might be helpful if there's something on your agenda to have you know ask any questions or I want to reiterate that John invited people to ask questions at its email on and this reporting will go out so um you know that's that's all part of like what we're hoping
138for open this conversation up let people ask questions and's I think G I thought you were starting to say something no I think I can work with the staff to come up with information need for the staff work butw I think the mayor's observation of getting information out even ahead of that a good okay you got the channels to do that and just so to make sure I understand that no further action the board has decided Ed to go and and try to get the no further action from DEQ it's not something the board's taken action on but it's already in in that's a superintendent level that's already in works yeah yeah that's that is our plan okay Y and and the buffer thing is still in the imagining stage or well we'll have to
139see what the DEQ kind of says for no for and if that's an option then we'll yeah okay we hope that's the option I want to know if I can talk about it like oh I do want to uh let you guys know something I am going to ask when we get to the next meeting it doesn't mean I'll get it but I'm going to ask for it and that will be as part of the packet for the annexation to hear to get a report from the school district about the plan what is what is the plan what's going to be the steps of the plans so that we have that as part of the the application and packet so it'll be part of the record at that point in time for development or plan
140for just uh the you know your steps as you go through this process um and then um like I said you know we'll talk about it on the council will agree with me but that's what I'll be asking for and I feel like if I tell you now I'm trying to be like Michael and I have been talking for a year I'm trying to like get as in front of this stuff with if all of the information that I can so there's no perception of of gotas or gosh why didn't they tell us that you know a while back and um and and really just because I asked for something doesn't mean we're going to get it so you know ahead of time it might be just a matter of wiing out uh some of
141the stuff right out I think another great option so both of my boys uh I spent a lot of cold fall afternoons C fields at Regional country Middle School meets yeah and it would be great if they had like a put all the soil that needs to be moved like on the property Edge the bumper and have like a hill right now it's all flat really build character when the kids have the are going to be out there just know that listen I also want to say my son played ball on that field and um uh my heart uh is in the same place as your heart is we need those fields we need the facilities we need all of the things that you guys are planning and uh we know that appreciate that thank
142you yeah yeah for me one of the big things that I am focused on right now is um Services for Families so um you know we're finding um ways to how can we bring in more preschool options for our families um and um and and then after school care um we have it it we need more we need access to more and that's that's another use that this property will um uh is intended to serve with with some Community Partners is um access to to more readily available and affordable after school care for our families um is is another It's Not Just Sports Complex it's well I should mentioned that it is on my mind and kids both went girls the KE in Talent quite a bit and so also recognize those needs as well
143for sure for sure thank you thank you so much anything else thank you so much I know I didn't have a oh she