School Board Meeting, August 5, 2020, Hillsboro School District

001Oh, and streaming has begun. There we go. I just want to test the audio. Are we good? Yeah, you sound good. I'm just looking at our attendance to make sure I have everyone here. So we'll just give it a minute or so. Are you going to take attendance, teacher? I can't hear. I don't feel tardy. I think you are on time early. So I think we're just waiting for Lisa and Martin. I'm resending the link to Martin right now. I'm working with Martin to get him on right now. Thank you, Rose. I think with Martin joining, once he joins, we'll have everybody on here. There he is. Good morning, everyone. Extra special kudos for helping me get in at the last minute. Thanks, Rose. Of course, you're welcome. So it looks like we have everybody

002here. So with that, we're going to call our board meeting for August 5th in session. So today we have our board retreat. And first we have our first item is our work session. And I'm going to turn it over to Mike. All right, good to see everybody. So one of the things we've been doing for the last several years, and it was at the request of the board to do this, is that throughout the meeting, in order to get to know each other a little better, we're going to have these team building activities. And essentially, they're just questions so that we can learn a little bit more about each other. We've got three new students joining us this year. changes the dynamics of the team and gives us an opportunity to get to know some

003folks. So here's the first question that we'll just go around and answer. What is something on your bucket list that you intend to accomplish in the next 10 years? And Devin is going to be our tech support today, and he's put that on the screen for us. So what is something on your bucket list that you intend to accomplish in the next 10 years? So just to give you an extra few seconds to think, I'll start. So for me, I intend to do about 100 miles of the Pacific Coast Trail, Crest Trail, and so that's over a 10-year period. So don't get too excited about that. But that's a trail that I really enjoy, and I intend to do much more of it. All right. I intend to travel more. My plan was to go

004to at least one or two different countries every year, but... And today, this year, that was supposed to start, which COVID really did not help with that. So, but that's what I want to do. Should I just call on people so that we can get through the list? That way it'll be quicker. Okay, I'm going to go through my list on here. Oh, already to me. And I actually am going to echo Yadira. And I was planning on also traveling this year. I had Paris on my bucket list. And sadly, COVID threw a little wrench into that. But my goal is the next 10 years to travel to some countries that I have never been to as well and experience just some different culture and life. Within the next 10 years, I would like to

005try to get to my maiden name, Loffel. And there's actually a community in between Germany and Switzerland that has still some of my relatives still alive. So I'd like to go there and visit. And then also to go to Spain where my husband is from and visit there as well. So I'd like to try to do that within the next 10 years. Casey. Number one bucket list item, get both my boys to college, but really is to go to Portugal the next 10 years. Dale? My goal would be to publish something, a book, curriculum, something, and hopefully it's not just my dissertation, which should be in a year, but it may take 10. Devin? I'm just playing alphabetical here. I don't know if you can unmute me. Maybe. Yeah, I'm here. I would say accomplish.

006I think it's just learn another language. I've always wanted to learn Japanese and that's something I can finally get around to doing in the next couple years. Devlin. Devlin, I see you unmuting, but I don't, we can't hear you. We'll come back to you in a second. Elaine. Good morning. Mine is, my mom's whole family is Polish and we've been to Poland, but I would really like to take my husband and my kids there and show them some of our favorite places. So that is hopefully something we'll do in the next 10 years. I have a lot of other goals too, but that's one more one. Francesca. Good morning. One of my, I have two sons and my oldest son wants to travel to Saboa where my dad was from and grew up. I think

007it's going to look like Hawaii and that he's going to have a resort experience. But instead he's going to be culturized and it's going to be great. So that's our plan to do when he graduates from high school. She is having problems with mute. Okay. And just travel the world. Got it. Thank you. And I think if I remember correctly, is it maybe Jordan or Dublin can remind me, is it control C to unmute and mute? Control D. So try control D, FYI. But next up was Jackie. Okay, I missed the first I missed the question because I was having audio difficulties, of course. What was it? It's on the screen. Oh, there it is. Okay. Yeah, I would be to travel to Paris, London. I would love to go to Europe. Jordan. My name

008is Travel as well and I'll have to get the group rate to Portugal with Casey. Justin. Kona. Mine would be three things. I want to go to Italy because I turn 50 next year. And then I want to go to Finland because I know the exact village where my ancestors came from. And third, when my son graduates from high school, I'm going to take him to Japan. Thank you. Lisa. Okay. So. I guess we're all really like, don't you feel so cliche continuing to say travel stuff? Everybody's saying travel stuff, but I can't think of anything else. So I'm going to just jump on the travel train. For me, it would be to see Ireland, which is where a lot of my ancestors came from when they came across the pond, as they say. So

009that's mine. Thanks, Lisa. Mark? Oh, I think we're already planning on doing that for our 25th anniversary next year. Ginny is 100% Irish, so we're going to go there. So I'll say I intend to accomplish, it's weird how you put it, but pass what's called the playing ability test so I can become a professional golfer. Martin. Become a city manager. Michelle. So mine doesn't involve traveling. Actually, my daughter is going to be a teenager soon and I want her to enter the teens and Mustangs program out here in Yamhill County. And she's going to procure for herself a little Mustang and she's going to train it and then I'm going to buy it and keep it forever. It's coming up. Maya? For me, it would definitely be to run my first marathon. Olga? Good morning,

010everyone. My goal in the next 10 years is to write a book. Rose. Two things. Either first, pay off my house, or second, buy a bigger house and pay on it for the rest of my life. But maybe a little farm with some property. Either one. Sighted. My personal goal for the next over the next 10 years, and I hope I accomplish it within the next few years, is to participate and complete an Ironman competition. I do triathlons. I've never been able to reach an Ironman, but I'm motivated by a couple of folks that are in their 90s that are that have done hundreds of Ironmans. And so I think to myself, if they can do it. I could do one at least. I like that we've shifted from traveling to different types of marathons

011and athletic activities. For me, it would actually be to complete my first triathlon. I've only run half marathons before, and so I would love to, yeah, to at least try to complete that. Travis. Good morning, everybody. I need to finish painting some trim in my house. I've been working on home improvements for a couple of years now, and I'm sitting here wondering why I can't take care of my small goals. So I'm going to finish those projects. Back to Declan. And if you can't, we can't hear you still. But if you are able to, use a chat and you can put your bucket list item on there if you want to type in. Okay, so I'm I think Yadira you already went. So my two items, I have two items. One is I really want

012to learn how to do some type of like knitting or crocheting. I just always thought that's so like interesting and maybe like relaxing and therapeutic and but I'm not very well coordinated so I get. tangled up and trying to figure that out. So that's one of my goals is figuring out how to do that. And the second one is to go on a vacation with my grandmother. But that's always hard to try to convince her to take time off. All right, Mike, back to you. We have our next item, which is actually this is for Kana, our calendar update. All right. Good morning, everyone. I'm excited to share the calendar with you again. We've been. It's been the year of the calendar. So, Devin, if you would go ahead and go to our next slide.

013You can see in this update for the 2021 calendar, there are two designations that are being added so that families are aware of some changes that are coming forward through our comprehensive distance learning model for instruction. So, on September 8th through 11th, we have designated that as the connection and support with families and students. And this is counted as a part of our instructional time because we will have staff supporting families and students as we onboard into our CDL plan. And then we wanted to denote on the 14th of September that that would be the first day of our designation for the comprehensive distance learning. So when we... Erica Yew , REL Appalachia County, she, her, and I will go to it have you guys adopt this, then we can go ahead and update this

014on our webpage are there any questions for me. Daniel Passamanecki, SRA22 Panellist, And Erica this one is an action item, so we would we would be asking the board to vote on this at this time. Erica Yew , REL Appalachia County, she, her, and I will go to it have you guys adopt this, then we can go ahead and update this on our webpage are there any questions for me. Daniel Passamanecki, SRA22 Panellist, And Erica this one is an action item so we would we would be asking the board to vote on this at this time. Erica Yew , REL Appalachia County, she, her, and I will go to it have you guys adopt this, then we can go ahead and update this on our webpage are there any questions for me. Daniel Passamanecki, Seeing

015none, please signify by voting iron a on the chat. So, yes, both are Lisa Allen. Jackie Sprouse, she and Kim Mark Watson, your Martinez, Martin, Brandon and myself. So, the motion carries, thank you. Our next item is our extended cabinet. Overview with Mike. All right. Thank you. Looks like Lisa Allen with the early lead in getting in first on the chat comments. Just if anyone's keeping score, I know I'll be watching closely. As you know, we have been talking about the concept of extended cabinet over the last year or so. And you're seeing a number of people on the screen that make up the group of extended cabinet. The reason that we were... Wanting to extend cabinet was that we had a number of goals around that. You'll see them listed on the screen here.

016We wanted to make sure that we had the opportunity to apply a greater equity lens and broader input into all decisions that we were making for the district. We wanted to by having more people involved with cabinet. It also gave us the opportunity to extend our. First hand communication as well as provide a number of sense makers out there throughout the district that have access to a variety of different partners. They are assisting and having input into the agendas for administrative leadership meetings. They're weighing in on staffing decisions, of course. And then the one that would impact you folks the most would be the access and expertise to board members. So, Devin, if you would go one more slide. Thank you. Here's what it's basically going to look like. You see these people on the

017screen, and unfortunately, these people are not going to be able to, or not everyone's going to be able to stay all day. We set this board meeting date well in advance of the whole onboarding of people for extended cabinet. And so there's other responsibilities that are at play today. So we'll have people coming in and out today. In the future though, you can expect to see these folks in all of our work sessions and as well as they'll be participating in cabinet on a regular basis. You got one more, Devin? Thank you. All right, so these are some of the agenda items that we'll just be working with on a regular basis with extended cabinet. And you can see them there on the screen. They'll be heavily involved in the equity work planning as well

018as providing updates to the board. You can see some of the others here. This is someone that I mentioned in the last slide as well. Here's what I'm asking in terms of interaction with the board is that like cabinet members, you would have the opportunity to interact with these folks and to ask questions of them. They hold... various level they oversee a variety of different departments and in a second here i'll have them go around and just share briefly with their job really just a quick view of their job and you would have access to these folks if when you email them or if you call them if you would also let me know or just copy me on the email like you do cabinet and that's a good way for me to maintain an

019understanding of the questions and the information that you need as well so we would ask that we use the same process there let's go around just super quick and have each of these folks I'd just give a little bit of an overview of the work that they're doing and the input that they'll be providing on cabinet. Saida, would you kick us off? Yes, Mike. Thank you. My role, as many of you know, is dual in nature. I oversee classified in the HR department, and I'm also the director for the Office of Equity. So my hope is to bring not only the HR lens with when issues arise or when we have to work through certain situations, but also bring that equity lens to the table along with my other colleagues and also share that responsibility

020with my colleague Francesca Sinopi. So I hope to just lend another perspective to Cabinet this upcoming year. Francesca, could you go next? Good morning, everybody. Thank you. I find this to be a privilege and an honor to be sitting at the table with all of you. My role for the next year will be executive director of elementary schools. all of our title and dual language schools. And in addition, share the role with Saideh to overlook and oversee all of the professional development and elevating voices and bringing it forward, the voice and the perspective of equity to the table. I hope to provide a lens of having been in the building and knowing the struggles and the positive nature that equity work brings to our buildings, but provide that perspective as a mother of multicultural students,

021children to the table. So thank you very much for having me here. All right, Adria. Good morning, everybody. I'm the executive director of schools and I oversee 15 of the elementary schools and all of our middle schools. I'm really excited to bring that same as Fran, the school perspective to the table, a little more of the school perspective of elementary and middle to the table, as well as providing what lens I can around equity and things that affect our buildings in a big way. So happy to be here. All right. Thank you. Olga? Hi. As a director of federal programs, my primary responsibility is to build capacity and expand resourcing within ESEA. Or as we have referenced in the last couple of years, Every Student Succeeds Act. I think under my role, I also see

022family engagement, youth programming, early childhood education amongst other things. And so that's kind of what I do. And I often like to surprise people with new tasks. All right. Thank you, Olga. Elaine? Hello, Elaine Fox, Executive Director of Student Services. And really, I work with our Student Services Department. So we have about 3,000 students currently with IEPs in Hillsborough School District. And so our department works to support them and all of our kiddos in buildings, and as well as their families, and as well as the staff in buildings who support them. We also oversee the nurses in our department. And so, as you know, they've had a big role lately with all of our COVID planning. They're doing an amazing job. We work with Northwest Regional ESD, and we have several programs that we work

023with them as well. So those are kind of the main buckets. And we have several specialists that we oversee who work with our students, like physical therapists and occupational therapists and speech-language pathologists, that type of thing. that type of specialist. So I'm happy to be here and thanks so much. All right. You can see that the people that will be joining us primarily in the work sessions where most of the discussion takes place bring out a wealth of experience. All of these folks have a wealth of experience and expertise that we're happy to invite to the table and really look forward to having their perspective. Can we answer any questions for anybody? Mark had a question. Thank you all for agreeing to be with us on this journey. And I sort of, you know, I

024understand how great it's going to be to have all these folks on board. So I know we're getting out of it. Well, what do you all expect to get out of volunteer all this extra work? I can respond if you would like. Is that okay? Yeah. All right. So I think for me and for our department, it's very, very important for us to understand kind of the big picture because our goal in our department is to facilitate access of our students experiencing disability to all the different activities going on in the district and all the different instructional opportunities and recreational opportunities and other things going on in the district. And so the more that we can know about everything else and the more that we can collaborate with our colleagues. the better access we're able

025to provide for our students. It's a team effort. Anyone else want to chime in? Sure. Go ahead. Thank you, Fran. Sorry. So for me, I really would like to see, and I am very, very hopeful that our family and community engagement framework will be truly embedded throughout every corner of our school district and our community. And just to echo Elaine and Olga, I am eager to understand the broader perspective of how our decisions are made as collective collaborators in this process. And I think I echo a lot of what was already said, but just looking at the K-12 system, I mean, I have had experience in elementary and middle school, but allowing us to see systems for K-12 around instruction, systems for K-12 around equity, all of those pieces and how we can make those

026better and have a voice into that input. So really excited to be here. As I mentioned before, my... My voice and my perspective in cabinet is what I hope to bring. And so in attending the work sessions, I hope to hear directly from our board members and community members what their perspective and thoughts are with respect to the work that we're doing in an effort to move that work forward. All right. Well, you will have the opportunity to get to know each of the extended cabinet members on a regular basis moving forward. I'm excited to have them joining us, and I think they're going to add a lot to our conversation. So I know that, like I mentioned before, some of these folks are going to be in and out today. So we will. We

027will see you soon if you're leaving us soon and we'll be also texting you when there's a subject or if there's an agenda item with your name attached. So look forward to seeing you here soon. Thanks, Mike. Next, we have our budget update with Michelle. Good morning, everyone, and welcome to our extended cabinet members. I am thrilled to have you guys here at the table and on an ongoing basis. I think that that's really going to help streamline the systems we're doing. So welcome and I'm excited to be working with you and see you here. I'm going to share with you guys today as far as a budget update and I know that Mike's going to jump in when he sees a gap or anything I'm missing and I'm hoping to leave a little bit

028of time at the end for you guys to ask questions that you might have. And this is an overview of what I'm going to talk about today. We're going to have another look at our economic outlook and reflect on the very little amount of information we have in terms of economic performance. During the COVID period, we're going to take a peek at the co-chair's budget plan, which we expect to be discussed in legislative session next week. kind of our approach as we enter into this new fiscal year regarding monitoring the budget and allocation of resources, some things that we're doing for staffing activities, and then some milestones coming up. So next slide, please. So this is a cute little chart that I pulled out of the May 20th forecast. And what's meaningful about it for

029our reflection is the illustration of job drop off and growth over time given the various recessions that we've experienced in Oregon. And this is kind of an early prediction of the question of what type of recovery are we going to see. The initial drop of jobs was incredibly drastic, as you can see indicated by red on the graph, and the expected rebound given the recovery at the time. So this was fairly early still in the experience for COVID in Oregon and the economy and the governor's initial orders to begin social distancing and have certain closures. And so I anticipate that our next revenue forecast coming up in September is going to have an updated version of this. The piece specifically that I wanted to share with you guys was the recovery period over a number

030of years. So that's just given the initial economic response to the COVID crisis and then the period of years that we're going to experience recovery. Michelle, there is a question on our chat from Martin. Oh, thank you, Martin. Thank you. Actually, Michelle, I've been in the struggle mode with this. digital presentation all morning. I think it must be me, but it's actually not a question for you. It's a question for maybe Jordan. I can't seem to find a way to raise my hand. Could we maybe get a little orientation on how to actually interact with this platform? I know we've used it before, but I am kind of struggling this morning. Is there one that shows you how to raise your hand? I don't think there's a hand raising button and for Google meets traditionally,

031we have just put a question mark in the chat. I think that for zoom meetings, there's a hand raising feature. Jordan, you're nodding. I got that. Okay. Correct. Okay. So we just use the chat. Yes. Oh, okay. Okay. So I, I've been trying to make a comment actually, since the extended cabinet. And since I've interrupted you, Michelle, I'll just go back to that. Sorry for everybody. But I just wanted to really say I'm so glad to have the extending cabinet on. And I particularly wanted to echo some of the words that Olga used, reflect the community that we serve. And it's very, very difficult work because we've got so much ground to cover. We've had so many decades and generations of. of not reflecting the community that we serve. And now we know that's the

032task before us. It's difficult work and it's going to take the extended cabinet and everybody on this get that right. And, you know, I see it through the lens of my experience here in Washington County as an employee of Washington County. And I know this, that organization is on the same journey that we are as HSD. It's hard work and it's going to take a sustained commitment from all of us for. every extent of our time here, you know, in HSD. So I'm really, really glad to have this group assembled with that task in mind. And I love your words, Olga, reflect the community that we serve. Every public institution across America should reflect the community that it serves. Thank you. Back to you, Michelle. Sorry to interrupt your awesome financial briefing. I don't know

033about that, but no, I'm... Great that you had an opportunity to share your feelings about extended cabinet. I'm excited about it as well So if there aren't any questions Further about this slide we can go ahead and move forward. So this is information that was provided to us I want to say late, week before last, in terms of what the co-chair's budget plan was. We were all hoping to have legislature come together and make some decisions about the budget long before now, but it appears that they're coming forward next week to answer some of the budget questions and also consider language around limiting our liability, which we've talked about quite a bit here at the board level. So our state school fund, the message is to maintain that $9.0 billion for the biennium and full

034funding Measure 98. It doesn't appear that there's any interest in removing or reducing the CAT tax that was the corporate activity tax. And so although there's not experience with that revenue, a whole lot of experience with that revenue yet, that they are expecting enough to still come in to fully fund. Measure 98, which is the high school success component of the Student Success Act. And then the student investment account portion, which was going to be used partially to backfill a gap that we had anticipated in the general fund, is still anticipated to be funded at $150 million, which is about one-third of the original funding for that fund. Any questions about the the co-chairs budget plan? All right, then next slide please And so we are conservative by nature. I want to thank Adam Stewart

035for everything he taught me about being conservative. We initially, as we began to feel the closures and experience COVID-19, we kind of clamped down on our approach to the budget. We were looking at a 10% reduction of current service level and early indicators, including that major drop off in available jobs for people. created that situation for us. And as we moved into the June forecast that we listened to on May 20th, in some collaboration that impacted the economy along with the federal aid that's anticipated to be invested into Oregon as well, kind of created a situation that I would like to call less terrible for the second year of the biennium than we had originally anticipated. Even though we don't have concrete legislative decisions at hand right now, we've decided to go ahead and proceed

036with a 3% reduction in current service level, which is conservative and probably very balanced. So we are anticipating that our beginning fund balance, which is targeted to include some savings from last year due to the extended closure. We'll have that information in September. There may be some additional costs for a hybrid or in-person models that will be incurred to just extra measures for safety and prevention of spread of COVID when we are back in person. And we will continue to recover our costs whenever possible through FEMA or other sources. There are some other kind of tentacles of federal funds coming through. We've already recovered some from a safe grant that was initially issued in response to COVID-19. So we'll continue to recover as many costs as possible. We're closely monitoring. We're no longer in a

037spending freeze, but we're really monitoring school spending and for departments as well to make sure that the spending is aligned with the activities that are being planned fairly rapidly. We're in our rapid iteration process for Blueprint, and we're going to be soon. Travis will be sharing that with you, but from the business office perspective, what we do is just check every line item as it comes through carefully to make sure that it seems appropriate for the current activities in the schools and departments. The other piece is really mitigating risk, so making sure that we have resources available for personal protection. We have trainings for folks. We have communications in place, and that our logistics planning, all of that is happening through our blueprint planning. Next slide. So this slide could actually be termed extreme collaboration.

038And you know, they have extreme sports. This could be, instead of staffing activities, extreme collaboration as we try to align our staffing with our service model. And again, this continues to change really quickly in learning to work together in new ways to make sure that staff are in place and trained. to serve our community. We're going to be repurposing staff whenever possible to best meet student needs. So there's going to be some positions in comprehensive distance learning that aren't as necessary. They're very student dependent, in-person student dependent or logistically dependent on the operations of school. And so working with our union partners to repurpose as many staff as we can. working on MOAs and union partnerships to provide some consistency in the community. We're also really focused on maintaining our hard to fill staff positions.

039So keeping those folks working and available so that when students are learning, they are there to support them. Focus on professional development as well. It's not going to look the same as last spring during the extended closure where professional development is going to be an option to round out schedules so much as it's going to be really driven by what the needs of the students are. And then providing a standards plus assurances for onsite work. So with or without students present, making sure that staff feel safe to be onsite and working. Are there any questions about these activities? Yeah, Mark. When you say staff onsite, whether students are there or not, is that something we're considering allowing using staff to be in the building to conduct their virtual learning? I'd actually like to invite Travis

040to speak to that or even Dale. Or is that something we can save it for the fall update? I just heard you say it, so just bring it up here, but it could probably wait to the fall update. Just a real quick answer, and we can talk more about it too. We are discouraging folks from congregating in buildings, and we're encouraging folks who can work remotely to do so. We're also not denying teachers access to teaching in their classrooms if there's equipment that they need to deliver their instruction also. So we're working with individuals on that. And Mark, those will be conversations that we have with our principals as well. We know that there's many of our staff members as we move into the fall who their best environment to do their teaching from is

041going to be their classroom, whether that be because of the materials that they have assembled there or whether that be just their own personal situation and their, you know, the family dynamics of what's going on in the house. You know, that may be the best spot for them to go. And so we are going to allow that to happen. need to be communication with the principals to make sure that we're, to Travis's point, we're not congregating in groups and cleaning can occur on a regular basis as well. Right. Right. So, like, yeah, if you're, if they're in there using the room, they're in there using the room by themselves, right? Right. We don't have a whole bunch of people in the staff room or whatever. Right. We have some more questions. I think Jackie had

042a question. Yes. On the survey return for work readiness, working through the responses, I want to make sure that, and I'm sure you already are looking at those through a lens of if people felt like they had to say yes. And I want to, yeah, that was it. I just want to make sure that we understand that some people may have said yes, even though they're not super comfortable with it. Yeah, thank you, Jackie. I know that Cona can jump in on this too, and she's been point on that survey, but the information we have about our service model was not very clear at the time that the staff survey was issued. So at that time there hadn't been a determination for comprehensive distance learning versus a hybrid scenario or other. So I do, Kana,

043do you want to answer to that at all? Certainly. Jackie, thank you for bringing up that question because I think, you know, when we're trying to elicit information, we are eliciting it from a lens of who is able to return to work. Right. As the union was looking at, you know, who is willing to return to work. And so looking at it through those two different kind of lenses and what we needed was to elicit information for folks to be able to share that piece. And I think I shared when. Jill invited us to the open hour session that she had with staff. We had an increase of 100 plus staff who then filled it out because they could see and hear us talk about kind of some of those pieces that were connected to

044the why behind it. And I know sometimes when you're reading email and you're seeing information in that, that's a one-way communication piece. And so that's why we wanted to step into that space to answer those questions. And Melody. I was able to share that with classified staff and she was able to talk with them. And so they understood the why behind, you know, are you able to return versus are you willing to return? And I know there's different questions. Thank you. That was kind of what I was getting at, but you said it much more eloquently than I did. So thank you. Thank you. One of the things that has changed since the spring is that. In order to be compensated, staff members do need to accomplish the work that's been assigned to them. And

045that wasn't necessarily the case in the spring. There was a requirement or responsibility on our side to provide some activity. that the staff member could engage in in order to collect their pay. This fall, there's different rules around that, and we will need folks to be able to work with us to be repurposed, as Michelle said, in order to just provide some work that's going to move the mission forward. So we are excited about our stance on that. We think that our goal is to... to provide work for everybody to some degree. I don't know to exactly what percentage or extent that will occur, but our goal is to keep everybody at benefit level and to provide them with work. And that's going to require a lot of flexibility on the part of the, in

046our conversations with our associations. And I know those are conversations that they're eager to have as well. I think they share that same goal in keeping everybody. working during this time and and obviously for us our our staff is i mean that is the most we need everybody pulling together to accomplish what we need to accomplish and we know that this comprehensive distance learning is a short-term arrangement. Now, how short-term can be debated and what equals short-term, I guess, is up for debate. But we are going to need all of these folks back when we get back to a more traditional delivery model and for certain when we get back to a hybrid model. So our goal is to keep everybody employed and to the extent possible. Thank you Mike and I and I do

047think that it's worth mentioning here as well as we're thinking about our conservative approach to managing resources for the entire year if there's any type of savings occurring during this part of our program because of distance comprehensive distance learning that those savings are going to be well used in a hybrid or full brick and mortar as we experience some additional costs bringing kids back safely. All right. Thank you, Jackie. Yes, there's an awful lot of acronyms in there. Okay, next slide please. So this is just a quick peek at our next steps and some it's kind of again back to that rapid iteration. process and I know that Travis will have probably an additional next steps and watch for us and as part of our blueprint as well. So looking at staffing, we had to

048move forward with staffing at some level. And so we went ahead with a reduction to current service level of 3%. The legislative session will be next week and hopefully the Co-Chairs budget will be supported and move forward. That's good news for us. Additional blueprint guidance is going to be coming out from ODE just next week right before our Safe Schools Ready Learner plan is due. Staff and service will begin and then I don't need to read all of these to you, but kind of the further out indicators for us would be the next economic forecast on September 23rd and then the enrollment update on October 1st. That's usually the point in the year where we take our fall measurement of how we're doing in terms of enrollment. So that should provide additional information as well.

049Michelle Estrella, And that is the budget update if you guys think of anything later feel free to email me and I will follow up with a board update or respond to you directly. Thank you, Michelle our next item is our fall 2020 update with Mike. Mike Nygren, Actually, we have. I think we have four people chiming in on this one. Travis is going to start by going over the blueprint activities that we've been working on and some of the requirements around that from the state level. And then we've got Dale, Adria, and Fran who are going to be talking about some specifics in what school is going to look like at the various levels. So, Travis, you want to take it away? Thanks, Mike. Can I do a quick sound check? Do I sound okay

050to everybody on these headphones? All right. Thank you. So I'm often in the position of sharing on behalf of giant teams of people. So I just want to give a few shout outs to everybody who's worked on this. Our school and district level teams have been working for a couple months now, just cranking on these plans. And I want to give a special shout out to Michelle Brady, who's our emergency preparedness manager. And she's done an incredible amount of work on the three first chapters of this. And I want to say thank you to Michelle. for all her work this summer. Also all the students and families and parents, staff who've given input to this process. To use Michelle's term, this has been an example of extreme collaboration. And we think we have an excellent

051plan in response to really tough circumstances. So thanks to all who've been involved in this. Devon, go ahead and click. I've queued up some resources for you to look at, board members. I know you've been tracking the public website and the updates from Beth and Brooke from a communication standpoint. There's also a link here to the HSD Blueprint, which is our entire hybrid plan. If we were going to go back to in-person or hybrid learning, we're publishing this PDF so that right now you can see a snapshot in time what the entire plan would be, although this plan is now postponed. We'll be submitting a CDL plan, which is also in there. Devin, why don't you click on the hybrid link, if you could, and we'll close it really quickly, but I just wanted to

052show folks what's in there. This would be the plan that schools would follow if we were to go into in-person learning. And if you scroll down, you can see green boxes, which are just the CDL plan. So these boxes are our distance learning plan. Everything after this in blue is our hybrid plan. which is postponed, but it's on paper. So you can see all of the safety precautions, all the planning that we've done. We'll continue to tinker with this plan as we get closer to the reality of coming back to in-person learning. But right now we're submitting to ODE on behalf of each school, a link to the green boxes and how that takes shape in comprehensive distance learning for each school. So Devin, if you just want to close that, that's something that folks

053can read on their own time. And so the due date is August 17th now for submitting the CDL plans. You'll be able to see those on the district website and each school will have theirs posted on their own website as well. Go ahead and click, Devin. We also wanted to share a video that we hope will go out on Thursday that shows... both what the context would be if we had in-person learning and hybrid learning, but also tells families a little more detail about CDL or comprehensive distance learning. So, Devin, can you play that? Hi, everyone. First off, I hope you are having a wonderful and safe summer. Whether you are a student, parent, teacher, or Hillsborough School District staff member, I am sure you are probably wondering how operations and instruction will look for

054the 2020-21 school year. School districts throughout the state of Oregon and across the country are currently working on their plans for how to deliver education to students in the fall of 2020. Based on guidance from the Governor, Oregon Department of Education, and Oregon Health Authority, schools in Oregon have four options. Full-time in-person learning, full-time comprehensive distance learning, a hybrid model of in-person and comprehensive distance learning, and full-time online learning. At this time, the Hillsborough School District is not considering a full-time, in-person model for all students, as we could not meet the physical distancing requirements on buses or in classrooms. We are working toward a three-pronged approach that includes the other three models, all of which would be available options for students based on their and their family's preference. Comprehensive distance learning will be available to

055all students who have not chosen to enroll in Hillsborough Online Academy. Comprehensive distance learning will take place five days a week. In the comprehensive distance learning model, students will interact with staff and classmates in a virtual environment, moving through the content, completing daily work and projects as assigned. The Hillsborough School District will continue consulting with state and local health authorities to evaluate a variety of health metrics in our community. When the health situation is determined to be stable enough to make in-person learning a possibility, we intend to offer in-person opportunities, along with comprehensive distance learning, in a hybrid model. This hybrid model will be available to students whose families have indicated they are interested in having their students return to physical schools. Once in-person learning opportunities begin, there will be a multitude of safety precautions

056in place. Health checks before boarding buses. Physical distancing and smaller cohorts on buses. Health checks before entering the school. Physical distancing and small cohorts in the school. Mask or shield wearing. This will be required for all staff and students. Frequent hand washing and use of hand sanitizer. Cleaning of high touch areas throughout the day and thorough cleanings of each occupied space each evening. Isolation rooms in each school where students who display symptoms can wait until they can be picked up. Quarantining of students, staff, and or cohort case of COVID-19 is identified. And more. We will be surveying our families about which of the three models, comprehensive distance learning, hybrid, or Hillsborough Online Academy, they intend to select for their student. Once again, please keep in mind that the hybrid model will not begin until the

057health situation is stable enough to offer it, as determined by the district in consultation with state and local health authorities by analyzing several different metrics. We know that it is extremely important to continue our students' education through this uncertain time, and we believe that it is most effective when we can see them in person. As soon as we are able to do so, we intend to collaborate with families, staff, and community partners to create and maintain safe environments so we can welcome students back to our schools. Stay tuned for additional information as we finalize our plan for the fall. Our Blueprint Planning website is available at www.hsd.k12.or.us slash Blueprint Fall 2020. Thank you. So I want to give a special thank you to... Omar Rivera and Beth Grazer for producing this video. They've worked hard

058on this. And this has been an example of a direct response from our family engagement work and our blueprint team for equity, inclusion, and access. The content of this video is a response to a lot of the questions that we've been getting in our dialogue with our community stakeholders. So it doesn't answer every question, but we think that this is the best information we can put out right now. And we know that... information will change as we move into the fall and winter. And so we'll continue to educate folks and get input on our planning. This video will go out in English, Spanish, and Vietnamese. And so thanks again for those who produced it and who are working on the interpretation and translation of the product itself. I feel like maybe pausing for a second

059to see if there are any questions before moving on to chunk this presentation into a few different sections. No questions, but also just a comment like she had mentioned she loved the video. I think it's also important that we realize that the use of graphics is really helpful as well. If there are challenges with literacy in our community and making sure that people are able to understand our messages, not just by patient but also patient but also by us being able to communicate in a different way. So I'm really appreciative of us using that. medium to do that. Thank you, Sheehan and Erica. Okay, Devin. And Erica, please stop me if there are questions that need to be answered. So this has been a challenge to explain, but as we pivot and focus on comprehensive

060distance learning, we're not stopping our thinking about hybrid and how there's continuity that we can create for students and families. So our operational blueprint that you can read does address how we would do hybrid or in-person learning, but it also informs how we're doing CDL. When we talk about instructional time or prioritizing core instruction, we want to prepare a smooth transition when we are allowed to do in-person learning, and we do so. We want students to have continuity of experience from their CDL experience this fall to in-person learning. So these plans do go together. On August 14th, we will submit the green boxes, which talk about our CDL plan, to ODE as required. We are now today submitting our plan for the board to review. It doesn't require board action or approval. Next week, we

061will submit our plans to our local health authority, Washington County, which is also required in the guidance. And then finally, to the Oregon Department of Education. We'll send our links and post this information on our website. Each school has the opportunity to add an addendum and say, you know, this is what's different about our school. That could be... IB considerations at high school. It could be dual language considerations for an elementary school. But our plan is cohesive and it's comprehensive of what we will do in every school in HSD. Go ahead and click, Devin. So this is all based on stakeholder feedback. So starting in the spring, we've been gaining better understanding of how to make this plan successful. And so these are feedback items that we've emphasized in our plan. Alignment of systems, fewer

062classes. predictability, tech tools, tech support for families. We're getting input that families need support throughout the day and into the evening for technology. So just want the board to know that hundreds of voices have gone into the creation of this plan and making sure that this works for students and families and teachers. Go ahead and click. We've been focusing on three big buckets of this work. The first is the tools for teaching and learning based on feedback. So families and students can expect a predictable experience in Google Classroom. We'll be using Google Meets as our video conferencing tool. Screencastify will be how we record and push out videos. We use Google Voice. And at other schools, we're... Every school have access to Google Voice that's confirmed and right now schools are talking about implementation of

063tools like Seesaw at elementary and Remind at secondary so that families can expect which apps will be used for communications and then apps are being invested in for teachers for content delivering collaboration. We're supporting that with district level leadership. So there's continuity throughout the district while allowing for schools, for example, who have used Seesaw to continue using that as an expected experience for parents, families. Go ahead and click. You have a question. The state's emergency board just approved some gears, whatever you want to call it, like funding for technological assistance. So we plan to avail ourselves of any of that. Can you repeat the question, Mark? I'm sorry. So I believe the state's emergency board, legislative board, last week or the week before, approved special allocation of money just to be used for helping schools

064with technology. And I'm wondering if we're planning to avail ourselves of any of that funding or if we wouldn't qualify. This is Michelle and we are expecting to see an estimated amount for that and also what the application looks like later this week. So, yes, we are intended to take advantage of that. It's one of those non-competitive grant things, right? Okay. And we do have funds through the Oregon Broadband State Agency as well. There's a, I think Iham you have a question but your mute is still not working. So I will read it here. It says, how are AP classes going to work? As someone who is taking four, how are we going to make sure we are ready for the AP test? Dale, do you want to answer that question? Yeah, I'm happy to.

065So, yes, AP classes will be continuing. And I think the latest conversation is to really analyze when the tests are and how those tests are going to look. As you know, if you took AP in the spring of last year, there were some adjustments to how those tests looked and what the time frame was. When I get to the high school section, I'll explain this, but our intention is to teach four of your eight classes in quarter one and four of your eight classes in quarter two. And then the same thing for quarter three and quarter four. So having a lens on the timeline for the testing and perhaps even taking your AP classes in quarter one and quarter three so that you're. prepared well in advance if indeed the classes at the same timeline

066which would be made testing so definitely something on our radar thank you thank you dale thank you michelle uh google classroom the the look and how it's organized for students and families is a priority of our feedback in our leadership work this summer Making decisions about instructional time, daily schedule, teacher facilitated learning versus applied learning. All these considerations link the guidance that we've gotten and the requirements from ODE and our feedback from families. Modes of communication, frequency of communication, who can parents contact, how can we support families and also caregivers. as learning facilitators is a big effort for us right now. Talking to daycare providers specifically. Go ahead, Devin. Travis, just a question. Is that Google Look, is that to, I think one of the comments that I've heard before was, you know, parents have

067multiple children and they're helping them through that. Seeing the same format to go and find things will be the same or look similar as they navigate different classes. Yep. So tomorrow, actually, we're having a product that will come out for elementary and then for secondary, which will create continuity of experience in the Google Classroom. I don't know the technical term for it, but we're trying to provide a template, which is the sandbox that I as a teacher would plan my class within so that if I have a fourth grader, a sixth grader and a 10th grader in my family, I can. have a predictable experience when we log in to Google Classroom each morning and how that links out to video, how assignments are accessed, how we calendar a week. So that's been a priority

068of our instructional leaders right now. I was hoping to have a snapshot of it for you today, but tomorrow's when we're going to make that decision so that throughout August, we're planning within that template. And then finally, our teachers are going to work in PLCs, I think more than ever before. We're talking about how to get communities of teachers helping families and how they're networked to support kids and differentiate for kids. Professional learning community is how teachers look at data to drive instruction. And then they look at student work in order to create interventions and extensions for kids. And so that's going to happen, we hope, in cohorting. even more than it did when we had larger classes of kids experiencing learning together. So thank you for the clarifications. Sorry to throw around acronyms. Professional

069Learning Communities for Comprehensive Distance Learning. Go ahead and click, Devin. So I'm going to kick to my colleagues, Dale, Fran, and Audrea, to talk a little bit about how school will work. Hello. I'm excited to talk to you a little bit about our plan. So yesterday we shared some information with the school-based teams. As you know, with the blueprint, every school has their own team. And so we shared proposals sort of for the first two weeks, as well as schedules and a little bit of structure as proposals for all of the four levels. We haven't. gone through all that feedback yet because we're here. And so we want to kind of provide an overview of what was proposed. And then we're excited to see what new ideas or what adjustments the school teams may have

070for the proposals. So at this point, the specifics for the first two weeks, and thank you so much for extending that, your support as well as your encouragement for that extra time. I know that investment. in our staff as well as giving us time to build those relationships with families and students will really set our year off on the right step so appreciate that. So the first two weeks the goal is that every student or family will be contacted and we're creating a template in terms of monitoring the conversations so that we can get down information that we need to support students and families, but also scripts for our staff who may not be as comfortable with having these kinds of conversations. So it will include things such as making sure we have The technology,

071every student has Chromebook and Wi-Fi access. We want to build that initial connection with our students. And we've done empathy interviews at the middle and high school for quite a while. And so there's some really great questions that we're going to pull off of that protocol to allow us to really hear about our students' experiences. as a student in the skin they're in, as well as their experience in the spring as we plan for supporting them this year. So there'll be a structure to that contact. The other thing we will be doing is digging in. We've identified three buckets of professional development around online best practices, the tools for the work, as Travis discussed. There's some very specific apps that have been very useful and impactful and so we want to make sure all of

072our teachers have comfort level with those tools in order to teach well in the distance learning model and then the systems and structures which includes everything from how the google classroom looks as well as how we communicate and make sure families needs are met as they come to fruition and that K-12 alignment to support our families. So there will be professional development in those areas. We also heard from our teachers in the spring that they really want time for those professional learning communities to dig in as we lost some of the opportunity to teach deeply with all of our students. We know we really need to dig into our standards, look at the assessments that we are using to figure out where our students strengths and areas of need are and do some really good

073unit planning so that we do the very best job we can. And then of course there's contractual time including the Safe Schools training that will be part of those first two weeks to make sure our teachers feel ready to welcome students into their classrooms. Next slide. So you saw this graphic before, and this is one of the graphics that we've been using to help explain the opportunity for comprehensive distance learning and the hybrid model, as well as HOA. So we continue to make sure families are aware of these options and have expedited transfers for families that are interested. Per the questions that have come our way, there's an additional document that will be a second document clarifying specifics that have been asked about in terms of how that experience might be. And the goal is

074to get that out on our website and out to families through other means of communication today so families can be informed about the choices that they have. Next slide, please. So I'm going to talk a little bit about high school plans and then have Audrea talk about middle and then Fran talk about elementary so you can begin to kind of think. get a vision of what school may look like in the fall. And again, we've been working with our administrators on this for quite a few weeks in preparation for distance learning. But we also are planning so that when we get the opportunity with our kids in a hybrid model, that we can switch to that. it's a step forward and then step to the side and kind of wait sort of model. So we

075think it's a good, strong proposal that we brought in front of our schools yesterday, and we're excited to see what kinds of new ideas teachers may have had. But for high school, the goal is really to focus on the graduation requirements and consider the feedback, especially from our students. As you may recall, when we asked students in the spring if we had to come back in a hybrid model or in a distance learning model, what would be their priorities? Said the core science, social studies, language arts, math. Second, math. Math is very difficult to learn online, and we've heard that forever with HOA. It's very hard because math is one of those topics that that formative feedback as you're learning it, to know if you're on the right track is really important. So that's a

076challenging area to learn online. And then college and career pathways. So as we are looking at which classes we... want to make sure we prioritize as we have some cuts, FTE cuts at the high school level, we're definitely prioritizing graduation requirements and what our students have asked for. Our plan is to have, as you know, we do semester classes, A classes and B classes. So we would do four semester classes in quarter A and then four semester classes in quarter B. We heard from our teachers and parents and students that managing all eight classes in a virtual environment was very difficult. And if we get to come back in a hybrid model, we can't. We can't keep our kids in the small enough cohorts if they are in eight classes. So the four classes allows

077us to be more flexible if we get that opportunity. We want predictability within our schedule with some flexibility to help work around students' needs. So at this moment, the goal is to have four one-hour classes daily with a 25-minute advisory. So those classes are set up so that there's a specific time that a teacher can expect kids to join him or her synchronously as applicable. It just allows for if I was a science teacher and I wanted to do a science experiment with my first period class, I have a set time for that so that the drama teacher that's working later also isn't trying to work with her or his students at the same time. So it would be a set schedule. At this moment, it starts a little bit later. I think it starts

078about 930, runs through two one hour classes, a lunch break, two more classes and then advisory at the end of the day. The synchronous learning, which synchronous means that you are on live with your students at the same time. So the proposal is that synchronous learning would occur four days a week. And there would be targeted students that may work with the teachers on Wednesday. We know we need to be flexible because some students need more support from their teachers. I think it's important when we talk about synchronous learning. that we want to be with our students for a purpose. So we do not foresee every student sitting synchronously in front of a computer four days a week for four hours. It could be that the teacher presents something, starts a conversation, and then students

079go into small groups and work on something. It could be that the teacher answers questions and then the students work independently during that time on their work and they're available if students have questions. So it's not a model where we're expecting students to sit in front of the computer for the entire time. Asynchronous is learning where it might be kind of think about like a flipped classroom model where I may say I want everybody to read this short article and then come up with three questions. So the asynchronous part is the independent part that students aren't doing at the same time with their teacher and that would occur throughout the week. There would be intervention and support time in the morning, and it may also occur in class for students who need it most. We

080would be setting aside advisory four days a week to support the social-emotional learning and the college and career pathway work. Right now, our... career and college counselors as well as our counselors push into different classes in order to deliver some of that preparatory work for college and career pathways and goal setting etc so we can utilize that advisory time to do some of that work On Wednesday, because it would be an asynchronous day, our high school principals are wanting to capture that advisory time as well as time at the end of the day to do specific equity professional development with their teachers. They feel like there's a lot of work that they can do to support the equity goals that we have, as well as helping our teachers have time for thinking about culturally responsive

081teaching in their classrooms. There would be a higher focus placed on the relationships, the monitoring and supporting of our underserved populations. We've talked a lot about advisory and how we create a system to make sure that every student is monitored and supported. I think when we go to distance learning and not all schedules line up and not all students can come and join at certain times, we need to make sure that every student is owned by a person. who is reaching out, checking in, and monitoring and supporting them. And then finally, the teacher training for best practices, including technology and equity. We're going to continue with our Wednesday academic seminars because we know we will have continuous needs as we roll out our comprehensive distance learning model. You have a question from me on the

082chat. If for any reason a student cannot make it to an actual class, since many students work with the class be recorded. So they could go back and how are we going to make sure the work is being done by the student? Yeah, so we've talked about a variety of different things that we may need to do in that situation in some situations. The lesson may need to be recorded. I'm thinking if. You know, there's like a science experiment or a debate or what have you. So we may need to we may need to do that. It could be that the individual student meets a teacher outside that class period. Maybe it's in the morning or it's at the end of the day and they email the teacher to get that connection to make sure

083that they are having the opportunity to learn. And then how do we make sure the work is being done? It would be the same as we would see in school right now. Students would have assignments and they would submit them through Google Classroom and then the teacher would reach out and connect with the student and see what support they need to provide in order to help them complete assignments. And Devlin, I think, has a question. Yeah. Sorry. Can you guys hear me this time? Yeah. Yeah. All right. So. What I just wanted to ask is, I think we kind of touched on this with math, but there are some classes that are definitely a lot easier to do online. There are some classes that are a lot easier to do offline. You have to be

084in person for them. For example, I took construction technology last year, and there are certain things that you learned in that class that you can't exactly learn online, such as we did some stuff like building. We built the shed, for example. That's not something that you can really do online. What I wanted to, what my overall question is, how exactly are you going to be able to, is there going to be some sort of way to like rework the curriculum so that way students can essentially get those sort of lessons that you can't really get online, I guess. You know, Devlin, that is our heartbreak as we're trying to brainstorm this. And I know there's been lots of out-of-the-box ideas kind of floating around that people are trying to work out, whether, you know, building

085a shed is... a gigantic undertaking and those skills are transferable in a large way. And we've had conversations about could we could we do, you know, something smaller like a birdhouse where we create all the materials and kids pick them up or same thing with art or clay. Like, how do we have maybe those materials and the students come and they pick them up? But I mean, unfortunately, some of those bigger projects like the example you just you just shared just. may not be able to be accomplished, which is the real challenge because we know as we saw in the survey that those college and career pathways and those hands-on classes are so imperative. I mean, luckily, you know, Mr. Patterson over at Glencoe who leads that program, he's brilliant and he's thinking of lots

086of great ideas, but it certainly won't be the exact same. A question from Mark and then Martin. So in a full in-person environment, so if we had classes in, you know, if it was 2018, high school students would have class, you know, A day classes for first quarter and second quarter and B day classes for first quarter and second quarter. Do we intend to cover less material by just doing class A in quarter one or do we intend to get to get through? quarter one and quarter two's worth of material for the A day classes? Great question. We intend to get through the entire semester of material in the quarter because normally we would have them A, B, A, B. So we're just separating them all A and all B. So it should be the

087same amount of. Right, same amount of days in instruction or whatever, but all right. Correct, yeah. But I guess the idea is they don't have to focus on switching gears as many times or whatever. Correct. And if we get the opportunity to come in in hybrid, it allows our kids to come in because right now the guidance from ODE is they can't have more than 100 students in their various cohorts. So if you think about their bus cohort and then their school cohorts, if we were doing eight periods, we wouldn't get them in. So if we can stick with four, we could get them in in a hybrid model. SATs, ACTs, and PSATs. Oh, such a good question. So I'm a mother of a senior, so this is also on my radar that we're looking.

088So as of right now, SATs and ACTs, they are still allowing people to sign up for those online. And we actually just had a conversation yesterday about If that's happening, what does that look like if we're hosting them in our schools? So we're digging into those. I'm not sure if the colleges are going to expect them in the same way because not all states are allowing people to come together. So that's something we need to dive into and figure out. You had a question from Martin also or comment. Thank you, Erica. And thank you, Dale. It's really a follow on to Devlin's question. And that is, what level of transparency are we putting out there about these classes that really just don't work? And either we cancel them or we advertise them as a like

089intro to. or an exposure to rather than a really skill producing like the construction technology that he was referring to. And the one that comes to my mind is automotive. And so on the one hand, there's this transparency and understanding about what we're not getting. And maybe even to the point where we cancel it. But then on the other hand, I just wanted to share, and I don't mean to imply I'm going rogue because I'm absolutely not. I'm very respectful of the guidance we're getting from the health authorities and from the state. But I do think we should preserve for very special cases where we actually do what we feel we need to do to accomplish the educational outcomes. So if that means bringing kids into the automotive shop, done correctly for some hands-on, you

090know, maybe we should consider that rather than just skipping a year of automotive instruction. And I would not be afraid to entertain that just speaking as one person. I can give you a quick example in my actually had to buck the guidance from the state. The state basically said for park providers, you couldn't put out loaner life jackets, if you will, PFDs. Well, it's such a critical component of our safety program at Scoggins Valley Park that we made the decision that we are not going to comply with the Oregon Health Authority's guidance on PFDs. And we are, in fact, going to leave our loaner kiosks fully stocked with PFDs. We're going to put a sign on it saying it's not been sanitized, use at your own risk. And we got that vetted by, you know,

091council and executive leadership. But at the end of the day, our mission to... provide safe recreational experiences trumped in this case the small bit of advice that would have told us to take those offline. So it's just kind of a silly example, but it goes to show that sometimes you have a higher need to do something and you got to push through some of the advice that might be too safe in terms of COVID-19 exposure. I'm happy to respond to that. One of the places where I think that could come into play is when we get closer to a hybrid model. And what is that hybrid model? Right now, you'll remember that there's counties across the state that are literally shut down and prohibited from doing on-site instruction. And so I don't see us bucking

092the trend on that. What I do see is that when we get to a place where we can have the opportunities to hybrid and that becomes our transition into more of a traditional delivery model, then I think we can get creative about what that looks like. And there's been questions about... when it comes to hybrid, should some courses be offered every day? Are there other courses that could be offered every other day? So I think we can get creative that way. But right now, we don't see ourselves bucking the governor's order to do any type of instruction in person at this time. And I do appreciate your question about transparency. And I think that's a conversation that principals are having with teachers, with classes that are extremely hands-on to see if it's feasible. And maybe

093those courses are better left towards. second quarter where we might get into a hybrid model. So those are conversations that as principals are talking to their teachers, if the teachers feel like they can creatively work around the fact that we can't be together and have some hands-on opportunities, or if it really is a course that can't be taught online. Martin, one of the other things, Martin, that just in response to your question about or just about some of the electives, that is a real discussion point that's going on right now with the amount of resources that are available and wanting to keep class sizes manageable. So then when we do transition into a hybrid, we can meet those physical distancing guidelines that are necessary. Some of those electives are. are questionable right now in terms

094of how we would pull those off or to dale's point would we would we hold on some of those and gear those towards quarter two or there's some that we're going to have to just look at in a much different way and those conversations are all going on right now and within the next couple weeks we have we we expect to have more information so that we can be fully transparent in what that's going to look like so you're you're right on track when it comes to those electives because it's It's a big challenge not only to pull off the hands-on component of things, but to the necessity that we have in reallocating some of the resources that are available just to pull off our core instruction in a meaningful way. And I would just

095ask that, you know, maybe we have a follow-up as well, update for our board on where we land on those conversations or what are the suggestions or recommendations. Because I do believe electives are, like we all know, they're the activities that kids love to go to school for. And it's the things that keeps them engaged. And we understand that and also the limitations. So we definitely want to encourage our staff to be creative. and innovative and how we are able to deliver some of that content. So I know that everybody on the here is probably interested in finding out more about where we arrive with that. So just we could provide an update. There's a comment by I'll go in order, Jackie and then Devlin. I completely agree, Eric. I would also like an update.

096But I also think we need to be careful in encouraging or seeming to encourage not following the state and CDC guidelines when it comes to student safety, especially given right now the uncertainty of the district liability in that as well. I just want to make sure we're careful in how we approach that. Thank you, Jackie. Sorry, I just have one more quick question. This might have been answered already. But in so you mentioned how in quarter one, essentially, we're going to have a set of four classes and in quarter two, we're going to have a set of four different classes. When we get back to quarter three, how exactly are we going to work on knowledge retention for those first four classes that we did? Are we going to have like some sort of like

097additional like catch-up assignments at the beginning of the quarter or are we gonna do something different? I think it depends on the course and how much catch up needs to happen. I mean, one of the reasons that we, because we did bat around, like, do we do four courses first semester and then four courses second semester? And what we heard from colleagues throughout the state is those schools who have traditionally done trimester, there's the possibility that, for example, you may take Algebra 2 first semester. And then because of the scheduling, not take your next math class for almost a year. And that's a gigantic retention issue. So we felt like separating quarter one and quarter two being, you know, four and four and then flip-flopping at least helped with that continuation of the learning. So

098I think it depends on the course. Obviously, like a course like math or language, you know, might require some more scaffolding. And then you had Mark and I think Jack, you're ready. Yeah. And I realized that it's 933 and we haven't even talked about middle and elementary. So when you, when you say that we might do something like a construction class in the second quarter, how are you going to manage the staffing? What, what is the construction curriculum teacher doing in the first quarter? Yeah. So our, Staffing is one that we're working out right now because like I said we did have cuts so Two things are coming at play. There's the ability for all of our teachers to teach a variety of things. Most teachers have endorsements in more than one thing. And TSPC,

099Teacher Standards and Practices Commission, has been a little more flexible in terms of the requirements of what teachers can teach. We certainly wouldn't want to take a social studies teacher who doesn't feel comfortable and put them into a math class. that social studies teacher could potentially teach language arts or another section. So we're going to have to get creative. You know, the gentleman who teaches construction also is a fabulous social studies teacher and an avid teacher. So there's other things that he could teach. And I think that's true of most of our teachers. It's just a matter of trying to figure out what we can do and then what's the best thing for serving our kids. So that'll have to be on a case-by-case basis. I didn't even think about that, AVID. So would the

100students involved in the AVID program have one of their classes in both quarters be AVID? Yeah, that's another one that we're trying to problem solve. What we've talked about is having their advisory be their avid person. So they might have avid class for a quarter and then they would meet continuous through advisory time just over that second quarter. But those are those are some of the challenges that we're facing. You know, in in an ideal world, we would run kind of an eight period day. But we heard loud and clear that that just didn't work for our kids and families. And we also know that if we try to come back in hybrid, we can't pull it off. So we're trying to make this the best we can. Thank you, Del. So I know we're

101running out of time. Maybe we'll touch on this later or as we have more time, maybe we can come back. But I did have just two questions. One was around access to space for students who are experiencing homelessness or houselessness to actually engage in this digital platform and how we're able to create, you know, is there... what ideas have been floating around there or how are we supporting the McKinney-Vento families and especially around connectivity and making sure that they have a place to go, I think, to be able to either plug in and have access to the internet. The other thing that I was also wondering is how, especially I think in the high school level, that social emotional, the friendships I think is very important to high school age students and a lot of

102their support and emotional support. and social fabric and that's a lot of the, you know, the reason a lot of them go to school is they have that interaction with friends and all of that. More so I think than, you know, elementary school students who are still smaller. But I'm wondering if there's any opportunities or any things that we have thought about how to continue that. social network, if you will, in this comprehensive distance learning that we're having to do and still have students be able to interact with one another. The things that even us, we feel that as we're not able to be around our coworkers and talk to them like you normally would and thinking about high school students and how they interact with each other during passing time or after school and

103before school, all of that. if there's some opportunities that we might be able to create to facilitate that kind of interaction via a digital mode. So just some thoughts for you and maybe they will come up later or you can address them as well. So, Erica, I could take that. Did you want to move on or are you wanting a response? Yeah, if you want to respond, that's fine. I can feel the first one and then maybe Brooke later can talk about when she does her presentation about the social emotional component of our of what we're building K-12. Maybe we can address student friendships and relationships, but our McKinney-Vento liaisons are working personally with kids and families experiencing homelessness or houselessness starting in the spring. I'd have to get back to you about a facilities

104plan, but what they're doing is taking care of the basic, the social, emotional, and the academic needs of kids. So our facilities theoretically could be available to them, but what we're doing is prioritizing digital access and hotspots and things like that for families. We don't have on paper a plan for opening facilities to families at this time. Thank you. So let's go, since we are falling behind and we have a lot to cover today, I think just for our purposes, if we can try for our board members after we have the presentations, so this one was just high school, but we still have all the other ones to come. If we can try to consolidate maybe our speaking times to kind of voice our concerns in one so that we can quickly move through our.

105agenda and make sure that everybody has time to input at least once um so just a thought and feel free to comment if you think otherwise but i think we're trying to make sure that we get through our whole agenda for the day today um so with that i think our next item was to have a little break for us so we'll be back in 10 minutes erica we we did have two more slides for middle school okay Sorry, I think we can accomplish those quickly and then move into the break. All right. Good morning again. Very similar feedback from students at the middle school level as families as well is that was similar to high school is just really needing that emphasis and help and support in the core, especially around math. Those those

106were the top feedback of just meeting meeting support from teachers. And then also managing the complexity of six periods at middle school was also a challenge. So with us, based on our feedback, looking at the middle school plan is, again, predictable schedule with some flexibility within it. Our goal is to focus on the core. So math, oh, social and emotional learning, Mark, is so sorry. I'm focusing on the core and essential standards to really prepare our students for high school. I think we're we are obviously hearing from the high school, the worries of credits and graduation and really wanting to prepare our kids. Looking at a schedule in which synchronous learning occurs very similar to high school for four days a week for core instruction and building a schedule. We heard from families, again, a

107consistent schedule that they knew their students needed to be on for, but then also flexibility if if there are things that occur, kind of like Dale was talking about where. We may need to record certain things or do check-ins with students that may not be able to attend during that synchronous time. And then having asynchronous and applied learning happen throughout the week. Again, we built... building the schedule in mind with budget cuts and then also trying to prepare for transitioning back to the hybrid model was really part of our discussion. Electives, PE, and support classes would occur at least synchronously with one opportunity each week and then on Wednesdays with additional asynchronous opportunities throughout the week. And right now, kind of similar to what Dale is talking about, we are having discussions on electives that

108we would prioritize at the middle school level and then really placing a focus on electives that best serve our underserved populations. So for example, AVID at the middle school and AVID Excel are two courses that we offer that really support our students that are in underserved populations. And we are making sure that those are prioritized within our staffing and our budget to make sure that they happen. We would also offer an advisory at the end of the day. every day or four days a week to support the cell work with our students and looking at ways to put students in advisory that would also be an additional support for them. So for example, AVID students having opportunities throughout the week to learn asynchronously, but also being clustered together in advisory with their AVID teacher. to

109really continue to work and connect with those students. Also looking at a model that our proposed model is figuring out ways to do intervention and supports for students in the afternoon who need it most. So starting our schedule in the middle school again a little later. I think kids are sleeping in just maybe in sleep needs and whatnot. but starting our schedule a little later and then having those synchronous opportunities but then once you know after lunch it's trying to figure out ways to support students through intervention and support in the afternoons with other staff. Now that's our proposed model. It went out to our schools yesterday. All of our middle schools were looking at it and giving feedback, having questions. Haven't had a chance to dive into all of those components yet as well.

110But I know just, again, trying to find something that best works in a CDL model, but then can transition us back safely into our hybrid model as well. And I'm happy to answer any questions. And Mike always tells me I talk too fast. So if I talk too fast, feel free to tell me to repeat something. That was great. And it's for everybody's awareness. What I decided is just we're just going to forego our team building activity afterwards. So if there was an additional question on here or comment. But I know we have one more slide. All right, and so just to echo with what Dale and Audrey said, we're really voicing, proposing ideas that are based on what our families have told us and what our students have told us, as well as our

111teachers of what the needs are. So in elementary school, K-2, we made the determination that they will have smaller class sizes. We know that those foundational skills, reading, counting, language arts, math, are foundational in our elementary schools. And so when you're talking about five to seven year old, building and accommodating those foundational skills and having smaller class sizes will allow for our youngest learners to build those foundational skills. In middle and high school, they have advisory, but in elementary school, what we are proposing is a class meeting time, which will occur five days a week to support the relationships and social emotional learning with an integration of health standards. And it will include topics such as social justice and what we're seeing in our world today with equity. We also heard from our stakeholders that

112predictable schedules with flexibility based on student need is necessary. And it's not only students who, when we're talking about interventions and support, it's the extension opportunities, especially for our students who are identified as TED. with a focus on core. One wonderful thing that's happening thanks to your approval is our language arts adoption. And our language arts adoption will take place this year. And both the language arts, which is Wonders Maravillas with McGraw-Hill. and our math with Bridges to You and the Math Learning Center are offering a curation of provided multiple, multiple provided online resources. All of our teachers will be trained this summer on how to utilize both of those content areas for language arts and math and how to provide in a virtual setting both of those standards and curriculum. Because overwhelmingly, our parents

113are saying not only in a K-2 situation, but in elementary school that our students need language arts and we need math. So essential standards will be taught and it will be the key essential standards that we need our students to learn each grade level as they prepare for middle school and high school. Synchronous learning will occur four to five days a week for core instruction and will address student need as well as extension activities that'll be needed for our other students. Asynchronous and applied learning, which is a new word, applied learning and core instruction will occur five days a week. Applied learning is that bridge between actual teacher instructed versus independent work. And so it's that bridge where you may need a little bit more help with your teacher or a parent assistant, and you

114may be able to do it on your own. So those applied learning would occur five days a week. We are really thinking out of the box and really thinking, how can we make this all work and be able to transition to a hybrid model? Given the fact that our time is going to be limited, we cannot expect our five-year-olds to sit on a computer for extensive amounts of times. We couldn't even do that when we were in brick and mortar. They needed to get up and they needed to move. And so we're looking at what are some optional opportunities, out-of-the-box creative ways that we can bring also PE and music. As the mother of a band student and as the mother of a choir student, I do understand the needs and how much that draws

115our students in at a young age. So we're looking for, as a team, additional opportunities for students to access this, perhaps online during the week. Questions? So Fran, there's a couple of questions on the chat. And what I'm asking for people is to type in the questions as the slides are being presented so that we can keep. track of them, but also moving along. So Lisa asked, will meals continue to be available during the spring? If so, the synchronous opportunities at all levels going to be planned around meal pickup times so students can access both. I can answer that. Do you mind if I answer that one? We actually, I... Popped into the operations meeting yesterday and kudos to Nate and to Carol who are trying to work this out. The reality is we are

116trying to expand the meal service. Normally we feed about 12,000 students and in the spring we fed about 5,000. So we really want to make sure we are feeding all the students that are requiring and could utilize the meals that we could provide. So the goal is to expand that and to have more bus routes instead of hubs. And I don't think it's possible for us to plan around mealtimes because those bus routes take between like an hour and a half to two hours in some cases. So I think what we talked about yesterday is having set times. So it could be that the bus is going to come at the corner in my sack here at 1215. And so my child will know to leave at 1210. Bus drops off the food at 1215

117and that they could be back. So trying to get really tight on times kind of like we do with the bus route so that students aren't standing out waiting for a while. They did say one of their concerns was is in the spring. Kids were so excited to see the bus drivers and to see other kids on the street that it was a lot like grab your food and go, go, go. So that'll be the challenge is to get kids to grab their lunch and then go back. But I don't think we can create a schedule that allows for every student to be able to pick their lunch up at the exact right lunchtime that we create in a structured schedule. Thank you, Dale. So I know there's a question about IEP, and I think

118that might be a more in-depth conversation about how we're going to do that. So, and I know that many of us, this is, things are still developing. So I think one of the things I may suggest to our board and Mike and Rose, if maybe we can have, I think in this case, another work session to dive deeper once a lot of the things have kind of been, you know, fleshed out and we can have. work session on this specific topic for us as we get closer to that time. So just something that I'm putting out there for our board because this is such a big item. So the next question from Jackie, again, was the, sorry, the comments just moved, the social and equity lens. And I think we're going to have a topic

119on equity plans in our agenda coming up. Will that be addressed there? Erica, another suggestion is that we're running FAQs for community on our website. And I think some of the questions are either answered or appropriate for our FAQs. For example, the question about how are IEPs met during this time or how do we do specially designed instruction during this time? And an alternative, maybe in addition to a work session, would be to collect the questions that board members have that aren't already in the FAQ and be able to... allow this to be in Spanish and English on our website and then update those as we get them. That's been a system that's worked for some questions so far. Okay, I think that'll be good and I will make sure that the questions that you

120all typed on here that haven't been answered right now because we do have to move on that are followed up by Mike and Rose if you can capture those and follow up with them. Thank you. So is there another site or was this our last one? Last slide just for this. So just as we move forward, just making sure that we're preparing for that hybrid model because we're really hoping to get our kids back at least part-time. We continue to support our principals and teachers in leading the change, and we're excited to get them back soon so that we can get all the details worked out. We are working through ongoing technology support both for families and students as well as our teachers. We're excited about the equity focus that's coming for our staff, both

121during academic seminar times and as we included in our PLCs and other conversations. Initial conversations emerged last week about feeder tracking so that we can be more aligned as a community, serving families with kids in multiple levels. And overall, we're just preparing to be flexible. Our team cannot brag enough about our teaching and learning team and the great work we're doing. And our teachers' willingness to come out in the summer and join our team. As you know, we... lost a lot of our toasts in the budget cuts last year and so we've really relied on the teacher leadership and the coaching out in schools and we're just thankful for their involvement. Thank you all. Is that the last slide of our presentation? Okay great. So let's take a little break so everybody can go and

122stay alert. So let's be back here at 10.05. Okay. So before we continue, just a note for all of us. Rose is going to do her best to make sure that she copies the questions on here. And also make sure to provide the link to the FAQs so that if there's questions that are already answered there, we're not duplicating that for our staff. And we will work with Mike and Rose to schedule a work session that dives a little bit more deeper into our... comprehensive distance learning, especially since a lot of things are still up in the air right now and our staff is looking at ways to solving some of those questions that were asked and provide some more follow up on a lot of those questions. So with that, we'll start our next

123item on the agenda, which is our equity plans for 2021. All right. Thanks, Erica. I know that it is frustrating to not have all the answers for what fall 2020 is going to look like. So there will be one more piece of state guidance that comes out before fall 2020 actually kicks off. And that's going to be within the next couple of weeks. So we will get something scheduled for the board, a work session that is focused entirely on this issue. And so that we can, you know, more about exactly what. what we're looking at in terms of plans for fall 2020. And that will allow enough time to go by so that we've had additional time to do some problem solving on that as well. So more to come. We'll look at getting that

124together in the next couple of weeks. I know that's on everybody's mind. All right. Let me let me dive into our equity update. We're excited to provide to have this opportunity to share with you some of the work that we've been doing to prepare for our equity planning for the 2021 school year. And we're going to have a couple of people chime in here, but I'm going to kick us off. I just want to acknowledge that we are, you know, we've been through an incredible season here since March. Historical challenges that we have never seen before. I'm reminded that we can't always choose what happens, but we can always choose how we respond to it. And I feel like the response that we're putting together is going to set us up for some real positive

125movement as we move in through the year. And one of the things that is very clear is that throughout the spring and summer, there have been so many questions and so much uncertainty about education in general, not only education, but just societally. and what do communities look like, how do people feel. There's just been so much uncertainty and we've been living with that uncertainty non-stop and as we move into into the school year one thing that I am certain about is that we must do more for our marginalized students. We must do more for our students of color and as well as our other students who've been marginalized. We must do more for our staff members of color as well as our other staff members that have been marginalized. And of course, our communities of

126color, as well as our community members who have been marginalized in other ways. We've just got to do more for them. I'm proud of the work that we've done in the Hillsborough School District over the years. But the truth of the matter is that we're still at this point just scratching the surface of what is necessary to make a lasting change and create lasting opportunities for our students. I recently did some reading about, of all things, I was reading about kings and how they were treated in ancient times. And because their communities were spread out, there were many roads that led to the variety of territories that they oversaw. And periodically, the kings would visit those territories. And the members of the community would work to level and improve the roads in preparation for the

127king's arrival. And they believed it was inappropriate and disrespectful to have the king travel through those obstacles. So they would spend time, they widen the roads, they'd fill in the holes, they'd remove any barriers that were in the way, all to make the trip for the king much more comfortable than it would have otherwise been. They didn't expect that the king would adapt to the old route. They created a new one, one that was easier to navigate, one that was much more comfortable. And it got me thinking about if we were able to do that for them. Specifically, our students who face the biggest challenges. Our students of color who over and over again due to the color of their skin face obstacles and holes in the road that do anything but provide them with

128a comfortable journey. or students who are differently abled or LGBT community, they face these obstacles as well on a daily basis. And I again found myself wondering what could we do to remove those obstacles and level out that road so that the trip is a little easier for our most marginalized students. And I was thinking about what would it look like and what actions would be necessary on all of our parts for that to occur. And we know that some people dedicate their entire lives to this work. That last week I had the opportunity to watch President Obama give the eulogy for a civil rights leader and U.S. Representative John Lewis. As you're likely aware, if you weren't already before, you're likely aware now that John Lewis was one of those leaders who organized the

1291963 March on Washington, and he was just an incredibly key player in the civil rights movement. In 65, he led the first three Selma to Washington marches across the Pettus Bridge and was attacked by state troopers and became very famously known as Bloody Sunday. And if you've not seen the eulogy, I encourage you to watch it. And I just want to share one minute of it with you to set up our conversations further. And it's a short clip in which President Obama talks about what John Lewis was willing to do and sacrifice for his beliefs. Sometimes, Rev, we read about this and we kind of take it for granted. Or at least we act as if it was inevitable. Imagine the courage of two people Malia's age, younger than my oldest daughter, on their own,

130to challenge an entire infrastructure of oppression. John was only 20 years old. But he pushed all 20 of those years to the center of the table, betting everything, all of it, that his example could challenge centuries of convention and generations of brutal violence and countless daily indignities suffered by African Americans. It's pretty clear over the last several weeks since his death that we know the price that John Lewis and those around him paid. He paid the price with broken bones. He was choked with tear gas, skulls fractured by belly clubs as they knelt to pray. All of that inflicted to preserve a system that benefited some and sacrificed others. And in the words of President Obama, John was only 20 years old, but he pushed all 20 of those years to the center of the

131table. Betting everything, all of it, that his example can challenge centuries of convention and generations of brutal violence and countless daily indignities suffered by African Americans. I shared this video with our administrative team earlier this week, and I posed the question to them, to all of us, what is it, what's the price that we're willing to pay to advance our equity work? As an administrative team, we talked about what we're willing to do to further our work and to ensure that each of our students have the same opportunities that some of our students have. What would it take to do that? And I asked them, would it come at a cost? And would that come at a personal cost? And what would that cost be? And are we willing to pay it? Would it cost

132us some awkward moments with our staff? Would we have parents that are irritated about where we're putting our focus? Would we hear parents say things like, hey, it's great what you're doing for those kids. What about my kids? Might we have some people complaining, accuse us of overstepping our mission and our scope? Maybe we'll get some people running for the board who are determined to have a change in leadership. Maybe it costs us some surface-level relationships. And as we talk further, we talked about the leadership positions that we hold and how it puts us in a unique position. And it's a position that allows us to shape the future for our students in our district and truly our community. In order to boost this work, as we prepared for the 2021 school year, you're aware

133that we've begun to allocate some resources and structure things in a different way so that we can prepare for the next phase of our work. And as you know, we've made the decision to have Fran lend some of her experience and wisdom and her expertise that she brings to our equity work. We needed to provide Saida with a co-leader that not only has a passion for the work, but was deeply connected to the school experience in a very recent way. And I've said many times that I'm so appreciative of the work that Saeede has led for us, but the truth is that we need additional support and leadership in this area because Saeede's other job is already very full-time and it's very challenging as well. So this will certainly not be a cure-all. This was

134the first step to make sure that we had a clear understanding of individual school needs. And bringing FRAN on board will help us to begin to better anticipate the obstacles that are in the plight of our students of having a successful journey. And clearly this is not going to be enough. FRAN and CITI are strong together, but this is going to require a comprehensive and systemic approach. The next step for us was to begin to think about all the work that we were doing as a district and how our resources could intersect and work together. What resources could we use to provide leverage? What systems of accountability could we have in place so that we could create that change that we want to see in the Hillsborough School District? And to that end, we've identified

135some specific goals for this work for the coming year. And we'll be working with you very specifically to talk about the actions that need to take place. Not only as an administrative team and as a staff, but at the department level and the school level as well. And you will see a more direct approach as we move forward from here. We've seen over and over again over the past months why it's necessary to move towards more deliberate and measurable action. And we really don't have to look any further than the protests that we're seeing in our own backyard. All of these are pictures from the state of Oregon, Hillsborough, Portland, Canby, Eugene, Beaverton, across our state and across the nation. We've seen this call for action. And regardless of the political party that we belong

136to or anyone belongs to, we can't look past the passion or the hurt or the demand for change that has been ringing out since May 25th, the day that George Floyd was murdered. And night after night, we've seen the protests and day after day, we've seen people calling for change. And the encouraging thing about it is we see people of all races, all genders, all sexual orientations, all ages, all countries of origin, all abilities and all religions pulling together to demand change. And I can't help but think about how this would be showing up in our schools if we were on site with our students. I think we can be assured that our students would be standing up and having their voices heard. And if this has not compelled us to continue to work on

137our system up to this point, or somehow we've missed the need for change in our own district, or if we're not motivated to act in a broader way, then we really don't deserve the leadership positions that we have the privilege of holding. As I talked with the administrative team this last week, I was sharing with them that sometimes the hardest thing to do is to commit to a future that we can't fully yet see or understand. But that's exactly what we're asking of our team. to step out in the faith that the work that we're going to do together is going to make an incredible difference for our students and it's going to result in equitable opportunities for our students and to commit to a future that allows us to become an anti-racist organization. And

138as a district, we've just got to seize this moment to be more deliberate, to be more purposeful and to be more accountable as an organization. I've talked before about how this work is going to be, we're going to divide this work into two different phases. And phase one will occur during the 2021 school year. And these are the goals that we've identified for phase one of that work. The first goal is to elevate the voices of all stakeholders, especially our historically marginalized families. Saida and Fran are going to be talking about this in greater detail here in a few minutes, but this goal is a very deliberate effort for us to reach out to our students and families who've been marginalized. That would include our Latino community, our LGBTQ community, our African American and Black

139families, our Native American families, our Asian and Pacific Island families, the families of our students who are differently abled. Any group that exists within our school system that hasn't... that has not previously felt like they've had a voice. Our goal is not only to give them that voice, but to elevate that voice as well. And we can only do that as we move through our goals here. Number two, to gain a greater understanding of the needs of our community through discussion and feedback. That's an absolute must for us. And once we understand and we can begin to address those needs by mobilizing a plan of action to move our community forward towards diversity, equity. inclusion and anti-racism. You'll learn more about phase one of our plan here as Saideh and Fran take the floor. You're

140also going to hear more about how we will require individual action from each person, each person on our administrative team and working towards the goals on that. I know that as a board you've actively worked to move our ex-we work forward. I want to thank you for that. I also know that this work is difficult. We've not always provided you with a roadmap that's easy to follow. Our map in this work has had many twists and turns. It's time for us to straighten up the lines on that map and to be more deliberate and purposeful with that work. And we're at a point now where each of us will be taking responsibility for this work. Years ago when we started our dual language program, we had this phrase that we always said. In order for

141us to be successful, we knew that we couldn't just have the work of dual language land. It couldn't just land on the dual language teachers or the ESL teachers. We knew that we all had to own it. We knew that we had to employ strategies in each of our classrooms that were sound. And we used to say, we're all language teachers. And we need to adopt that same philosophy when it comes to the next steps of our equity work. We're all leaders for equity. And in the past, we haven't always made certain that this work was going to be included in the goal setting of each person on the administrative team, that it wasn't necessarily written into the administrator's evaluation or job description. But that'll no longer be the case for us. Every person on

142the admin team will have it included in their goal setting, their evaluations, and their job descriptions. And the expectation will be that that work is taken back to all staff members, each school, each department, throughout the Hillsborough School District. We can no longer be in a place where our equity work is not creating a real change in the educational experience for our students. We've all got to be part of that solution. We've got to be accountable for that. In a few minutes, I want to share one more video with you. And it's accompanied by a song by Sam Cooke. And the song and video may bring up some emotions for some people as it highlights some years and years of struggle. And for those of you who don't know Sam Cooke, many refer to him

143as the king of soul. And he paved the way for soul singers that came after him. This particular song that accompanies this video is entitled, A Change Is Going to Come. As you watch this video, keep in mind a couple of things that this song was written in 1964, which was 56 years ago. And it was inspired by some personal events in Sam Cooke's life, specifically when he was turned away from a whites-only motel in Louisiana. It caused him to want to speak out more about the struggles that he was seeing and to aid in the civil rights movement. Once we listen to the song. Saiti and Fran are going to transition into the next portion of the work, but think about this as you're listening to the song. The song was written 56 years

144ago. Who does this song burden or benefit? Are the lyrics sung in alignment with the Hillsborough School District's equity policy? And does this song impact your urgency or expectations for this work? Good morning everybody again. When we think about this year and what we're starting off doing, it's leading change in HSD and writing a new narrative for our students. And so I want to give everybody a second, just about 30 seconds to jot down any thoughts, ideas, reflections that you have on the video you just saw as we prepare to move forward with our action and items that we're going to be covering this year as an administrative group. So I will go ahead and pause for about 30 seconds to give everybody the opportunity to jot some reflections down. Okay. So as we're thinking

145about what our plan is for the new year, it is about honoring the work that we've done in the past because HSD has led. And it's one of the reasons why I am in this district and what inspired me to come to this district is because of the work that we were paving the road to do. And now is our call to action and in writing a new narrative for all our students. Next slide. I inserted, we inserted this quote, and I'm just going to read it real quickly. It's from President Obama. Change will not come if we wait for some other person or some other time. We are the ones we've been waiting for. We are the change that we seek. And so today as we begin our work together, the objective that I

146am hoping everybody will walk away with is an understanding of the actionable items that as a district we are going to be leading for change, gain an understanding of our phase one plan. We will have time to review the Ready School Safe Learners and how it relates to our work. If not, I will put that in the chat so that you can review that one of the sections of our Ready School Safe Learners is on equity. And in that equity work that we're doing, it specifically calls out a preamble for the equity work that is being expected by the state of Oregon will be covered in all of our schools, whether in a hybrid or a comprehensive distance learning plan. We're going to tether ourselves to these essential questions for equity. And that is something

147that we went over with our administrative staff this week. And I hope to communicate the collective feedback for next steps as well as generate some feedback from all of you. So when I read the quote on this slide by Paolo Freire, I can't help but reflect on how we as a district are approaching our equity work this year. As we set our intentions in preparation for the work ahead, we are also mindful of those who have come before us and all of the valuable work done by our staff, our students, families, and community partners. The notion of looking and learning from past experiences to build a better tomorrow is not a new concept and not new to us as an organization. And so this is why we are being intentional about how we're going to

148go about gauging our successes and our areas of growth and seeking feedback from key stakeholders who have not had the opportunity to share their perspective in the past. With respect to the norms, as we enter into this work, we are reminded of a set of working agreements that we collectively, that will collectively allow us to unpack, to reflect, to fully engage in critical and meaningful conversations. These norms, in part, were borrowed from the work of Glenn Singleton in his book, Courageous Conversations. and are an essential part of our equity work and have been for many years. Next slide. So while there have been many successes in the past, we're also well aware that there is so much more work that needs to be done. And so we've divided the work into essentially two phases over

149the next two years. This is year one, phase one, and our focus is to create systems and structures that will allow us to build a strong foundation. Broadly speaking, our goals will include... building capacity, making connections with our various stakeholder groups, and providing supports. Our goal for phase two is a transition of the work, the systems, the structures that have been developed, and transitioning this to a full-time equity director in 2021-22 school year. Next. So in order to do this, this has been provided for all of our staff, administrative staff members, leading the change in HSD, which is a structure of diversity, equity, and inclusion moving towards anti-racism. And there is an intersectionality with this, with social emotional learning, because the basis of social emotional learning is knowing your students, period, knowing their name, strength,

150need. knowing their life at home, their life at school, what their struggles are and what their strengths are. And so when we talk about leading for change, and I'm sure Brooke will talk about this more later, it is about that intersectionality of knowing our kids. So our theory of action is based on building capacity with our administrators so that they, in the end, can bring it back to their teachers to affect change with our students. I have listed on here the equity lens guiding questions that are in the Ready School Safe Learners guidance, and it is what we will tether ourselves to throughout the school year. But moving past our goals, we decided and determined that we would create three different buckets. The first bucket is foundations and really building a strong system. We've done

151great things throughout the years in HSD, and this is starting my eighth year. So I have been able to experience the wonderful things that we have done. So it's strengthening those foundations and organizing it, the systems, the structures, and the framework. The second bucket is support. How are we curating resources? How are we creating a website, books, newsletters for it to be accessible not only to our administrative team, but to our teachers? And then creating the connections and elevating voices of those that have been marginalized. I'm happy to say that we have two new groups of family engagement groups that have started. First one was in February for our African group. and they are meeting consistently. And then about two and a half weeks ago, we started our first Asian Pacific Islander group that with

152the help of Kim Bayer and Kana, as well as Audrea and John Matsuo, we are running that group. And our second meeting is actually tonight. And in these affinity groups, we are working together to find out concerns, hear their voices. We have several groups that meet throughout our district, which includes our migrant Native American, our students who identify as needing special. specially designed learning plans, as well as our LGBTQ. And so this plan with the three buckets will give them an opportunity to elevate their voices and bring it back to a foundation and bring them back for support. In addition, we have a, our administrators are reading Culturally Responsive School Leadership in the month of August. And the quadrants that... Khalifa explains in there will be what Dell, Audrey and I hold our principals accountable

153for. And it aligns with foundation support and connections. So the book will be finished by the end of this month and then we will work together to be able to provide school supervision in a way that focuses on this area. I also listed on here just different tasks both Saideh and I are divvying up and then shared tasks that we are working through. Can I have the next slide? So going back to those three buckets, we've put this into a pinwheel of foundations, connections, and support. And the belief is, our theory of action is, if we have these three spinning, the center of our pinwheel, which is our students, will be successful. And as you will see eventually with our social-emotional learning, their pinwheel will lay directly on top of this. Six items spinning. We're

154creating a whole child centered on knowing them. knowing who they are and being able to spin that so that we can collectively build the capacity to have a strong, empowered, elevated, voiced student ready for our career and college pathways. In order to start this conversation, and as explained to our administrative staff, we must commit to first affirming the relationships we have in our buildings. We spent the entire year last year building relational trust within our administrators and they in turn with their staff. So it's affirming those relationships and knowing who is in our building and knowing our students. Providing that transparency that this work is not going to be clean. It is not going to be perfect. It's going to be messy and imperfect. And we have to be willing to be transparent with that.

155We need to let go of the judgments that we may have had in the past based on people's biases or stereotypes. And we need to be vulnerable as we move forward. Involving and engaging all stakeholders in this conversation allows us that opportunity to be vulnerable and transparent and to build those relationships. This will also allow us to have accountability for the actions that we are moving forward in. I created this, we created this visual and I wanted to bring it to your attention today because I think it's important that we know that All of our stakeholders in this equity model need to elevate those voices, and that includes the school board, our staff, our families, our students, and our HSD leadership teams, which include our admin and a newly formed equity leadership team. Saeeda and

156I, with the help of Cabinet, formed an equity leadership team. We've met twice. And the equity leadership team includes representatives from our classified, certified, administrative, and Cabinet-level teams. Together, we are hoping and planning to elevate the voices of all with particular attention to our families who may be marginalized, unheard, or underrepresented. This is the key work that we're doing is to build that collective capacity. And collective capacity, another, I haven't given it an acronym yet, but I'm sure I can refer to it as CC. It refers to the way people work together in schools to improve student learning and lives. Building that capacity hinges on personal and professional relationships formed within the school. And I had talked to Mike about this when we talk about the narrative and the story that's already out there. Many

157of our students of color are marginalized and are unheard, have a narrative already written for them. And when I first started in as a building principal, this is my 29th year in education, and I have held classified, certified and administrative roles throughout my career. And I think when I was personally. in certain positions, it was okay that the narrative others saw was, it was all right that they saw me in a certain way. But I guess naively, when I became a building principal, I assumed that those stereotypes and biases wouldn't exist anymore. And I remember in my first year of being a building administrator, being handed a rag inside the cafeteria from a parent who believed that I was possibly support in the cafeteria to clean. I remember chuckling and laughing because that's something that

158we often do as a, often what I do as a person of color. I'm not going to speak for all. But then year two happened and it was another parent who passed me a broom. And then by the third year, I caught on because not always a quick learner when it comes to these things. And I had to stop and pause and explain to the family that I wasn't the help, that I actually was in charge of the school. And I think that was an eye-awakening experience for me to realize that not only had I not built that relationship with certain family members, I also had different biases and stereotypes that was attached to me based on my looks. And so from that moment on, I made sure to open myself up for the conversation

159that was needed to be had with family members. But that is the story that many of our students live with every day. Because they have a title, because they have a identification, because of the skin color that they have, there are assumptions and biases that are placed on them. And it hinders our progress with them being able to elevate their voices. And so in our work this year, I really want to build, we really intend to build that collective capacity for all of our stakeholders so that our students, our families, and our administrators. have that ability to change that narrative and to change those biases and stereotypes that are out there for our students. Fran, thank you for sharing that. As previously mentioned, we're taking a cross-collaborative approach in the designing and development of the

160foundational systems and structures, which includes various stakeholder groups in our educational community and elevating the voices of those, in many cases, underserved and underrepresented populations. And so our focus is... Definitely that this year, but additionally, our plan includes eliciting input on our implementation and progress of our plan from members of our school board, our administrative team, our equity leadership team, and multiple family groups. So we welcome that feedback as we implement our plan for this phase one. from those specific groups because ultimately we want to get it right and we want to do the best we can on behalf of the students and the families that we serve within our within our community. Next slide please. So a great part of this work is our ability to hold up a mirror and analyze the current

161structures and systems we have in place. And in doing so, we have agreed to ask ourselves the following questions. Whose voice is and isn't represented in this decision? So when we come together as various stakeholder groups in our district, we want to make sure that we're putting these questions at the forefront of that discussion. Who does this decision benefit or burden? Is this decision in alignment with our equity policy? And does this decision close or widen the access, opportunity, and expectation gaps for the students that we serve? These questions are the core of our conversations, and they will continue to be, not only at the district level, but also at the school level. Next slide. So when we talk about this quote, and it's something that we're tethering ourselves to, I see you, I hear

162you, and what you say matters. And that goes for all of our students, all of our administrators, all of our teachers, everybody. all of our classified staff that support in our buildings. So in doing so, we have posed this question to HSD administrators and what they want to see, hear, and do in the coming year. And based on their feedback, I've gone ahead and included it in here. HSD administrators are committed to elevating the voices of all stakeholders, gaining that greater understanding of the needs, and developing a plan of action. Our equity leadership team that met earlier this week for the second time came up with words that they wanted to be heard, which is listen, build, engage all, be accountable, create a structure, communicate, focus, support, provide resources, have a commitment, and be ongoing.

163It can't just be for this year. It has to be something systemically that we are building on and building capacity with. And so I wanted to provide, we wanted to provide you the opportunity to provide us some feedback. We are going to take a few minutes to allow that reflection time and it's only going to be about two minutes, but there are three questions on the link that tether back to what you reflected on from the Sam Cooke video, as well as what you just heard. And I will put the link inside the chat in order for you to access it. But I would love, we would love to collect your feedback. It doesn't, when you provide your feedback, it is not going to gather any names or gather any information like that. And the

164only people who will be able to access it is Cabinet and Saeede and I, to be able to generate what are your thoughts and what are your feelings? What do you see? What do you hear? Let me put that in there right now so that you have access and we're going to take two minutes right now and then we'll come back. If you have more time, you need more time, we'll keep this open for the remainder of the day so that it's something that you can come back to. So don't feel like you have to finish it and complete it right now. It will be something that you can access at a later time. I would ask that it is just our school board members that are here right now that access that link because

165I know this is going out. And we will then come back and we will share with you the feedback that our administrators have curated and our actionable steps moving forward. So it's 1049. Just for clarification, Fran, because we have our student reps on here as well, if that link, if there's a different way that they can provide feedback, or is that the same? That is the same. They can use the exact same link. If you're using your account, you should be able to access it. So let's go to 1052, and then we'll come back and we'll round about and our presentation today. Okay. For this morning. Can we go on to the next slide, please? So we've been working with our administrative team and we have received some preliminary feedback from this group. And just

166to highlight a few of the areas that... they had recommended that we focus on this year as it pertains to them and creating some accountability measures as we move through this first year phase one transition period. One of them being all staff will engage in professional development each month. And that's all staff, including our support staff at our schools. Very often, because of their work schedules and because of the general schedule of the day, they do not have access to the professional development that's being offered at the school building level. And so we want to make sure that they are able to access that professional development because they are such a key component in the success of our students. Another area to highlight is each school creating actionable goals that are differentiated by school and

167the educational community they serve and share the work they're doing as building leaders with one another as well as with their supervisor. And one last thing that spoke out was a district-wide alignment that schools can tether back to, and that actually focuses on those three main areas that Fran spoke about earlier, creating a foundation, making those connections, and providing those supports. Next slide, please. Our equity leadership team has committed to a book study coming up this month. They do too want to focus on those three bucket areas and so they're dividing into different teams and will work together to help provide feedback for our schools. And they're going to meet every other week, which was a huge commitment for 75 minutes until we can meet in person. And when we meet in person, we'll meet

168for a longer amount of time. We figured 75 minutes was about all we could handle on a virtual screen. And then Saeed and I, our commitments to this is that we will lead our book studies. We will provide the professional development. We're going to model for our collective. group, the three bucket areas. We meet weekly and bimonthly with cabinet, which I also heard you could refer to that as biweekly. And we will continue to work with all of our collective stakeholders to provide this framework so that in 2021, when we hand this off to an equity director, we have a solid foundation for success. So, and just to hit on that one, the collective stakeholders, you are part of those collective stakeholders. You are an important part of that collective stakeholders. So if you did

169not have enough adequate time to complete that survey, we would really appreciate if you could so that we can hear your voice too. Questions or comments? Thank you, Francesca and Saideh. There's a question from Jackie. How often will you report to or meet with board? I can answer that one. We had talked about a more formal presentation being quarterly. I remember they are going to be joining us in our work session, so this will be a regular part of our conversations. But just to be certain, we can make sure we schedule one on a quarterly basis, and Rose can just put that on the ongoing agenda items. Thank you. I did have a comment. I was going to submit another. question in that questionnaire, but I just might as well state it now. One of

170the questions I had and I didn't see on here was, I think also the education and capacity as we're elevating the voices of our communities of color, our BIPOC communities, how do we, I think a challenge that happens a lot in these spaces is When we've lived in the systems for a long time, it's really hard for us to name those oppressive systems and how they have impacted negatively and how you're able to actually name those things oftentimes comes from educating yourself around why and how. And so I'm just wondering, is there a space in that, either in the affinity groups or somewhere where we're also building that capacity in our community, in our BIPOC communities? I've made note of that, Erica. Olga could probably speak to the groups that she oversees. I know for

171the two most recent groups, that is one of our plan is allow some development, personal development. I mean, there's professional development that we deal with and there's personal development. The books that I'm reading on social justice and people of color and the fight in the... that we've had to incur in the system that we live in is different than what I do for professional. And so I will definitely make note of that and find out for you, how are we elevating those voices and being able to call out what they're feeling? Because a lot of times you're right. We've just been a part of a system and don't recognize or realize that what somebody has said or what somebody has done is oppressive. And so thank you for bringing that up. I also want to

172talk about, I think it was Martin or maybe it was Mark that asked, how are we going to bring about the social justice? And so what we have done, and Brooke can talk about this more later, is we aligned our morning meeting or advisory type classes to our health standards with the lens of social justice. And so what's going to be provided for all of our teachers when we push that out is resources of how you can utilize your morning meeting. And I'm just going to speak to elementary right now. How can you utilize your morning meetings to involve social justice? Is it through a read aloud that directly speaks to it? Is it through questioning? I think sometimes when we talk about culturally responsive pedagogy, there's this notion that if I just read this

173type of book that talks about, let's just say, for example, Esperanza Rising, I love the book, but if you're not following up with the social justice type questions that go along with it, then it could have been Flat Stanley for all that, for all intensive purposes, because you're not digging into those culturally responsive. questions that you should be asking with a book that talks about the struggles of a young Latinx student. And so our work this year will go hand in hand with that, with providing teachers the resources for being able to ask those deeper questions that will get us to the social justice lens. And I bring up elementary school because it is important we start early. We start early with them understanding the perspective and the narrative that's been written differently for them.

174Because sometimes we see when we get into middle school and high school, if they haven't had that lens or that understanding or to speak to what Erica says, those oppressions and they don't understand it, then it's late. Hey, Fran, can I just add on to the response to Erica's question about investing in our parent groups and our family engagement efforts? I really want to make it clear that we're supporting. For example, the families who are connected to students who identify as Black, African American, or African in forming a PAC with bylaws, with chairs and communication folks, and developing goals for themselves in that group in order to empower them. We would ask that the board would recognize those PACs just like we recognize our migrant and bilingual programs PACs. I've worked for years with Olga

175in federal programs, and some of those PACs are required by federal programs. And these PACs for our Asian and Pacific Islander groups and our group that is supporting students who identify as Black, African American, or African are more of a grassroots PAC organization. And the same people like Vanessa and Dora who support PACs. in other areas are supporting these groups so that we have parallel structures and expectations and that we invest in those groups. So I would, on behalf of the group that I'm working with, I would just want the board to be prepared to understand who those leaders are, how they're forming with bylaws and structures for those meetings, and that they plan to help inform us and unpack how our systems have been oppressive. And I really appreciate your ask, Erica, which is

176how do we invest in them so that they're capable of of doing that, of growing personally and professionally, like Francesca said, and supporting our kids. That's a different work than an affinity group like we have going with our licensed staff of color. And affinity groups are also really important. And those groups can inform our superintendent or our board as appropriate. But that PAC work is so important to me personally in our leadership at the district level that I want the board to understand that we're being very deliberate about that work. So thanks for letting me chime in. And if I may add something, Travis, thank you for bringing that up. It is one of our goals as a district to elevate the voices of all parents and specifically our parents of color. And with that,

177we also will ensure that our family engagement team We have a team of family liaisons in the buildings that they receive adequate training and professional, ongoing professional development to be able to support the schools with those efforts and with the organizing of the PACs at all levels. Thank you both. I wanted to highlight how, especially in the comprehensive distance learning, that connection to families has become even more critical right now. And that's something I think our district has just done an amazing job earlier on in getting that formation. And I am super appreciative of our outreach workers and the work that they do right now, especially. There was a question from Martin. And I just want to make sure that that was captured and he said, when is the right time in this discussion? You

178mentioned the intersectionality with. Do you also see intersectionality with school discipline and the discussion we are having regarding? I can chime in on that 1 that is going to be a big part of our very next agenda item. Dale is going to be sharing some data with you that it starts to get to some of that Martin. So. I would suggest we hold off on that until our very next agenda item. And it's going to fall right in line with what Dale is going to be sharing. So we are trying to make up time. We've been slowly behind. But if there's any other questions or comments, please feel free to type them in the chat so that Rose can capture them and follow up with you. Our next item, and I want to thank also

179Fran and Zyda for their work on this. We are excited to see where this goes. So, our next item is our discussion and the review of our data with Mike. All right, thank you. My thanks also to a site and friend appreciate your. Your work on this, so, as you know, we've been engaging in conversation regarding a school resource officers and our next step that we were to bring back to you. Today is the results of some surveying that we had some conversations that we've had with many of our stakeholders. So. Dale originally had 56 slides to share with you and we have pared those down to just the very most, we've worked to summarize it. So she's going to be sharing some of that data and then that'll give us an opportunity to have

180some discussion following the sharing of that data. All right, thanks, Dale. Take it away. All right. Thank you, Bored. So I'm happy to share this data with you today. I just want to recognize Brooke's leadership as she supported Morgan Quimby who's our district system support TOSA as well as Corey Sakamoto who's our data guru. They always do such a fabulous job and like Mike said there are 56 slides and my intention at the end of this is to give you access to all the additional slides. I tried to pare it down you know I like data but I tried to pare it down so that it could be a little bit more possible. in terms of its digestibility. So I am going to jump in. So a quick overview. So the survey was live for

181three weeks and we had it out on our website. We had focus groups, principals, outreach to students and families. We asked students in fifth through ninth grade, as well as families. We wanted to make sure we got a representative sample. So I really want to thank all the staff members who worked to make sure that we targeted and heard a variety of voices. Overall, we had 2,000, a little over 2,000 responses. As you can see there, 1,169 guardians or parents, community members, 642 high HSD employees, and 196 students. I'll show you the next couple slides about the breakdown. I think one thing that was interesting is there was a sizable group that... preferred not to say their race. It was about 15% of the overall respondents. And in our first iteration of this survey, and

182there was a group of administrators, Alex Osadame, Olga, some teachers to kind of look at the survey options that were out there and kind of pull together some questions. we didn't have a prefer not to say option and within 24 hours of sending it out we had a couple teachers in particular who said I am the only person of color in my building and if I choose my school and choose my building everybody would know who it is so I'd like a prefer not to say option. So we had quite a few people that chose that option in all levels of this survey which is kind of an interesting thing for us to think about in terms of making sure that we provide safe spaces to hear people's voices. So we go to the next

183slide. So this is just briefly shows the race and ethnicity of those that are completely on the left, as well as our student body. So we had a fairly diverse group of students that participated in the survey that looks similar to the student body that we serve. Next slide. When we look at our students in 9-12, that also looks similar. We didn't have as many Latino students, Hispanic Latino students as our representative in our student body, but still had a diverse group. Next slide. This is staff members and remember that our staff is more white than other races, but we had fewer white staff members or more staff of color participate than as representative of our staff. Next slide. And then this is just the breakdown of the parent, guardian, and community members. We don't

184really know. We didn't know what to compare it to in terms of our community, our school community, and those who might be interested in our school may not represent the entire Hillsborough community. But we did have a little fewer than half white community members and parents participate, which would be more reflective of our student body. So we felt like that was a nice sample. Next slide. Okay, so this is where those 56 slides start to come. And the gray breakdown, the gray background rather is kind of the foundation slide. And then I will show you some specific key group data that might illuminate some of the differences that you see. So next slide. So this one, basically, the question was, I want SROs in Hillsborough schools. So you can see on the left, it starts

185with HSD staff member, moves to parent, community member, students in grades 5 through 8, and students in grades 9 through 12. At the top of those bars is the total end number. So, for example, in our HSD staff member, we had 642 respondents, and you can kind of see the number across, and you'll see that on every graph. This is a very data rich set, so you will definitely want to go back and dig into this data set after we close today. But I did want to provide a preview. So the red and the pink bars are strongly disagree and disagree. That gold bar is neutral. And then the green bars are agree and strongly agree. So just looking at this data set, you can kind of see like an outlier for this one. I

186want SROs in our school. We had almost 30 some percent of our students say that they disagreed or strongly disagreed. So if you go to the next slide, this is kind of a breakdown by. how students identified with race in the different categories. So you can see on this slide that we had about the most students that said that they either disagreed or strongly disagreed were in the categories of prefer not to say, multiple races, and then white students. So this is kind of a further breakdown of that graph. Next slide, please. This one is having an SRO at my school makes me feel more safe. And really, there's two bars here that I wanted to dive into. Next slide, please. So this is the ninth through 12th grade category. And again, you can still

187see some outliers for strongly disagree that having SRO makes me feel safe in our prefer not to say in multiple race category. And then I also wanted to look at, next slide, please. The parent or guardians, because this also was an interesting difference. Here we saw more parents of students or family members who identified as Black or African American saying that they disagreed or strongly disagreed. That end number is 36. And we went back and forth about whether or not we wanted to add that number because we certainly don't want to dismiss a small sample size and say that that doesn't matter. but it does allow us to know how big of an impact or how big of a concern we have and whether or not we need to work with individuals or dive deeper

188into that population. So we can see that for our multiple races, as well as our Black African families, they are saying that they disagree and strongly disagree more so. Next slide. This one was interesting. This is SROs involved in school discipline. And you can kind of see in all categories, it looks like there's a little confusion. Some people say absolutely yes, some people say no, and there's a lot of not sure. This is one area in the open field box that people said, I'm not really sure. And I would like to know more about whether or not they are involved in discipline or should be or what their role should be. Next slide. This one is parents are comfortable being on campus with SRO present. What was interesting about this one is the 9th through

18912th grade students felt like their parents were less comfortable than the parents themselves were reporting. And so if you go to the next slide. Digging into this for 9 through 12, it was predominantly students who preferred not to say what their race was, followed by white parents and multiple race parents or multiple race students reflecting on parents. And then the next slide. This one is parents or guardians or community members. This one also shows that we have parents of color that feel less comfortable, but we also saw white parents also agreeing that they too might not be comfortable or parents might not be comfortable with SROs present. Next one, please. Okay, SROs interact with students. in an unbiased manner. So here we see kind of some outliers in terms of the breakdown. We see that

190over in the 912 box. So if you go to the next slide. In the 9-12 box on here, again, we had students in the multiple races as well as prefer not to say and some of our white students commenting that they don't believe that that is true. Next box. I also want to look at HSD staff members. Our staff of color, it appears, also feel that there might be bias in the interaction with some students. Again, as you're probably seeing in most of this data, most of it hovers around like the 20. like 25% of any given population of people sort of feel like this. There are some differences, like this is a good example. And I think it's important to also look at sample size as we look at these bars. And then the

191next slide. And then this is parent or guardian. So again, this is another one where parents feel perhaps that there's more bias are black African-American parents and are parents, Native American and Hispanic and multiple race parents also are feeling that there might be bias in interaction. Next slide. So this is SROs build positive relationships. And I would say, you know, again, around 65% or 60% in general say yes. The outlier here is 912, if you'll go to the next slide. A little over 25 percent of our students saying that they disagreed or strongly disagreed. So when you dig into that data from the student population, again, you see that's predominantly with students that prefer not to say and multiple race Hispanic students. But you also see some of our white students agreeing or disagreeing with

192that one as well. Next slide. This is from the parent and guardian perspective. And again, we see some of our Black African American people concerned about those positive relationships and multiple races. Next slide. So this one is about can your students talk to the SROs at your school in their home language? And so we looked at two bars here. Obviously, we want parents and guardians to feel like they can have their needs met. And so we saw both with our families who identified as Asian or Hispanic saying mostly that that is not something that they can do. And then the next slide. On this slide, we saw mostly our Hispanic families and students who identified as prefer not to say having concerns about language and access to SROs. So then the next one. So there

193was an open field box that basically said, you know, if you'd like to share a story, tell us about your interactions with SROs that you'd like to share. And so we kind of pulled out themes. Again, there were over 2,000 people that participated in their survey. So there's lots of stories on both sides of the spectrum of interaction with SROs. From the positive side, we saw a lot of comments about. Estro is supporting families going the extra mile by checking in with them, coming to their house, you know, checking in with their children, talking to students, encouraging them with situations or career paths. Some staff saying they really appreciate the support with students, building those relationships. Some saying that during this COVID time. They actually had students reaching out wanting to get in contact with

194the SROs because they had questions or concerns, appreciating their ability to do welfare checks and connect with families. And quite a few comments about the SROs are so much better than working with just that may not have that level of understanding or expertise in working with children. So those were some themes in the positive. In the areas of concern, those were things such as families or students feeling watched, that some of the SROs might be disconnected with the community or with the language. There were quite a few comments about how much they miss Mr. Victor Castro, who is magical, but definitely connected the community and they felt like he really served needs. And so they're eager to... have that connection. Some questions from just a pattern around like, what do the SROs do and why

195do we have cops in our schools? And there was a couple of comments about a perception that the SROs are for white people to feel comfortable in the schools and maybe making some families of color not feel comfortable. And then just generally just the question around what is the purpose, what do they do, kind of having more questions about what their role is in our schools from not only the survey but what's happening out in our community. Next slide please. And then So participant feedback and findings. So overall, what are our families sharing? So overall, there's a need for clarity on the roles, expectations, and the purpose. Our Latinx community, again, I think a lot of it's due to that past strong relationship with Victor Castro, but a desire for more community outreach initiatives. I

196didn't get the opportunity to work with him, but through reading some of the comments, it sounds like. he was very much connected with community. And then if there was a need, like we don't understand what's happening with TikTok or what have you, that he would reach out, do some training, meet with community groups. And so just a desire for more of that to come. Our Black and African-American community, overall, the feedback resulted in greater disagreement with survey statements than agreement on the matter of SROs. And especially with some of our family, our parents and community members, although that was a small sample size, obviously still significant, but is of concern. Our students are sharing that in fifth through eighth grade, they seem to be a lot more positive than ninth through twelfth grade. And the

197same level of contact and interaction in grades five through eight is not the same as nine through twelve. So that's definitely a factor. And again, there were quite a few high school students and even staff members that chose not to reveal their race. And those tended to have a greater levels of disagreement with survey statements than agreement in the matter of SROs. In best practice next steps, so this committee that's been working on digging in not only to looking at the MOU, but also just pulling statements and resources, there's just a host of resources out there that we've been looking at from the National Association of School Resource Officers, as well as federal reports on school safety as her resources. So they've been leaning on some of that work as we have created this proposed.

198next step. So next step. So suggested next steps from findings. So if you look at the best practices and then look at the feedback from our parents, community members and staff members, these would be the next steps as we move forward in a relationship continuing with the SROs, if that is the will of the board and the will of our community. So I think definitely another survey in a year, no matter what we do, I think it's really important that we have a loop. to get the voices of our stakeholders. There was a lot of comments about, thank you for reaching out. We appreciate you caring about what we think about and we really want to have a voice in this. We would need to present the findings to HPV and our Washington County partners.

199We need to make sure that we have listening sessions for community staff and students. We want to make sure we get this information back out. and whichever way we decide to go with our next steps in that relationship with SROs, letting people know what our plan is and getting their thoughts and comments. We need to get feedback from our SROs. That's kind of a missing piece in this data set that we would want to include them in. We would need to have some recommended revisions to bring clarity to our MOU. Again, that was very apparent that we need a lot of clarity in their roles and to communicate that clarity to parents, guardians, staff, as well as our students and other community partners. And then... Just continued further learning to better understand the impact of

200our SROs. Continue to gather data about what they're doing and how that's working for them. Provide the training that is in alignment with our district goals and feedback sessions. Seeing Martin's question, I think that was something that I've asked previously before. If there has been any research on that academic impact outcomes in having a program, an SRO program or not having an SRO program. there's been any research of not only academics but also like discipline or criminal activity in schools like does it act is there an impact in in comparing districts that do have one versus don't ones that don't um so first question on here mark uh from mark when we're sharing the slides data with us will some of these stories be included Yeah, I'm happy to pull some stories, representative stories, or

201yeah, whatever would be beneficial. Well, so I don't think we have this presentation. And you sort of mentioned you're going to send us all 56 slides at some point. So in that summary, is it just going to be a slide summary? Or are we going to have like a way to mine the data selves or look at the, I wouldn't mind seeing all the stories and I'll figure out which ones I think are relevant. Okay. The other question from Mark as well, with teachers asking for them not to identify because of removing anonymity, did we also ask students about which schools they attend? Yes, it's the same. It was the same survey. And so it asked students and staff as well as family members to choose a school that they identified with. Just because another

202way we can look at this data is to see if there's patterns in feeders or by area of our community. But students also had the option of not identifying their race. So it could be likely that a student of color thought. it would be obvious if I check this box and say, all right, that you would know it's me. Correct. Much like with the teachers. Okay, thanks. And Martin, the question was one on the academic impact and two, any comment on armed or disarmed? Yeah, there were a few comments around like the soft uniform. Could they wear a soft uniform? And there were a few comments wondering if they carried weapons and why they carried weapons. I would have to go back through and see if there was a pattern around a request to carry

203weapons or not. I'm not sure. In terms of the sense on academic outcomes. I would have to go back through and look at research around that. I don't recall in the research that I've read recently that there's anything about academic outcomes. It's mostly about community connections or safety of school or attendance. So I'd have to go back and dig through and see if there's any academic outcomes. I mean, we can say attendance increases academic outcomes, safety in school when kids feel safe. that increases academic outcomes. But I don't know if there's any studies that correlate SRO's presence with academic outcomes of students. I'd have to dig. Yeah, Jackie's question of what is the time of our next step, specifically regarding the memorandum of understanding with our SROs and changing uniforms or being armed and disarmed.

204I think for us as a board, one of the things that's important is First, being able to communicate with our counterparts and our partners and explain what our needs are and also the findings that we had. I think before we're able to move into working around an MOU or looking at do we keep the program or not, we also have to give the opportunity to the partners that we have to look at this data and see if there's anything that they are currently working on to change some of the things that we have seen that come up. So I think that might be our next step in this process and the suggestion that we share this data with those agencies that we partner with and maybe schedule a time for our leadership to meet with

205them and present that and have a discussion about what our concerns are and what our needs are. And I'm looking more of input from our board and guidance of what would you like to see our next steps to be when it comes to this conversation. And feel free to chime in right now since it's our discussion on this topic. Erica, just to add a little more detail to some of the conversations that we've been having is, you know, we did talk about to include in our next steps is we wanted to share this data with the law enforcement agencies first. We don't want them to be surprised prior to a conversation that we have with them. So we would share this with them. And I believe they've already reached out and requested it. But of

206course, we want to share it with you first. And then our steps after that. would be to engage with the with the leadership for HPD as well as Washington County Sheriff and You know, I understand your need for or your request to have, you know, maybe meet with your counterparts at the city. So just as we look at putting that together, what would your request be? I don't know if having a meeting with seven board members and all of the city councilors is the right answer. Would it be a smaller group? Is it a group that is it maybe a. committee sign up that board members want to volunteer for that. What are your thoughts on that? Just so we can better understand what we would want to do next. I think that's actually a

207really good idea of having a smaller committee that's formed by representation of the partners in this conversation. And maybe people that volunteer from our board are you know communicate our needs and our wants in that space in that group um and are able to talk about what our concerns are um i know one of the things that we talked about before was the accountability piece and so being able to have that discussion with that leadership counterpart but maybe in a smaller setting so it's you know not um clearly have an opportunity to have that conversation um any other thoughts from anyone else Hi, Erica. Can I jump in? Yeah, go ahead. I guess I'm just sort of bringing this to my own work experience, and that is there really isn't any place I go in

208the day where I feel like I need law enforcement presence there. Fred Meyer, you know, my own office, my church. And so I'm wondering what is unique about the K-12 setting that requires law enforcement presence? And that's the question I'm really trying to answer. I don't know. And so, you know, I look around. There's places, obviously, where law enforcement needs to be, and they're there. And in my mind's eye, I'm trying to answer the question, is K-12 one of those places? And what does it look like if the answer is yes? Because there's such a wide variety of, you know, security presence short of uniformed law enforcement. That's really kind of where I'm still casting about for an answer to my own question. I think that's a very great question for all of us to

209think about. And I think that's kind of what's guiding that conversation as we move forward is. It's great to share that information with our partners, but really when we show up to the table with them to have that conversation about do we keep this program or we don't? And if we do, what does it look going forward? The first question for us is what you just asked Martin is what is that space? What does that program do for us here in the district? Is it appropriate? And how have we found it to be beneficial or? based on our survey do we see that it's impacting communities in a disproportionate way i like the idea of the small group smaller subgroup for a discussion i also worry that none of us are going to want to

210sit this one out but it makes sense to have a small group for a conversation yeah i like the small group idea um my biggest concern is like really the data that i want to see doesn't exist We don't have the data that says, you know, how many SROs contacted our families or students under one circumstances because it's not recorded anywhere. So that's one of the pieces that I feel. needs to be addressed. And if we continue this program, needs to be clear of what it is. So that's my whole, it's nice having this data, but yeah, the data that I want is not there. So, but yes, definitely if we can't do like everybody there having a committee, I think we're in swap too. I just want to chime in and I think you

211hear exactly your comment, you know, better tracking around what are all the activities. She's still talking, but your microphone was muted. Oh, no, I was, I was done. Okay, okay. I think that's one of the things that we saw in the survey as well is like, what are they doing and how are we monitoring and tracking it? I think it's also important for you to recall what you heard from the principals last time during our work session about how they utilize the expertise and support of the SROs in the school for consultation around issues of. Drug issues, issues, family issues. So I think being able to work with our and come up with some concrete things around what they. Are doing what they should be doing and what they could be doing would be part

212the desire of the of the group. Nice and simple just. And I had put it in the chat as well. I just would ask whatever we do that we try to be on a shorter timeline to be responsive to our community and our students and our staff. So I would just ask that we don't make it too long of a process, but I also want it to be a comprehensive process. So I'm not sure where that balance is. Thank you, Jackie. I agree. I think that one of the things that we need to make sure that we're not, we don't go down this road of just continuing to gather more information and we don't arrive to a decision making point and thinking about, you know, engaging our partners to be able to communicate. I think

213first we need to have that small group be within ourselves, like a combination of, you know, board members and administrators or parent, student, even from our own student rep, if we can have that small group first convene, I think, and make a recommendation to our board based on what we've heard the discussion of what... what would, if we would keep it, what would it morph into and what does that look like? And I think we all need to be on the same page in our own agency or entity at HSD before we go and engage our partners and let them know, okay, how do we move forward? I think it's incumbent on us to first have a clear idea of what does that look like to better support our students in our district. and our

214families and then being able to communicate a clear idea or parameters and framework to our partner agencies so they can see that and if they're able to meet that and you know come along that journey with us and if they're not then that's a different conversation but I think for us first we need to make sure that we kind of have nailed down those details of What if we keep it? What would it look like? And is that sufficient enough for our board to come to the decision that if it looks like this, then yes, we would want to keep it. Otherwise, we don't have it, right? If I could just make a suggestion following that comment. I think we should get a small group together to start thinking about what that would look like.

215Just a reminder, we had four of our administrators share last time. We had OJ and Amy and Dave and Bertha kind of share their experience. And I think it would be helpful to have maybe some of those folks on this committee. We also want to consider what... We also want to better understand the role that they're currently serving. And from the perspective of someone that works with them on a daily basis, what kind of improvements could be made? So I just I don't want to lose that voice as well in this. So I appreciate you, Erica, saying that we do need representative administrators on that as well. My only ask would be that we don't draw a hard line on this yet. I think it's wise that as a small group we come and we

216have a conversation. And then I think we share the outcome of that conversation with a law enforcement community so that we can start to better understand if our desires is something they can do or not under the current arrangement. Yeah, I like the idea of a small group convening just of HSD folks and board members, of course, and then sharing that outcome of that committee with the broader board and then moving forward to a conversation with the law enforcement. Thank you, Mike. And I know I have about three comments here to get to, but I did want to address Mark's question because it is very important that I think we call out and are on the same page when we are designating this work, that it's not working as it currently structured, that we actually

217decide that as a board, that we believe that we need to change the way it's currently structured. And if that's the agreement going forward, then we move into that small work committee work. So I just wanted to acknowledge that great comment from Mark that we need to all be on the same page first on deciding that it's not working as it currently instruction and that we want to see a change to something else. So just putting that out there for our group to think about it. I think we can all have a consensus of that first and then we move forward with that. And then I'll go to Martin, Chien, and then Mark. I'll read your question after. Thank you, Jackie. And, you know, my comment is one of the things I've observed is that

218we ask a lot of these people. And it's kind of everything from soup to nuts. And part of it stems from they're just a trusted third party who isn't necessarily. an HSD employee. Some of it is due to their competency and security. Some of it may be cultural competency. There's a whole lot of different things they do and a whole lot of reasons students like them or don't like them. So it's maybe we need to pull that back apart. And there may be ways to do some of that without a uniformed law enforcement presence. So it's not really a yes or no. It's like, well, what are they doing that we need to keep? And is there a better way? and I don't really know what that looks like, but I think it's a much

219more nuanced thing than just yes or no or repackaging a HSD SRO, I mean a seat of Hillsborough SRO. It may be, yeah, we need to have like a concierge that, just to use a term, where a student can go to and just ask a question that really isn't academic. It may be, you know, you think of child and protective services or. Not everything has to be done in an armed way, even if it's dealing with tough issues like our parole and probation officers from the county are not armed. And that's a decision that they're not armed. And so, you know, some even some people who move in these criminal justice circles are intentionally not armed because the presence of a weapon changes the dynamic. And so. For me, I'm still in the listen and

220learn, and I'm definitely not drawn a line anywhere in terms of yes or no or what it looks like. I'm very much learning. Thank you. So I have two comments and one question. So one of my first comment is I do also like the small group discussion idea being focused on HSD first. And Mike, as you had mentioned, the three individuals who had shared with us during our SRO presentation, I thought it was super helpful to get their insight and feedback. I would also like to invite other people to the table. For example, maybe administrators who haven't been in their role for as long of a time. I think all three of the members who had shared that when they first had started, they were also unclear about the role of SROs and the expectations.

221But after years of experience and after years of growing in their roles and communicating with various people at schools, they got to learn more about it. And so I think it would be helpful to have both people who are seasoned in their roles as admin who interact with SROs, but also people who maybe don't have much experience. So I would say, just as a request or a comment. That would be my first thing. The second thing is more of a logistical thing. I know that we go through our own budgeting process as well, and the city and county do so as well. And so given that most, I mean, I think it's the seven out of eight of our SROs are actually funded either by HPD or Washington County Sheriff's Office. I think that, you

222know, I don't know what their budget timeline is. but I think that having some of these conversations prior to them having budget discussions and making a budget decision at a city and a county level would also be helpful to do, especially as they are budgeting for the next fiscal year. And so I don't know what that timeline is like and I don't know how tight of a timeline it is, but I do know that even in Hillsborough as a city, you know, they've had some, you know, public conversations around Hillsborough and police brutality. And so I don't think that much of the SRO conversations are really being had at those spaces, but I know that all of that is going to inform how their budgeting cycle is going to look like for the next year.

223So just as a logistical question, I would say that would be my, to keep in mind the budgeting cycle of other entities, especially these partners that we're working with. And then the last question that I had is for these small group discussions, just a clarification, would board members, would we be invited to attend some of those conversations or would we just wait for the report out of what happens in those small group discussions? I think the ask and feedback that I'm looking at from our board right now is that we have a smaller committee that works on this and bring back recommendation, but that that committee is made up of administrators and board members that elected participating. And then they bring back that information to the board. But back to the first, I think the

224question that Mark asked is like, do we feel as a board that this needs to be reworked? that we do need to form a committee to do that and then bring back that back to the board and if that's a yes that can help mike then go forth and and plan around that so i'm looking for our board members yes Erica, a little later this afternoon, we do have the opportunity for board members to sign up for a variety of different committees. And I can add this one to the list. And think about if that's something you want to participate in. And when you see the others and to balance your commitment level. So happy to add that to the list if that's the direction we want to go. Yeah. Thank you. Erica. Yeah, and

225I saw your comment, Jackie, about many of us wanting to be at the committee and discussion time. And I think we can have that conversation when we get to that committee work. You muted yourself, Erica. Of course, that's what happened. So we have a recess time. And of course, we are behind on our schedule. So let's go ahead and. take some a little break for us right now and be back I want to say at 55 that's fine okay ready to go right those that are on here so we have a team building activity in my cat that is on the screen How about we do it this way, just because we're behind in time. You see the question there. If you were to host your own talk show, who would your first guest be?

226Why don't you enter your answer in the chat section? Perfect. It'll speed things up a bit. Thank you. So while everybody's putting their chat information in there, we have our next item on here, which is the review of our current policy. Oops, sorry. Yeah, our naming process, facilities naming process. All right. That is Casey. I'm trying to see if I see him on the screen here. Okay. I don't see him just yet, but he's been here all day. So, oh, I see his office. His office is currently empty. So give us one minute here. We could also, Erica, if we wanted to, we could also jump to the board policy review process. Martin shared an idea with you and I about a month ago, and we were going to give him, I see his office

227is empty too. This just isn't working out for me the way I thought it might. Never mind. We can just wait a minute. All right. See who comes back first. Okay. Sounds good. While we're waiting, you know, Brick Nova's secret ambition is to have her own talk show, just so you're aware. That may have been what motivated this question. So that's her secret mission. It's not so secret, actually. That's one of her goals. Pre-COVID, I had toyed with the idea of starting a podcast, and I interviewed Martin. So that did happen. You know, if anybody could pull off a talk show, it would be Brick Nova. It really would. Okay. I see Martin. Okay. Martin, we were just talking. We were going to skip a little bit in the agenda here just because Casey's not

228back in his office yet. About a month ago, you had brought up a suggestion about Mike Bruckner, And if there was a policy being reviewed that I'm a board member was particularly passionate about. Is there a way to get involved in a smaller group? And I was going to ask you to just explain that idea a little bit, and then we can talk about it. Well, thank you, Mike. So, I'm really stealing a page from the legislature. And it's really the policymaking process is really a legislative process. And so the way the legislature does that is it forms committees who can dwell on an issue, you know, have weeks or months to really do some research and homework and interact with their colleagues and kind of make sure that the legislation or in our case

229policy is fully baked. Recommend it come back to the. to the full body for consideration. And that would do two things. It would, it would give us as individual board members a longer lead time on things that are maybe more complex or of a greater interest. And then it would, you know, potentially eliminate the last minute rush of a flurry of questions coming into the cabinet, you know, with days before they're trying to, you know, wrap this thing up. So. I know that at Washington County, they have this thing called the rolling calendar. And it's a three month outlook at everything that's going to come before the Board of County Commissioners. So that no commissioner is surprised by anything that comes up on the agenda. They don't just wait until the agenda is published for

230the public. They can anticipate things typically months out. Occasionally it's weeks, but the effort on the part of staff is to give the commissioners three months heads up on issues that are coming down the road. And that's not always possible, of course, but that's the goal. So they have this rolling calendar, which is a forward look. And then my suggestion on the policy was to see it fundamentally as like a legislative process rather than a board governance process, at least in the initial stages. At the final vote, yes, it's board governance. But at the well before the vote, it's kind of a wrestling with policy. Thanks, Mike. I'm guessing that there would be several board policies that would come up where. We wouldn't have board members signing up to provide that level of participation, but

231there could be. Some policies that generate more interest or generate more. Desire from our personal involvement, so. I just want to make sure that we had the opportunity to share that suggestions and then get your feedback as to. Is that something that other board members would want to participate in or. Just your thoughts on that Jackie has a question. I can completely see how that would work in some areas. I'm not sure how that would work with the school board just because we at the board have decided to follow OSBA's suggestion in the policy wordings. So I'm not sure. And plus we just finished the huge policy. So I know we have an order, a list of an order of policies and how we, when they come up for review on top of when OSBA

232does theirs based on legislative law. So I'm not sure how, because our policies are based out of OSBAA and based on laws and regulations. I'm not sure how that process would work for us. I think if we were making up our own policies, it would work. But I think that takes away our board governance main responsibility of policies as a board collectively. Go ahead, Martin. You had some. Well, it wouldn't change anything about how we vote as a board. So there would be no change in that. What I'm really reflecting back on the OSBA process really put us at odds. We butted heads, a couple of us. because it was so rushed at the last minute. And I regret that. And I feel that OSBA did us wrong in a few areas. And I think

233if we'd had more dwell time on it, we would have gotten to a better outcome. And I'll just give two examples, the whole SRO discussion. The OSBA fundamentally recommended that that thing fall off the purview of the board at all and it become administrative regulation, which I think in hindsight is exceptionally bad guidance from OSBA. Not criticizing them, it's just I think in that particular instance, this board might have had a different discussion. And then the other one where I felt OSBA was just wrong was on the display of flags. They just were out of step with ORS is on that issue and that policy needed to be corrected just simply to be compliant with Oregon statute. So I think we do add value if we have time to look at these things in more

234depth as we have time. And so that would be my only suggestion. And I'm certainly not trying to hijack a policy or hijack. the board's work. I'm trying to create space for us to actually improve it. That's all my goal is. Thanks, Martin. I think the other thing to remember for us is as we are entering in this space of intentionality regarding our DEI work and effort, there's going to be some policies that may be recommended by OSBA that doesn't have that equity on us right now because as a board member of OSBA, I can tell you we're not there yet. And we are, that organization is in its own journey of trying to do this DEI work and um become an anti-racist institution as well and they have not delved in that space yet

235and we're on that journey separately um but as our district is more further ahead in that work I wouldn't want us to solely rely on waiting for them to update our policies. If there's things that we see because of our DEI, our equity lens that need to change in our policy, and maybe there's an opportunity to have these little sub board members that work on a specific policy that they're really interested in and they can bring that back. They took the time to really dive into it and work with staff on something and then bring a recommendation for our board and explain further. I think to Martin's point, it gives us an opportunity to really dig deep on some areas that we really want to make that impact. Go ahead. I think Jackie has a

236comment. I know I agree with we have a policy committee and maybe what we do is we revamp that. And, you know, we have a list, like I said, we're not going I don't see us reviewing a lot of policies like we did during OSBA's process, because I think that was kind of our choice to say we want to have this done by 2020. How do we make that happen? We're going to have to to review a lot of policies. at a time. And so I think that that wasn't on OSBA. If I remember correctly, that's on us. Doesn't matter. So maybe what we can do is revamp the policy committee. And as we list the policies that are coming up for review, if a board member has that strong passion about that board, then

237about that policy, then they can join for that discussion. I don't know. I mean, I. Yeah, maybe we just revamp what we already have, if that makes sense. I wonder if the other thing that might be helpful is, you know, Martin mentioned that in Washington County, they get their list of board policies that they're going to be reviewing three months in advance. And maybe that's the first step that can be made is that we have a three-month calendar where every quarter we inform the board, here's the policies that are currently on the docket, the ones that are up next. And then that may be an opportunity to weigh in. I think a point of clarification, Jackie asked if we don't already have a list for that. So the answer is kind of. We put policies

238on as we get the revamped version from OSBA. And we typically, well, we were before we started our whole review process, we were getting those on a quarterly basis. And this last time when Rose was looking into it, they actually weren't ready to share their next list of policies yet. So I think traditionally we will get those on a quarterly basis. But Rose, you have some more information on that? I do have a list that we were a little bit behind on that we. I think I have it planned out through October, a list of policies. And so that is a suggestion. It might be helpful to see what those policies are and what I think they're about 10 a month so that you can see ahead of time what we're going to be looking

239at and give you a chance to preview. I think that's a great suggestion. And having that be kind of a combination of revamping what we're currently doing and incorporating some of those opportunities for board members to. sign up ahead of time and if there's something that they're really you know signed up to work on a specific policy and Mark said kind of like a pilot program. Any other comments or is anybody in disagreement with that or wants to add a different suggestion? Okay Rose and I will work on a process to put that into play and we can discuss it after a few months of that. Okay. Now we have gone back to our facilities naming process. Okay. Thank you, everybody. Everybody hear me okay? First of all, I just want to clarify something. In

240the board packet, Jane and I maybe got a little ahead of ourselves, and I'll explain the timeline later. There was some information about some recommendations for the name in the board packet that we weren't able to change. That's meant to be for the September 8th board meeting. So we got a little jump the gun a little bit. So I'm going to go through our facility naming process and then be able to answer some questions. Devin, please advance. This first part of it, just a reminder. So in May of 2020, we opened up our community invitations for potential school names and at the same time started recruiting for our task force. Of the submitted suggestions from the school community, we had 43 submissions and 25 name suggestions, and we were able to get the task force

241together. Next slide, please. Task force met at the end of May to go over some of the basic roles and responsibilities of the task force. We then held another meeting in June to look at the community feedback and have the task force give points to distribute some names to move forward. From that meeting, nine names were forwarded to the community. Next slide, please. And just as a reminder, the information that we sent to the community and survey, we had a variety of different ways, platforms that we asked the community to participate in the survey through door hangers, Google survey. We had paper surveys that were at a local business. We had members of the existing North Plains school call families to get certain feedback. What you're seeing right now of the nine candidates, the letters

242A through J represent task force members. And so when we went through the process of determining points to move the top nine forward, this is where the names fell in that from our initial task force. Next slide. From that. We sent those nine names out to the community for community feedback. Here's a little bit of information on what we received. So we got 892 responses from the community. And of that, 234 folks put specific comments in about the process. Next slide, please. So what you're looking at here is the actual feedback we received. So each of the nine names that were forwarded to the community, they were asked, do you strongly like, strongly dislike? So the blue side is the strongly like, then like, neutral, and so on. From there, from the survey, and when

243we get to the next slide, I'll be able to show you, Jane was able to kind of put a ratio together to look at the strongly like and like versus the strongly dislike or dislike. So you can see actually an average score number. I would keep in mind two of the nine names. Three of them are very similar in the fact that it's either sunset, sunset ridge, or sunset view. So keep that in mind. Let's go to the next slide, please. So from that, we wanted to get what our timeline is moving forward. So we had a task force meeting on July 29th. We were able to review the community data we received. The committee looked at that and basically provided feedback to start narrowing that name list down. Here we are, August 5th. We

244are going to hold another task force meeting. It's scheduled for next Wednesday. After the July 29th meeting, we had a task force member who wanted some more discussion time. So we want to make sure that all of our task force, members have the opportunity to provide all the feedback to all the task force on the naming process. So from that, in between that next meeting next week and the September 8th work session, the task force will be presenting Mike a recommendation for names. And Mike will present that to the board on the 8th. as an informational. On September 22nd, our regular session, the board will have a discussion and move the final name for 30-day review to be voted on at the October 27th meeting, I believe, is the regular session. In between... That really

245the eighth and the 22nd. We are willing if the board would like to give the community another survey for the three or four names that will be presented to you if that's something you wanna do. I also just wanna be able to keep in mind, Mike had asked me a question about What happens if the names that Mike gives to the board, if the board wants to add a name or subtract a name? So I just wanted to go over that process that I have in my mind to make sure that you're all on the same page. The bottom line is the board has the authority to name this school and facility. If the board chooses to, when Mike gives that name to the board on September 8th, the board has the option not to

246accept the names that he has given, and they could add or subtract a name to that list at that time as an official action. So that would just clarify that when Mike presents those names to you, it's your prerogative to accept, revise, et cetera, those names as we move the process forward. So having said that, are there any questions that I can answer about the task force naming process? I see Martin up first and then Mark. Thank you, Casey. I love the work that you've done. I love the work the task force has done. I have a suggestion, actually, rather than a comment. It isn't the question. And that is we have affinity groups and we have PACs that bring a lot of cultural competency to our district's efforts. And I think we want to

247tap into that. And I notice one of these names is very definitely in the purview of a PAC, if not an important third party. And I'm referring to the Grand Ronde tribe, Confederated Tribes of Grand Ronde. So how could we incorporate some vetting by those, I think, key community stakeholders, just to make sure that if we were to go with the name that is representative of indigenous people that we get it right. Yeah. Thanks, Martin, for that comment. And maybe I should have already included this, but just to let the board know, we have been in direct communication with the Grand Rhyme tribe, and they have given us some vetting. from the person who represents the tribe. And they have given us the go ahead should the board choose to move forward with the Atfalade

248name, that they are okay with that. They have given us some suggestions on even if we want to have some mascot choices and what that means. And we have that via communication with them. They did indicate that if the district was interested or the board was interested in getting a formal adoption from the tribe, that that could happen. It would take a couple of months to do, but they don't have any concerns about the district moving forward with that specific name. They are actually very encouraged that we're considering it and excited to be part of the process. Step two of your... comment or question with the affinity groups. I do, Mike and I have talked about this a little bit, is once we, the task force gets down to the final few names, we do

249plan, I believe, to vet that name through some of our district affinity groups prior to the September 8th board meeting. So we're able to receive some feedback from those groups. Once the names are submitted to me, part of my vetting process was going to be to take it through our various affinity groups. Thank you, Mike. Thank you, Casey. Yep. I saw Mark had a question, I think. Yeah, as you mentioned, there's three that got quite a bit of support with Sunset in it as being closely associated with the group and knowing these people in the... in the committee pretty well, would you expect support to consolidate if those were consolidated into one option or would you expect those to be dispersed amongst the other ones? No, I do expect the sunset name to be condensed.

250There's been a lot of discussion about the sunset name. with the affiliation not only of the city of North Plains, but with the neighborhood. So one of the things that we're trying to balance, and one of the reasons why we are having this additional meeting, is the fact that trying to balance the committee's feelings on the Sunset name and the community feedback on the Sunset name, so we can try to consolidate. that at least those three names into maybe one or two. So again, long story short, our hope is that we get. Yeah, I prefer to see those three consolidate into one. It would seem counterintuitive or counterproductive to me to see Sunset View and Sunset Ridge alongside another one be the three choices that it brought to us. Yeah, hopefully that's again that's we're

251trying to balance you know those names are very popular with the community feedback as the like and strongly like and the ratios and and the committee wants to make sure they take that into consideration but also try to consolidate. Thank you, Casey. Is there any more to your slide. Next slide. I believe that was it, Devin. And then I saw Martin had another question. It was just that the actual small development that the school is in is called Sunset Ridge. So if we named it Sunset Ridge, that would seem to be a very narrow name because it maps directly to that specific development. Yes. I want to comment on the Sunset Ridge. as an option and the attendance area for this school is going to be vastly bigger than sunset ridge yeah thanks martin i

252think that's one of the biggest debates the task force is having trying to balance is the sunset ridge name uh was very popular when it came to the community feedback the task force it's not as popular because they want to differentiate from that specific name of the neighborhood and have more of the sunset, which is more important to the broader North Plains community. So that's definitely part of the Sunset Ridge discussion of the task force. Thank you, Casey. If any board members have any additional questions or comments, just feel free to put them in the chat and we'll follow up to keep us moving. Our next item is our board discussion on goals and priorities with Mike. That is actually Travis and Dale are going to take this. Get us started. Thanks, Mike. Thanks, Erica.

253Happy to kick us off. Devin, can you advance the slide, please? Back in March, we talked, Beth and I actually made a presentation right when we were about to go into pandemic mode. So I'm not sure this is fresh on everybody's memory, but I wanted to click through these slides to refresh this conversation. Our strategic plan will sunset in 2021, and we've planned to braid together the work we've done with our SIF, our Continuous Improvement Plan. and our Student Success Act work over the last year in order to revitalize our strategic plan. And so go ahead and click, Devin. We had nestled our SIA and SSA Student Success Act and Student Investment Account work within the work of creating a continuous improvement plan, which has 12 goals. These goals are, we've acknowledged that 12 goals

254is too many for any single organization to push all at once. But when you look at the entirety of the work that we're doing to meet the needs of all students, pre-k to career and with all the different lenses we use from our equity policy you can see why we need these goals and these metrics so our strategic plan is the entirety of what we do our sip is really our goals for student outcomes and then each one of these little boxes are the the areas of work that usually have a team of people responsible for for them somewhat overlapping but some somewhat unique please click So the goals from our SIP around which we will start to gather a leadership team and monitor our achievement in meeting them over the life of our continuous

255improvement plan are these. Go ahead and click. And we're trying to add from our strategic plan and knowing every student by name strength and need with equity at the center. Add that to our continuous improvement plan, which is designed to last from 2019 to 2021, 2022, and roll that into a 2022 to 2026 strategic plan overlapping with our continuous improvement plan. Go ahead and click. We had timelined out how each one of these would be phased and then wrapped together over the next couple of years. Go ahead and click. And then COVID-19 struck. And so we're doing a little bit of a reset because we, as a leadership team, actually took a step back and said, does our strategic plan still suffice? What parts of it are still relevant and which ones need to be

256amplified now? What are our priorities? And so out of that has come priorities for mental health and social and emotional. learning. Out of that has come a doubling down on providing digital tools and access to all students to bridge the digital divide, etc. What we'd like to review today is those 12 goals from our continuous improvement plan. Remind folks what those are. Remind folks that we're still going to be working with Cognia, which is our advanced ed, which advanced ed transformed into Cognia. We're still going to pursue accreditation ongoing and refine. be in a cycle of continuous improvement. But the board, I feel like we need your support in these areas that we've identified, especially in the current pandemic era that we're living in. So go ahead and click, Devin. Our third grade math and

257reading, our priority for core instruction, especially at the earliest grades, is coming to the top of our priority list during this time. And I think you could hear from Francesca and Audrey and Dale how important that core instruction is as we plan for comprehensive distance learning and hybrid. Mental and behavioral health, knowing every kid by name, strength and need, and being deliberate with behavior supports, social-emotional learning, and mental health. And then... continuing our ninth grade on track work so that students from sixth grade transition into middle school and middle school transition into high school don't face gaps when it comes to their ability to graduate and then protecting all the work that we've done in our priority around graduation we have closed gaps in graduation across demographic groups unlike any other district like ours we

258have a high graduation rate that we're consistently recognized for in our region and we need to continue to support students by prioritizing the supports that get them across that first finish line in life and poised for post-secondary education opportunities and the world of work. So our recommendation for the board is for board goals to be aligned to support us in those endeavors out of our 12 SIPP goals. And if you can add some clarification, Travis, there's a question from Jackie of these are board goals, strategic planning goals, and what is the difference and how do they align? I think these are the goals that we'll focus on first, our strategic reporting back to the board regarding these goals. Thank you, Jackie. We would like support from the board that these would be the goals you'd

259hear reports on. Thank you for that clarification, Travis. Are you looking for additional feedback right now from us on this? If there are questions or clarification, or if you would just like to give a thumbs up and say, please carry on, that would be fine too. I think that one thing I just wanted to bring back to our equity work and how do we fit that into and make it something that we're also tracking. whether it's on our strategic plan, I think that there's a really well laid out plan that Fran and Saideh spoke to that have those phases. And so I don't know if that's something that is captured somewhere that shows this, that reflects out to our community. I'm happy to answer that question. So in each of these categories, we disaggregate data

260when we report it to you and to the community based on race, and we're starting to do so on gender identity as well. And so when we got together as a leadership team, we asked ourselves, how will we communicate with our community stakeholders, how we're doing in these areas? How will we use input from, say, parent engagement activities to drive what is the change in practice that promises to improve outcomes and erase disparities so what you can expect in these categories isn't an all category of how many kids are on track in third grade in reading what you'll see is a disaggregation by race you'll see data from our bilingual programs showing how many students are in the zone of biliteracy showing that they can read in spanish and that they're on the way to

261reading in english or vice versa you'll be able to see ninth grade on track in a number of different indicators, how we're doing with behavior, attendance, and academics, and by demographic groups, who needs support and how we're changing practice in order to get that support there. So an umbrella you could put over these four would be that question of equity, access, and inclusion. These four would be the areas on which we'll report. Thank you, Travis. I don't see another question. Let's see if you want to continue. Thank you. I'm looking on my agenda to see who's up next so I can make a graceful introduction of them. Next, we have the board meeting planning document review. That's me. Oh, yeah. I thought there was something else on this topic. That's why I was waiting for

262him. Sorry for the clunky kickback, Mike. Oh, yeah. The next steps are just the documentation of what we'll do with our accreditation, but that's all in the works. So we'll keep you posted on that. Sorry, Mike. All right. So next we've got each year we keep a planning document for the year, Rose and I do, of the agenda items that we see that are coming at us in the coming months, as well as that we use it as a placeholder as... items come up from board members that they would like to see presentations on or something they want to learn more about, we just keep a document and that becomes what we do our agenda planning on a month-to-month basis from. So what you're going to see here is in the next slide, you'll see

263the first three months or so of our board meeting planning calendar for 2021. You can start to get an idea of some of the agenda items that are coming at us, both in the work session as well as in the regular session. And I wanted to show this to you based on actually what you have here is. I'm having trouble seeing it. Rose, is this this year's or last year's? This is last year's information and is just kind of a guide of what we did last year and what we will on on the yearly. events we'll do next year. A lot of the items that you see on an annual basis, and I'm going to guess, but I'll say maybe 50% of those are things that come up on a regular basis, just in a

264cycle that we need to continue to bring you up to speed on or to share with you. The other 50% or so are items that you would like to see. So really what we're looking forward here, and Devin, maybe you can just move to the next slide, and then after a few minutes of giving people an opportunity to look at this. There's going to be one more following this. Just to give you an idea of some of the topics that we've talked about. And while you will have additional opportunities to request agenda items and to talk to Eric and Martin and myself about formally requesting to get something on, I'm happy to take your suggestions now so we can also bake them into the agenda as it comes at us. Devin, you want to go

265to the last one? all right sorry back one devon thank you mike were you was that a call for us to comment now on i would any any suggestions you have you can either call them out or type them in the chat um i i wouldn't mind hearing them just seeing if there's interest from other board members so that we can start to get those brought forward i'd like to revisit the school naming policy as we look at the uh at the next elementary school coming out of the ground So let it ride for this current policy and then take a look and see if it's still meeting our needs once we have one under our belt. Is that your suggestion? Yes. Thank you. Just one suggestion, because I think a lot of things that

266happened, thinking about last year in our scheduling, sometimes we had to cut a lot of our equity board development work because our sessions got too long. So I just want to make sure that we have. opportunities to continue that professional development in our board sessions that we have with our staff, especially as this work is, you know, expanding that we are in step with our, that our board is at the same capacity and step with our district of what we're doing. All right. Got it. Thank you. Unfortunately, the spring wrote its own agenda for us, and that is really what we ended up spending. Over 90% of our time on as you think of items, or just as just as a reminder, if there is an agenda item that you would like to request, if

267you just want to. Email it to the 3 of us, or 4 of us include rows in that. That would be great and we will make sure we get it on for. For consideration, we typically don't have trouble working in agenda items. So just to let us know, and happy to continue to take input on this. Thank you. Our next item is our board professional development discussion and that is me as well. All right, so. Each year we can take a look at this and just make sure that as board members, you understand that you have a board budget and just a reminder of what it is. And then we've got some committee opportunities. And then there's something that I believe Erica recommended to us was the cube conference that is made available to folks.

268And we have a little information to share with you about that. So, Michelle, would you go over the board budget? Yeah, sure. Devin, can you advance the slide, please? Okay, so this slide should look pretty familiar to everyone. We bring it out once a year with more recent information. So we have a couple years of actuals and those various... classifications of spending and then we have last year's full budget we have unaudited figures for last year's spending and then we have the 2020-21 budget column that Mike has developed along with his own the remainder of his office's budget so this is specifically for the board and I can answer any questions you guys have about spending to date if you have any you can see that in 19-20 our spending was significantly lower than what

269we had budgeted and so those dollars will they accumulate in the beginning fund balance for the current year and that becomes just part of the spending discretionary spending across the district martin had a sorry mark had a question Is a lot of that savings related to, you know, conferences being canceled, MSBA, OSBA, and then that kind of thing? Some of it is. I think the biggest chunk was probably the election services line item of $35,000. Believe it or not, at this time last year, we were actually talking about the potential of polling for local option. And so we had budgeted to go forward with that work if necessary. Obviously we didn't do that. Okay, can we go ahead and advance? The next couple slides, you guys are all established board members now, so you're familiar

270with the process for procuring things, working with Rose on reimbursements. The IRS guidelines here for reimbursements on meals for if you do end up traveling, what those are. And I think probably the most important is that we do require receipts turned in within 30 days. So that's a standard across the district as well. Are there any questions about this part? What is okay to get reimbursed for? Okay, advance the slide please. And here's just a little bit more on that. And on the slide includes our mileage reimbursement. So it actually dropped down a full cent per mile from last year. So just a note about that. We did approve that in the June board meeting. And that's the same for all staff as well. And again, a 30-day requirement for reimbursement. And advance one more

271time. And I think this is where I kick it back over to Mike to kind of talk about allowable professional development. Yep. We do have an official process that is in our working agreements. Over the last couple of years, we have not been receiving really too many, if any, additional requests for professional development. A majority of the professional development that has been taking place at the board level has been either through OSBA. either the summer onboarding session or the conference itself or an NSBA conference. And we have handled all of those requests really by asking the question in a work session, engaging interest, and then making the funds available for that. And it's really worked itself out over the last couple of years. So I'll let you read through this. There are dollars set aside

272for professional development for the board members. It really is just a request to access those funds. Like I said, it says here that you would submit that request in writing, but maybe that's the next. That actually might be the next. If you want to advance Devin one. Anyway, we've been doing that in the work session just through conversation 99% of the time. Just want to get this in front of you so that, you know, that there's funds available and encourage you to access them. If you see something that ties to the strategic plan and would advance the work of the district. Moving forward anything else on that? Any any Jackie? I see you have a comment there. You want to expand on that at all? Just I know that sometimes I sign up for virtual

273trading. There's 1. in a week, I think, that's about board roles and responsibilities in the era of COVID and that kind of thing. So I think there's some... training and learning and educating of ourselves that we do that the rest of the board and the district may not be aware of that I would just. We've got the audit committee that's always the most fun committee. You can see, look at that enthusiasm on the screen. Overwhelming. We've got the safety committee that meets a couple times a year and that's with Casey and I. The Lao plan, that really is the plan of how we're going to meet the needs of our English language learners. And I'm not seeing, trying to look really fast, Olga on here, but Travis, do you want to give just a brief

274overview of that? Yeah, sorry. That is a draft that needs readers to review it with an equity lens. So if anybody, I can't remember who did it last time, but you'd work closely with, thank you, Martin. Carolyn Grins and Olga Acuna. Also this year we have a bargaining with both associations. So we've got classified bargaining and licensed bargaining. And like the one I mentioned before, if you would like to be part of that SRO group that has, that furthers that conversation, would welcome that participation as well. What we have... What we've done in the past is we've basically thrown this out there and had you do a little sign up. We don't necessarily need to do that now, but we typically retrieve them now and then we send them out in a board update. And

275then you weigh in on what your interest would be. We bring that back at the next session and we see if we're even close to a balance of any type. So that's been our typical practice. And I think the other thing that Mike to highlight is also just that we tend to spread ourselves to make sure that we kind of cover all of them. We divide it up between our board members. And I think it was a great point that Travis made about like that committee. There's certain things that, you know, a strength that would be beneficial, like bringing an equity lens to that, you know, English language learning or something different to those committees that. have a strength that you can bring or also rotating out between us the ones that we tend to

276participate a lot in the past and maybe challenge ourselves to look at different areas. Would there be benefit in at least engaging interest now on each of these just so we see if we're close to a breakdown of some type that might work or would you rather do that in a different Google Doc that is sent out at a later time? I think everybody's asking, I think a Google Doc, because there's so many, maybe some sort of spreadsheet that we can see on there. And it's just a question for clarification for me. Is there a limit of how many board members we can have on any one single committee? We try not to have a quorum. So three would be our limit. Mark has a question. Are the coffee chats a committee? Like, is this

277part of arranging them or? No, no, we, no. In fact, we, we may want to take that off. It's, it's something that also we know takes time by you. And so that's just on there as a reminder that that's something that, but no, there's no. And I don't know that we've ever been cautious not to have more than four at a coffee chat, but do we need to have more than three? Do we need to do that in the future? I think that coffee chats are more listening to community versus active. Right. And we don't, and we've often, we've been in places where there's been more than a quorum and no, not to discuss school business, but. Yeah, there's definitely no decisions being made there. Right. Okay. Yeah. I think it's a good idea maybe

278to remove that coffee chat from this list. And to a question, I think that Jackie raised earlier is that idea of our policy. of how we do our policy work. Should that be a committee that is added onto here? Or is that just like we were talking about revamping what we currently have? We had that policy committee in my understanding of that when it was more of a shorter term as we were kind of ramping up to figure out how to catch up on the policies that we were behind on. I'm happy to include it again if we've got interest in doing that. That's one of the pilot project we talked about with Martin. Yeah, I mean, that'd be the other way of looking at it is that we just give the we give we

279give a list of upcoming months and then we generate interest based on the policies that are being scheduled. Got it. So that one's a little different in that the work isn't, you know, it's set by interest of us for particular policy. I think so. There's a comment by Shannon and a comment by Martin. Could we have. Just a brief breakdown of the number of meetings or kind of the time commitment and the expectations for each of these committees. I'm sure that that exists somewhere. But whenever the Google form or something goes out, if that information can also be readily available, that would be helpful. Thank you. Absolutely. When we send the Google doc out, we will include all of that information so you know what you're getting into. Martin. Just to comment on the advocacy

280that was really, I think, came from the bond and there is things about the legislature that we want to keep an eye on. Like, I know some of us were really pretty vocal about what. Let's see what was what was the word mark? They called it. Uh, yeah. Yeah. And, uh. The advocacy, you know, down in Salem for. school board legislation. And also the other thing is kind of a constant looking ahead for when the time might be right for local option levy. We had a lot of mojo around that when we were in the bond mode and we've kind of lost our mojo in terms of looking out when there might be an opportunity for a local option. And I don't know if there's a standing committee we want to have that is sort

281of tasked with. keeping that flame alive or if it's just something we kind of relax in the knowledge that the administration or mike or collectively as a board we kind of have our feelers out on that but i don't want to i don't want to just go to sleep on the issue of a local option levy and then look back and realize we hadn't even talked about it in a couple of years but i don't know really where we go with that in terms of a committee I wonder if that's an entire board discussion that we should just add to our planning calendar on an annual basis. There's obviously a lot going on right now that would make it unlikely that this would be the time to go out for that. But I think it's

282smart to keep it in the cycle of conversation so it doesn't fall off. So, Rose, if you could add that to our planning document, that would be great. Yeah, I think that that would be helpful. And along the lines too, like Sheehan had mentioned in that document, as we look to sign up, like what is the time expectation? And also maybe capturing some of those things that like Travis illustrated for this particular committee, you know, having this as, you know, beneficial if, you know, are thinking about serving on one committee, if there's certain traits or skills that would be helpful for, that a board member, you know, possess or bring to the table. to that specific committee, if we can highlight some of those things so that as we're looking at where do we see

283our skills matching up to the committees that we want to serve in. I wonder if maybe a conversation we need to have now just to gauge interest is the whole committee sign up on the school resource officer issue, just because that is something that we want to keep momentum on and keep moving forward on. So I guess I would be interested to see or have Erica run a process here to see what, where, who might be interested in this. Yeah, I think that if I can get a gauge of, you know, the board members that would be interested in that committee and process and thinking about it with that equity lens of, you know, we as a board need to demonstrate that leadership of elevating voices in those spaces. And so how do we... look

284at ourselves and who makes up that representation for us in our SRO conversation. So this is back to, I think, very applicable to the work that we're pushing in our whole district that we also do on ourselves. And it can't be everyone, right? Because... So what are you looking for? Volunteers to not be on it? Yeah, I think so. Because everybody wants to be... Lisa, you had a comment? Yeah, I just will reiterate what I said earlier. I don't agree that this should be a small committee. I feel like with this issue particularly, it's very clear that some of us have opinions that are ingrained, and that's not really what we would be looking for. We have a lot of data from our community. I think that that's really what we should be digging into

285and discussing. I think we should do that as a whole group. So I don't agree that it should be a small committee. I think it should be everyone. Any other thoughts or comments? So I think for this particular one, then Mike, we would need to do a fall back on a separate plan if we aren't agreeing, I think, on having specific representation on this or even forming a committee that we just do this whole work as a board and that we have designated time, whether it be additional work sessions or meetings so that we can discuss this as a board. If I'm not hearing comments, I put a draft of a plan together with some with some dates on their role. I think I know there's a desire to make a decision on this. At

286the same time, we are going to be opening in distance learning. And so we do have some time to make a decision before people are back together in a school setting. So I'll put together a plan and bring that forward that allows everybody to participate. And I know this is one of those topics that there's a lot of interest in. So happy to do that. Mark, did you have a question? Oh, just maybe that what are the SROs doing when the buildings are closed? But more importantly, if there's a way to get to a non quorum smaller committee, I would step back. But I would also advocate for doing it as a board. So I'm very comfortable with the suggestion of doing it as a board. But if you go, all right, I'll pass. I'll

287pass. Thanks, Mark, for that comment. So, Mike, will you follow up with us on that? I will I'll have something together by our next meeting. And I think the last item on here was a cube. Sorry about that. I was making a note. All right. So. This has to do with one of the potential professional development opportunities that is available. And you'll see that the focused around urban school board leadership, and they have a three-day conference coming up in September. And I believe, Erica, that you had some background information on this, or you had heard about this from a colleague. Do you want to share what you've heard as well? Yeah, I just wanted to bring this to the attention of our board as a member of the Color Caucus for OSBA as well. We

288had a number of caucus members participate in this conference in, I think, the last couple of years, and they have brought back that this is probably the best conference that they attended of any of the NSBA conferences that are put on that has just a focus on that equity work. And the content is... Just really, really, really a lot of the speakers that actually speak in those conferences are the ones that they look to to bring back to us. So I think this is something that we can benefit for our extended cabinet and ourselves to look at participating in this. And the next the next couple slides. has to do with the agenda or the various sessions that are going to be offered. And so what we'll do is we'll send this out in a

289board update and start to gauge your interest and seeing if they're, if you're interested, we'll make sure to get you registered for this. All right, we will send this information out to you so that you can look at it and see how that's going to, if that's going to fit into your calendar. Thank you, Mike. So with that, we have a lunch break for everyone right now, and we will be back here at 1.30. Thank you. See everyone back here. I think we'll give it just one more minute. I think I'm just waiting. I think I'm looking for Mark, and I don't see him yet. So that's the one we're missing. I see you, Martin. Okay. Just want to say it's hard to get anywhere to get something to eat in a Prius there and

290back in 30 minutes. So it's just. That's why I sent my children to go get Chipotle. There you go. Mine don't drive yet. And I'm wondering why. Okay. I will say that I very much miss the social aspect of being together for the, you know, having lunch with my board colleagues and. go for a walk with Michelle and hunting for birds with Travis and all the other fun. I really miss all that quite a bit. Yes, well, great segue into our team building activity number four. All right, do we want to take a few minutes just to say this one out loud? Yes, we actually are back on track on time. Excellent. Okay. While you're thinking about this, I can tell you my first job was Mike's mowing. My dad drew my own business card

291and I cut him out. Not a very square manner, but slips of paper that said Mike's mowing. And I got $2 for a small lawn, $3 for a big lawn. There you go. That was my first job. Thanks, Mike. I'm going to do the alphabetical order now the other way around. So we'll start with Yadira. My first job that I was paid for was berry picking. Travis and then she and you're on deck. Cutting down blackberries from people's yards. Babysitting. Side A, then Rose. I worked in a kitchen at Flushing House, which still stands today in Flushing, New York. I was a grocery store courtesy clerk. Olga and then Maya. I picked strawberries. I currently babysit. Martin, then Mark. Busboy at the original Thunderbird Motor Inn across from the Memorial Coliseum. We're going to double

292up on that. I was busboy at the Clubside Inn on North Avenue. suburbs of Chicago and four of my friends, three of my friends worked there. He got me the job. And when we didn't get Halloween off and it burned down the Thursday before the Halloween party, everybody suspected we did it so we could go to the party, but none of us burned out. We see Mario and then Lisa. My first day job was babysitting. I think. That by like a hair, the first job that I was paid for was working for my aunt and uncle during the summers. They owned a carnival and they paid me to come out on the road with them and work in the food wagon. Connor, then Justin. Well, when you say paid, I thought of I was paid

293in food. I was asked to dig potatoes in our backyard and then paid by getting to eat the potatoes. So that was my first big job. I have Justin and then Jordan. I think Justin's on there for the live stream. Sorry, Jordan and then Jackie. I ran the putt hut. It was a miniature golf place. I cleaned a dentist office and I got fired from it because I like to play with the. cool new typewriter they had and um which you know of course after the job was done but yeah they're gonna save the drill no no oh no that scared me which is fitting because now i work in an office so there you go hey devlin then devin i don't think it's technically a job but we're just doing all the chores that

294my parents don't want to do maybe they'll give me ten dollars or something i don't know devlin i do the same thing with my kids Yeah, so I was a camp counselor at the Boy Scout camp over, it's Camp Ireland, over right by Glencoe High School. So I worked there for, I think, two summers, and it was a really interesting job. Dale and Casey. Well, I lived in Wilsonville, and we had lots and lots of trees and produce. So it was picking cherries, picking berries, and blueberries, which actually were fun. I painted golf course, golf benches in the summers. Inspired by the Babysitter's Club, which is now revived on Netflix, I started my own babysitting business with flyers and everything. That was my first job. Awesome. I babysat a lot, but did not get paid

295for it because that's just what we did in my family to care of our younger siblings. And my fellow carny, Lisa. I got a job at the Washington County Fair when I was 16 or 15 or something like that. When they come in and you can play on one of those little games. And so I was able to do the little duck one where you have to step to the bottom and they get a prize. So, yay, that was my first job. That was actually paid for. Okay, our next item is our introduction of our new administrators. Administrator. Thank you. I have so many questions for Lisa and Erica right now. Well, clearly the path to elected office goes to the carnival booth. Clearly. Okay. So. I wanted an opportunity to introduce Maria Henia, and

296you've already heard what her first job was, but let me tell you a little bit more about her. As you know, this year we are in a situation where we didn't have many administrative hires to make, and so the one that we did have to make, we feel like we chose very wisely and really excited to have her on board. Let me just give you a little bit about her background. She first, she obtained a law degree early on and she briefly worked in law and working with teenagers and kids with high social emotional needs. She decided to become an educator and we're so very glad that she did. She has a ton of experience as a bilingual educator and a coach. She joined the district in 2010, and at that time as a migrant

297parent and community engagement teacher on special assignment. She's worked as a bilingual educator in Massachusetts, New York, and Venezuela. She's also served as an adjunct professor at the University of Portland, and she's been doing that for nearly 10 years now. Someone that is super innovative and has exhibited a lot of leadership in whatever position she's in. She's served also as a teacher on special assignment for our migrant department. She founded and ran the Hillsborough School District, a dual language. Family University program FAMU. Maybe some of you have heard of it as FAMU. She also designed and developed instructional structures for summer school. She's bilingual in Spanish and English. She's caring. She's a culturally responsive leader, and she models inclusive practices and high expectations, not only for herself, but for everybody around her. A few more

298fun facts about her. She grew up in Venezuela. She's a Navy veteran. Following 9-11, she worked on the deployment side of things as soldiers prepared to go overseas. Got a super interesting story. She married her childhood friend, and she loves to snowboard, does that every weekend during the winter. And she says that she does her best thinking while she's on her longboard after work. As you get to know her, you'll see that she has a ton of passion for her work. Her commitment to kids is second to none. She's got a strong work ethic and a strong equity lens and a huge determination to make a difference. So with that, that is Maria Henia. And since we only have one, if you don't mind, if we can give her a chance just to say hello

299and to say a few words. Thank you, Mike. Buenas tardes, apreciados miembros de la Junta Directiva. Good afternoon. It is a pleasure for me to be here today as Hill High Assistant Principal. I'm looking forward to work with the Hill High admin team, hoping to serve not only the Hill High community, but also all of you. I'm very excited. Thank you so much for the opportunity. Gracias por la oportunidad. Bienvenida, María Eugenia. Nice to have you on board. Gracias. Thank you. All right, next up, if you just want me to push this forward here, Erica. First of all, Amari and Haney, we don't expect you to stay for the entire meeting, but you are, of course, welcome. But you could also, if you just click your video camera, no one will judge you whatsoever. So

300thank you for being here and welcome. We're excited to have you on the team. All right. Next, we have Brooke is going to be up. She's going to be talking about student wellness. And she's going to be talking about social and emotional learning, as well as some suicide prevention. And this just gives me also a good opportunity to thank Brooke for filling in for Beth while she's been on her medical leave. She's done a great job and has been a quick study. We have been happy to include her in all of our conversations over the last several weeks. So Brooke, thank you and take it away. Good afternoon, everyone. And thank you even for allowing me the opportunity to learn about the world of communications in a different way. It's been very valuable and just

301an amazing learning opportunity. So thank you. First, I really want to start by sharing many thanks in putting together this plan. A lot of people at the table, specifically Sarah Keller, Morgan Quinby, the work of student services, community partners, cross-collaborative with licensed and classified staff working together this summer. So I'm very proud of the work that we've done, and I am looking forward to sharing some of it with you this afternoon. I also want to share, you'll see that pinwheel icon. So as referenced earlier this morning by Fran, Fran and I are intentionally every time that we present showing that intersectionality of the foundation of equity. in partnership with social emotional learning. I think that that needs to continue to be our message and the focus of our work because those pieces cannot work in

302silo. They work hand in hand together. Okay, now we can transition. So just as a review, today we're talking about the multi-tiered implementation plan for not only students, but for staff and families. And what I mean by multi-tiered is tier one is universal supports for all, and I'll share some of those today. Tier two is supports for some. So that can be like a small group activity through our school counselors. And then tier three is for a few. So that might be a referral to a community partner or agency for additional support, resources, or access. We'll also review our Senate Bill 52 plan. So thank you so much for reviewing the policy. But I also want to highlight the plan that also is in place to support that policy as well. And then, of course,

303go through any questions that you may have that I'd be more than happy to address. So much of the morning, I think, was really reflecting, discussing, processing what is currently happening in our nation, in our community. And so, of course, this is the heart of our work, is really to acknowledge the trauma that both not only the pandemic, but also the racial injustice revolution is currently going on in our community. And so very much as we've been thoughtful in our planning, we recognize and discuss how to support. our community moving forward in such a unprecedented time on both sides of this of this of both the COVID and the racial injustice. Continue. So I really was struck by this quote. I think that not only is it such a moment in time that we need

304to get right. So such an opportunity for us to get it right. So this continually has been something that I go back to in the work that we've been doing over the last few weeks of not only being mindful that this may be new for some of our community to be experiencing some of the words on the screen, exhaustion, depletion, disconnection, but to also honor that this is very much has historically been in our community. And then how do we bring together not only acknowledging what's currently going on, such as isolation that Mark referenced even when during lunch break, but also to acknowledge that our community in many ways has been going through a lot of these feelings throughout time. Continue. So to form our goal and our approach was really important to ensure that

305we're not only that focus in our students, but also for our staff and families and to bring in experts, not only from our HSD system, but then also from outside of that well, and to also make sure that we form a diverse and cross collaborative team. So over the last few weeks, as we've been building together a plan that really has been our focus and our work. Continue. So just wanted to highlight some of the summer planning. We are putting together a more comprehensive health and social emotional wellness site so that all of our Hillsborough School District employees will be able to access not only our comprehensive health. information, but also social emotional resources and information as well later on, which is our Senate Bill 52 suicide prevention work as well. We also virtually sent

30654 school counselors and as well as student success coaches to be able to learn on various topics around mental, social, and emotional health. We acknowledge and know that We are in a time that needs additional resources, conversations, and professional development. So I was very happy that we were able to send such a large team virtually to that conference. And then we are working on putting together calendars that will, for both... students and staff and families so that they know the opportunities in our community to take place either in a workshop or professional development, both for families and for staff as well. And so that we just continue to acknowledge that we cannot do this work in isolation. So this is just something to normalize emotion. I think sometimes we shy away potentially from leaning into

307the emotions of others. But truly, emotions are information. So as we approach going into the fall, it's equally as important to do a kinder assessment as it is to also assess our emotions in our community amongst our students and families. That is information that's so crucial right now in this moment to gather and assess and know how to best support as we move forward. just to acknowledge that that it truly is an assessment of understanding how to best move forward supporting each student by name strength and need which is such a value that we have formed in hillsborough school district so with that if you could progress forward thanks i'm very proud to um for us to take a moment and conduct welcome back interviews. Those will be taking place September 8th and 11th or

308through 11th with all students and families. So we've been putting together the process and procedure for those, including how do we conduct a professional development around empathy interviews for our staff and administrators? How will that process transition from tier one, which is a teacher calling their class list or advisory list to say, I am here for you. This is who I am. Welcome back to school. How can I best support you? And then potentially transferring that to a Tier 2 or Tier 3 process, so transferring that to a school counselor or to our family engagement team to help very quickly in real time assess how students are doing and then support the needs that they are sharing, as well as doing that with our families too. So when we talk about supporting adults in the

309system, I think that really is step one. And we are designing professional development right now for both our families and our staff. As we know, our families more than ever are our partners in education. So how can we best support them, not only in the feelings that they currently have, maybe isolation, more stress than ever, but to conduct workshops and processing time for them. On the staff side, it's professional development to get them ready for those welcome back connections, but also to take a moment as a collective staff to assess how they're doing. And so we are working with administrators, the 11th and 12th, to get them started and prepared for that as well as when you're welcoming back your staffs also to process and take time to acknowledge where they may be at over

310these several months. Continue. What's really important is to find an anchor to this work. And so we have chosen CASEL, which is a national framework for social emotional learning. And so there's five core competencies within CASEL that you will see. And why I want to take a moment to acknowledge that is that the curriculum that we have chosen for both elementary, middle and high all have. a foundation in CASEL. What I also really appreciate about CASEL is that within each of those four cores or five cores, they also have equity elaborations that connect back to that. So once again, being the foundation of what we're doing is the work within equity. and acknowledging what's going on in our world. So in that we have designed resources that both cross connect a core subject to sell,

311but then also the connection to that equity elaboration within that work. Continue. Thank you so much to Dale and Audrey and Fran sharing what our schedule potentially is starting to look like. And to also, I just make a highlight and note that you will see that there is not only an elementary and morning meeting or circle connection time, but then also in that advisory time in both middle and high school designated time for specific social emotional. learning to take place. However, we also think it's really important that social emotional learning shows up throughout the day. And so that's my dog. Sorry, coworkers. So oh, gosh, sorry. Okay. So just one second. Okay. So to make sure that our social emotional learning is a thread throughout Common Core. So that not only are students getting that

312time and that connection time, I also heard one of our student reps share that today. It's really important that they have that connection, but also how do they continue to be able to show and share how they're feeling, thinking, believing in other ways. So you'll see on the elementary side, I highlighted some of the... the curriculum that we're using, Sanford Harmony, Second Step Zones, and then also we're curating elementary social emotional lessons from throughout our experts within our district to have that as common curriculum. What I really also appreciate is, for example, Sanford Harmony is bilingual. and comes in both English and Spanish, so for all of our educators to be able to use. Also throughout the day, we spoke about that, but I also just wanted to highlight that core content. So through the

313new language arts curriculum, for example, there is a cell component that highlights the cross connection between language arts and social emotional learning. On our secondary side for middle school, I was actually just in a... middle school meeting with all of the middle school administrators talking about character strong. And so character strong is a curriculum that all middle schools will have. Once again, that's for social emotional learning, but cross connects the core with the cell curriculum. That's a foundation within Castle. And then for high school, we're looking at new world of work. That is a curriculum that has an intersectionality between the foundation of career and college pathways and the social emotional learning as well. So really it shows character traits, but more in terms of professional skills that help students to transition to post-secondary or

314career. And then once again, the connection in the content throughout the day, we have created resources that show how that connects to things like AVID, health, and career and college pathways. Continue. I also, of course, you guys, you know how much I love Career and College Pathways. So we are creating resources and I'm just highlighting as an example construction, but we will be done by August 25th of creating elementary that complement our high school pathways, but also taking time to. ensure that we're talking about those character traits. And so you'll see at the top of the elementary one pager within each of our pathways, we have selected the character traits that align to that. So these will become not only instructional tools for our teachers, but for our counselors that we can share with our

315families as we talk about the interest in math, for example, and how that can build over time to a pathway in a career. So I just wanted to highlight and take time of not only are we talking about the core intersectionality, but we're also talking about beyond that and what that can look like in learning about yourself and then where you go next in life. Continue. Okay, I'm going to take a moment to ask any questions about what I just showed because we're going to transition into our Senate bill suicide prevention plan. Any questions so far? Sorry about my dog. I think you did. Thank you both so much for that information. I think the comment that I had raised earlier was in regards to that relationship piece of students and what opportunities there are

316for them to interact with each other and have that social in a different way maybe. And then after that, you have a question from Mark as well. So I think. We know that that's such a draw and connection for students to coming to school, right, is feeling like I see you, I hear you. Let's form this partnership as an educator to a student. So to be able to form, I think, those connections with through morning meeting or through advisory in a smaller group setting and intentionally having that every day or you saw in the secondary schedule four times a week to have that anchor teacher is going to be really crucial and important, as well as to make sure. that we are connecting our students from there to our school counselors, to our students from

317wellness counselors, our success coaches, to our community partners and forming that. So to know your students and really take that time through that welcome back. conference is that first step of forming community between that relationship of teacher and student, but then growing that into a class community or advisory community to get us through this time of virtual learning to back when we can see each other once again, but having that connection foundation through the work that we're doing virtually. I hope that. I think it touched on the classroom community or the school community. That's kind of more of what I was asking. But I'll go to the question from Mark and then Sheehan as well. Okay. Yeah, and I couldn't agree more. That one-on-one connection with the teacher is so important. So I'm glad to

318hear that we're going to be stressing that for that first. sort of in service week. And, you know, I would suggest, you know, if we can find ways to be innovative and make those be in-person meetings, let's find a way to do that. It doesn't have to necessarily be in the classroom. They're not going to be at MLA or Tobias or wherever. So, I mean, if it's in the grandstands at Century High School and we minimize the interaction. the in-person interaction that families have just seeing that teacher even if it's just the elementary level being able to be in the same proximity as the teacher but safely wearing a mask outside or something i think that is worth exploring um everything should be on the table help people make that connection as opposed to trying

319to get a second grader and a teacher together via the computer or on a telephone um so just you know let's let's if a teacher is supposed to connect one-on-one with every student let's explore the possibility of that maybe being an in-person interaction in a safe environment that we can help to facilitate. And that's just a comment. The question is that when you're saying you're going to have the path things for elementary, is it like if you're in the fourth grade and you're thinking about... construction as a path. These are the kind of traits you might have. I didn't quite follow where that was going. Yeah. So we designed, if you want to go back to that, Devin. We can't see it. Go back to it. But there's, I mean, I can't see that. Are

320you kidding me? And we can share also just that through a board update too, so you can see it, but it's a connection between subject. So if you have subject interest. character traits that you see within yourself or that someone else sees within you. And then also other ways to explore that as extensions and how that connects to a potential career path. So it's more of. One way is through the character trait component. The other way is through identifying a subject that you have found interest in and how that could then be explored more in a broader sense to a connection to a pathway. Great. I will go next. Thank you, Brett. This is really exciting to see and hear how we are focusing on just the social emotional learning and the needs that many

321of our students and families are going to face. I had a couple of questions, and so I'll just kind of ask them and then. So one was, you know, with the multi-tiered approach to this, how are we prioritizing the students and families that are going to, I guess, need. more or even the most assistance. And the second part of that question is, how is this information getting disseminated? For example, I know that a lot of the times teachers are the ones who have, you know, the most intimate connection with the students when they're in person. And so the teacher is able to kind of understand and know what that student needs are. However, if you're dealing with a student who doesn't have a stable home background or for example children in the foster care system

322who and we have a number of those here in our district for those children who don't have the normal streams of communication that they would from their parent being aware of certain issues certain resources that are accessible or available how are we disseminating some of this these types of supports so that those students are also aware that this is available for them, especially those in elementary, middle, and high school, really. I know that in working with foster care and that whole DHS system, there are a lot of different service providers that are intimately connected. in different ways to the students' lives. And so are there, as we think about community partners, are we also including them in the conversations of saying, this is a resource, this is our approach, and this is what students can

323access. Yes. So, yes, DHS has been a part of the conversation. And in fact, in the spring, we held a school counselor for elementary and for secondary sessions so that DHS could inform us of currently where they're at in the process of adjusting to COVID. Of course, everyone knows that the cases of report were lower at that time. So for how could school counselors best support? in in those referrals and supporting students in that connection so they have definitely been a part of the process but just in general of how do we prioritize I think was one of your questions that really is the importance of having that welcome back interview and then on August 18th we're getting together our school administrators and school counselors to talk about what's the system and process within your

324building In that transition from the welcome back interviews, what teachers are seeing, hearing and needing help referring students to, to then that transition to the school counselor of the access of resources and supports. School counselors and all helping professions within our system have been also really good about posting information on their school sites. We also have our own school counselor COVID-19 site. So every time we get. something from Washington County as an update, for example, or our community partners, we place it there and counselors are going through that. But to make those referrals, I think is a really important discussion that we're going to have in August to make sure that we are as responsive as we can very quickly to what our students and families are sharing with us in that really September chunk.

325That also... It's really been the importance of bringing in our community partners early. We reviewed the blueprint plan with them already. Our mental health support agencies, we went through that with them, and they are also identifying how, in partnership, they can respond and help. to what we put together in that plan as well. So I really thought, I think it's really important that they see how we designed the plan, how we communicate that and how they can be in partnership with that as well. So that's a little bit of the prioritization and then how we respond to that. And then also our family engagement liaisons. I mean, that is a, they... as you know, I mean they are amazing and also such a huge piece of that process of responding and supporting when a student

326family is in need. If I can add something, I'm glad that you mentioned the family outreach liaisons. You read my mind. I was just thinking about the partnerships that we have with culturally specific nonprofit organizations in the community. Our huge movement to provide early learning education to preschoolers and the younger. I also wanted to mention that we have graduation coaches at the middle school level. and a couple at the district level that provide specific outreach to our homeless student population, our homeless families, McKinney-Vento, and also our migrant education families. So that is added supports that we have in place to ensure that families are connected to the system. And I know my time is coming short, and I'm very mindful of that. If there are any other questions, I'm going to move us to the

327suicide prevention plan, just to highlight very quickly so that you all know where that information lives. Thank you, Brooke. Okay. Devin, can you click on the first highlighted link that says for internal use? Thank you. Okay. So as you all reviewed the policy, thank you so much. We also paired the information from the policy into our plan. So one of those first steps of the implementation of the plan was. Every staff member through Safe Schools currently is going through a suicide prevention, intervention, and postvention module as one of the required trainings of this year. So that is one component of the policy that we already are meeting and in place. But this site, it's accessible to all of our staff. We used the Youth Line Resource Guide to design our plan. We also worked in

328partnership with Washington County. health. We also worked in partnership with our Washington County districts together to align our plan. So if you have any questions as you go through that, you can always let me know. We also put together curriculum that is for specifically our secondary students using signs of suicide. It's called SOS, which is one of the recommended curriculums as that prevention component. In addition, we also have family information posted on our external site. So if you go to backslash suicide prevention, we have now placed additional resources and information there for our families and community to access. And now we're coming to an end. So I just want to go to one more slide and then we are wrapping up. Last year, we placed stickers on the back of students' lanyards for emergency information

329within our community around mental, behavioral, and emotional health. And so this year, knowing that, you know, not every student's going to get there. their ID card right away. We thought it was really important to still ensure that there was information around mental health in our community that's accessible for all. So the circular graphic you'll see, that's a magnet that we're actually printing right now that every student will receive so that they can have that on their refrigerator, but it's also for families too. That information is... bilingual in both English and Spanish. And then we also are creating door hangers. The door hanger has been a really great resource in so many ways. You know, I really believe information can live digitally, but it also needs to live in print. So the door hanger is another

330way where we can give information out to our families and provide resources that they may need in a time of crisis. So that's all of my information I have. And thank you so much for giving me a few more minutes. And do you have any questions around Senate Bill 52 or the work that we're doing more in this tier three category? Thank you, Brooke. If board members have any other follow up questions, please type them in the chat so that we can follow up. Just one thing to kind of put a I think a while ago when we're talking about communications and I. there was a suggestion that maybe we can figure out a way of how do we have a mode of communication for our students. I think we do so well to communicate

331with our families, our staff, and, you know, community, but directly to our students. And I know that other districts have like an IG page or a Snapchat or some sort of social media presence that our students can also get information through, like something like this would be great, like a graph. graphic like this to post and share, but just something if we can have a follow up on that later. Great. Thank you so much, Erica. That's good feedback. And I muted myself. Our next item that we have is our teamwork and communication. All right. I'll be taking that one. Thank you, Brooke. All right. Devin, do you want to advance one slide, please? And one more. So each year we take the opportunity to our. our working agreements and just to make sure that those

332are still appropriate and they're meeting everybody's needs. And so this year is no different. We want to make sure that we take a chance. We take the opportunity to take a quick look at this. Specifically at the end, we also want to make sure we work in a conversation around political involvement. So whether that be writing a letter of support to something or making a comment either as a board or on behalf of the board, we want to make sure that we have that conversation as well because that is something that's come up over the last several months. It's come up a couple different times and we had made the agreement that we were going to address that during our... retreat today so um devin if you would bring up the working agreements all right

333and um i don't know um rose did you remind me if you forward this link to the board members in case they wanted to see it all at one time we have in our packet Very good. Okay, thank you. So you can see that the one that's here is the one that's divided up in two columns. It's also the one that sits at your place as a kind of a placemat during the board meetings. I guess at this point, we can just kind of go through and just section by section. And if you have any recommendations or if you feel like our current practice is not meeting the needs of the board, then let's talk through that. So the first one has to do with information request. I won't read this to you, but just

334go ahead and take a look at information requests and see if there's anything there that you would like to see addressed. More generally than information requests, I would say that without saying specifically Mark cut it out, if we hit some spot where you've been having trouble with any of us, maybe just let us know where we can be doing better. Great. I'll say in Markota. Okay. This one is, there's been no issue here whatsoever. It's, I think typically when people request information, we share that with the entire board. So everybody has the same information. That's always our goal on that. All right. Personnel issues. Thanks, Devin. We have not seen any issues here as well. I think this is widely understood how we go about. What's the board purview versus my purview? Anyone have any

335thoughts on this one? I just had a question on this because sometimes, you know, as a responsibility of the board chair to respond on emails that are sent to the whole board, but sometimes those are from staff or, and just, I guess there's not a... Clear decision on if that is something that you would take my or. Do I still have to address or not when it's an actual HST? That's kind of an area where I need a little bit more clarity. Yeah, that's a good one. I will be happy to take those. Sometimes we get in those situations where you've got a staff member that's also a community member, and that makes it a little trickier. When we get those, how about I reach out to you and we decide who would be the

336most appropriate person to respond to that? Yeah, I think that works. And Jackie had a comment on regarding, there was a comment on our evaluation that addresses media requests being sent to the proper chair. Did you want to expand on that, Jackie? And then Mark, you can ask your question. Actually, it wasn't really a comment so much as it was one of the. It's 3.1 and it dropped from our previous one where it just says direct media inquiries to the chair superintendent to make sure we speak with one voice. So that just dropped from previous evaluations. It was just something that I had made a note of. So. It was basically just a comment, not really a question. Okay, Mark. Just my thoughts on the when it's a community member reaching out to the board

337and it also happens to be a member of our staff. I'm reluctant to just automatically forward those to Mike for response because I don't want to violate the trust of somebody who reaches out to the board. I think if they choose to include Mike on it, great. And if he wants to respond as well, great. But I think when it's sent to the board, my preference would sort of be to have the board chair respond, even if they're a member of staff. And I understand that that sort of puts us in a mushy spot here, and I'm open to suggestion on the sort of idea that automatically that goes to Mike probably minimizes the likelihood that a staff member would reach out to the board. I think the suggestion from Mike was that whenever we

338have something like that, that him and I would look it over and see what is appropriate for me to respond or if it's more appropriate like in other cases when even if it's a community member, I usually, even if Mike's not included, I usually forward it to Mike and say like, can you answer these questions because those are under his purview. So I think going forward, the chair and the superintendent will work together to address those and how to respond. All right, the next part there was speaking with 1 voice. And I don't know if board members have any comments on this 1. All right. The next section there, the superintendent board relationship. And what that looks like any concerns there, or how do you feel if. Feel like this has been going okay here.

339I think that 1 of the things that we. I think Mark mentioned it earlier that sometimes if we overstep our roles in that board aspect, I think that we expect you to just give us some corrective direction when it's not within our role. If it gets too much into operations versus actual board oversight, that's always welcome and appreciated because it helps us be better at our role. Question from Jackie. More of a comment, I think, about the chair and vice chair meets with the superintendent and plans the agendas. And I think on that, I would just ask that maybe when it's topics like the SRO discussion or today's fall 2020 discussion, that if it's something that maybe we can reach out to the board and say, you know, do you think we need more than

34030 minutes for this? Because I'm personally finding that a lot of the discussions that we have that are. very verbose and a lot of questions and a lot of community input, I kind of tend to feel like we're not allowing enough time for that. And then we're pushing it off to later or to a separate meeting when I think we're all really wanting to discuss it at the time. So I'm just thinking that maybe if we can keep that in mind when looking at what our agenda timelines are. Yeah, will do. Okay. Thanks, Devin. All right meetings, I again, I'll just continue to ask if there's any, any concerns about that particular section. I have a question sorry I have a lot of questions. Actually. Yeah, it's a question. So I have found that in

341the past. A few meetings. Some are board packets don't have all the information in them when they're sent out and that information whether it's a presentation or data is added the day of the meeting or the night before. which gives in my opinion I don't have enough time to review it because I always try to review it before the meeting and sometimes I feel caught off guard when I get to a meeting I'm like well I didn't see that where was that presentation or where was that data so maybe it's my expectation that I need to readjust I feel if we're discussing something at a board meeting that the data and the presentations that back that discussion up would be useful to have Before the meeting before the meeting or maybe an email saying I

342just posted this Take a look at it. I'm not sure what that looks like All right. Yeah, I agreed During the spring, we were definitely struggling with that as we were getting new information, and information was coming in all the time regarding the current situation. And we just had a conversation about this about a month ago, and we've all vowed to tighten up on that and get that out to you the Thursday before. When it comes to presentations and that kind of information, we will get, we will be getting that information out to you before. With the board retreat, we've never really done that because it's just a really a running slideshow. But with the other meetings, yeah, I agree. We can do better with that. All right. Where are we here? All right. Just

343the communication portion of things. We do have a slide on this a little bit later that's a little more specific. This one, I just had a... I think it specifically calls out for the board chair to reply. But I especially right now with the different engagements that we're doing around back to school, having the ability and I think thank you Martin for help cover some of those email responses that are coming in. So that would be helpful. It doesn't specifically call it out. And I know that the role of the vice chair is to support the chair. And I don't know if we have to specifically embed it in here that the chair or designee, you know, could reply back. So the suggestion would be that we put a or designee. So if Eric, if

344you're swapped with something, you have the ability to request some assistance. Is that what we're looking at? Perfect. All right. Anything else on the communication side of things? All right. Board meeting agenda there. We just talked about that a little bit. We will be getting those out to you by Thursday. The presentations, I know the agenda is always out, but sometimes the presentation hasn't been complete. We'll spruce that up. And when it comes to agenda items, again, during, I think we've been functioning pretty well here, but oftentimes during discussion time, if people have requests for an agenda item, that's the time that that's verbalized and we try and work that in. And then the final section there is the professional development request, and we went over that a few topics ago. So the thing I

345did want to bring up at this point, though, is that we've had some conversation over the last couple of months about and it's really fallen on political activities. You know, whether we write a letter of support about something or whether we respond to something that is occurring, that's a hot topic in the media or something that is locally of concern to a number of our community members. And is it appropriate for. When is it appropriate for me to respond just on my own? When is it appropriate for Eric and I to respond? Or would it be more appropriate to have a board conversation and give people either the opportunity to say, yeah, I would like in on that or to say, no, I don't even think we should be doing that. Years ago, there was,

346not that many years ago, but there was a time where we really, as a board, did not delve into any political activities. And that's in the very... That's just a few years back. And most recently in the last year or so, there's definitely been a more of a leaning towards taking a political stance on issues that have impacted our students. And that's just a change that's occurred over time. And I think maybe the mistake that we made was not to talk about that along the way. And now we find ourselves questioning when exactly is it the right time to weigh in and when it isn't. So I would just. Love to throw this open for discussion so that we can get on the same page here regarding what our position on that is. Okay, I'll

347go. I mean, nobody's speaking. So I struggle with this personally because I know it's important for us to support our students in our school community. But I also struggle with the political nature of many of what our comments and statements would be. But I'm the one who, when we have somebody come in and speak about a levy or a bond or something like that, I always want to make sure we're giving equal time to the other side of that argument. So maybe I'm not the best person to start this off. Yeah, I'd like to hear what our other board members have to say, actually. Go ahead, Lisa. Okay. All right. So I guess I agree with Jackie. This is something that I've also struggled with. I think it's really important for us to, on the

348one hand, use, you know, the elevated voices that we have as representatives of our community to vocally support things that really matter to the... populations that live in our community, especially when they are vulnerable. So for example, you know, like the DACA letter, I think that that matters to a lot of the families in our community and the students in our community and even staff, right? And so I see the connection there and I see why it's important. So on the one hand, I... I fervently believe that we should do that. We have the power to do so. So I think it's the right thing to do. On the other hand, when I joined the board, which was not years and years and years ago, Mike, it was, it was. not the practice. And I

349think, thank goodness, you know, looking back now that it wasn't the practice. And that's one of the things that I think we would do really well to remember is that everything that we do sets a precedent for what future boards can do and will do. And so it only takes one or two election cycles for that really like supportive, cohesive message of support for the vulnerable people in our community and the people who really need their voices elevated for them to instead feel attacked. and further marginalized. And so, you know, if we had a lot of most recent elections go a little bit differently, the board would look different and the things they would want to say from that platform would be different. And so I always keep that in my mind. What could the

350other message be? Because it's a very slippery slope. And so I'm concerned about what precedent we set. So I think it's absolutely critical if we do decide we're going to continue to send messages of support or statements for things that that can be perceived as political, even though really, you know. lives shouldn't be political. So that seems like a really like small way to put it. That's not the right word, but I don't have the right words. We need very clear criteria that is written down and solidified so that at least there's some guidance for future boards. So I guess those would be my concerns, the precedence and the slippery slope kind of nature of what we do and the positions we hold. And I believe that's where we're seeking that input is to develop

351that criteria so that before we have that ability to create some input of when we do speak. I think to Lisa's point, it's really important that we acknowledge the power that we hold and the positions that we sit and the communities that are impacted by the decisions that are made. And so how do we make sure that when we do speak, it is that criteria that we set is specific centered around. students in our community or on issues that impact our families and students and staff. Mark, we had a comment. Let me see. Yeah, Mark had a comment. Yeah, so I have similar feelings to what Lisa was sort of getting at. The idea that, and when I've done the onboard training for two student school board representatives, I've sort of tried to mention this

352as well, you know, that some of the First training we got as school board members when I came on board in Bend was to recognize the difference between the fact that you won an election, you're a thought leader in the community, and what is board work. So, differentiating between what board work is, what your job as as the city member, the school board doing board work. And what your personal role is advocating for, or being a leader in the community. So I, I'm reluctant to myself. For us to be releasing too many statements. You know, politics aside about too many things that the, the, the, I think we all. know that you had, we all sought the endorsement of a political party and all that kind of thing, but it's a nonpartisan position. And I

353think the position of school board director should be somewhat apolitical, but that's just sort of, so I personally am reluctant for the board to take too many declarative positions, but that I'm happy to do them on my own and say, this is my opinion. I do not represent the Hillsborough School Board in this regard. So that's just sort of where I'm at. So I'm not saying we would prefer to be cautious about the kinds of things we may have as a board. I think that that's what I'm feeling and understanding for most of us is just being cautious and then setting a criteria. Sheehan had a comment on there that if there is an existing criteria to work off of, or are we creating one from scratch? And does OSBA have any guidance around this?

354To my knowledge, we've never had a criteria on this. So this is something that we've had some beliefs and values around it. And I think those have changed over the years. And so we do not have any set criteria. We'd be happy to check with OSBA and NSBA and see if there's anything that could guide us in this. But I am hearing, I think, for most people that the need to be cautious and not to... not to respond maybe as quickly without exercising that caution and having more input. Yeah, I probably used caution in the wrong way. Not caution, but more like, you know, very selective. The things about which a school board should weigh in as a board should be very differentiated from the kinds of things we're comfortable advocating for in our own

355personal lives. And I think that what we're speaking about right now is just for ourselves, for our own board criteria as a board, when do we weigh in as a board? But I think we also need to differentiate when is Mike okay to make certain calls on making statements as the district leader and administrator of the work that we're doing versus having to speak. our approval or our input to sign on to something, when is it okay for him to go and do stuff that reflect our district values? Our district values are set in the policy. And when, right? So, I mean, we have an inequity policy. So commenting on our support that we have a policy and that, so for me, that's kind of a differentiator. We have, what you say, what we believe

356in as a board, but what we have codified is readily accessible. Jackie and then Lisa. I think it's important that we, any guidelines that we come up with or criteria need to, in my opinion, be specifically educational legislature or education. It needs to be surrounding education and like Mark said, our policies in equity or any other policy that applies to the situation. Personally, in my opinion, as a board member, I wouldn't want anything to go out stating district support without the board reviewing it or approving it, whatever that looks like. Because I think if we're going to speak for the board with one voice, then the majority of the board at least needs to be supportive of that. And I think it also needs to be a safe space for someone to say, yeah, I

357don't agree with that. I think we need to not do that. So I think we need to be very cautious, which seems to be the theme of this discussion. Lisa? Okay, I'm talking a lot at this one and I think this will be the last thing I say so don't worry. I would say I think you know when we're trying to put together some criteria, I would agree that we should try and find you know, the sweet spot of, is this something that impacts our students and families, right, in one way or another? And if it is, then do we think that our students and families will be served by us sending out a message? And if the answer to both of those questions is yes, then I would be okay. And I would also

358want to review something too, and just, you know, yes, no, look at this by 5 p.m., you know, or something. You just send a text, and that's, I think, totally fair. um something like that and i'm open to other criteria but when i'm kind of it sounds like we're kind of wanting ideas about what that criteria might be i would i would think that might be that might be it for me and then as far as like when is mike okay to send something i Mike would be the person I would ask for advice about this. So I don't feel like I'm in any place to tell him what he should do. He's the leader of our district and he has my full trust in that way. And so I would support Mike in sending

359out a statement or not sending out a statement in a situation. I trust his judgment fully in that way. Does anybody have any comments around that issue of when is it okay for Mike to send and be able to decide that? On behalf of our district versus avoid, we'll go with Mark with a comment. Yeah, I, I, too, would trust Mike to understand. Where the where the line should be drawn on, you know, especially. As the head of the district commenting on something that. And it's not a board declaration, it's the school district sports. I mean, that to Lisa's point, you know. COVID-19 created record high unemployment and many parents in our district are unemployed. Our students served by us sending a, releasing a board statement saying, we stand in support of all the people

360who have been unemployed and the government, the federal government should really reinstate the $600. Like, it does. that may or may not equate to our values. So it does affect our students, but also to Lisa's point of, are they better served by us making a declaration? And as far as Mike speaking on behalf of the district, I trust him to weigh in when he feels like it's appropriate to weigh in. And when it's going to be the board and the district say, I would like to be consulted on that. I just want to give an opportunity for Shianna and Yuriy to chime in with your portion. I would agree with everybody's assessment just being careful because yeah this isn't always going to be the board right what we have made up here so being careful

361about what we choose. And then as far as, you know, Mike commenting on something, I would agree with everyone else. I mean, he, he, I trust him to be able to kind of make that call and, and, and issue something, um, the district, but I'm, I would tend to agree with everyone. As far as criteria for like what, what we get involved in, it's really hard to to set specific requirements, like, you know, it needs to meet this, but I would agree that, you know, is us making the declaration going to make a difference or not, I mean, is a good way of starting that discussion. Yeah, the only comments that additional comments that I'll have, I also agree with my board colleagues in that, you know, we do need to practice caution in this.

362I would almost assume and guarantee that we are not the only district who has likely faced something like this, where their boards have had to make a decision around criteria. And so I assume that or I hope. I would hope that OSBA or even NSBA or other school districts would have some sort of criteria that we can maybe glean from. And so I'd be very curious as to what type of research we could do to come up with that. And I think, as Lisa had mentioned earlier, of really setting a precedent, I absolutely agree with that. We do need to be very careful because our board, our political landscape and our climate is not always going to look the way that it does right now. And so... being very mindful and cautious of that so

363that whichever way we decide to move forward, we do have a set of criteria and policies that guide us in that. And so, yeah, just practicing caution, I think, and doing a little bit more research to see how we move forward would be what I would feel comfortable with. And I guess, you know, I know everyone is aware of this, but, you know, one of the main points that, you know, we are having this conversation, you know, is because more recently there has been a couple of instances where certain communication has gone out that required, you know, almost very, it was very urgent. And so it didn't give us enough time as a board to convene around certain statements. And so, you know, being mindful that, you know, something like that, you know, doesn't happen

364again, you know, moving forward if it. if we can avoid that type of situation at all costs. But I also understand that the nature of some of these communications are very urgent and often happen to have to be on a very crunch timeline. Thank you, everyone. Yes, I think that there's a... there's an importance of that sense of urgency and timing into a lot of the messages and releases that we're able to do that sometimes, you know, it doesn't allow for that big discussion as transparency. But I think those are the areas also that we can lean more on Mike as the administrator of our district to put out that message. that he sees it's fit. I think we all have that trust in him and being able to speak on behalf of the district

365or send a statement that impacts our families or our students. And to Mark's point, yes, we haven't heard from Martin as well. And I was trying to wait to see if he was able to come back in. I know he had to step away for a little bit. But I think what I'm hearing from most of the board is just that maybe a little bit more research if there have been other boards that have a criteria, if NSBA or SBA has some sort of guideline to proceed with that. There's seems to be a consensus of our trust in Mike's ability to be able to speak on behalf of the district when it's appropriate and things that are, that impact our families. When we feel like it should be a board. a message or a board

366statement that we have the ability to all come together and have a discussion about whether or not we support a statement going out at that board level. There is that question of, does it have to be a unanimous agreement? Is it a majority when it is on behalf of the board, if we put something out or not? So that's another question. And Martin, you're back. So we just wanted to capture your thoughts about developing a criteria for when we speak and when we put out a statement and then the difference between a board statement versus when Mike does something on behalf of the district. Well, thank you, and I apologize for having to step out for a moment. I think what I gathered from Mike some weeks ago was there are certain issues where the

367district has historically been very involved with, and so I appreciate his timely response on issues like that. And so I'm very, very comfortable with Mike making statements that some people might view as political, but they're actually just timely. you know, weighing in on behalf of the district and behalf of the students that we serve. So I'm comfortable with Mike having that discretion and then just advising us, you know, because I think in some of these cases, timeliness is very important. Thank you, Martin. That's very accurate. I think in our current environment, often inaction is seen as a form of action from organizations and agencies. The fact that we don't say something or speak about something is seen already as an action. So I just wanted to throw that out there as well. Just five years

368ago, the board almost never said anything about anything. So, I mean, the precedent is more to not for the action to be not to say anything. We're changing the precedent by saying things more frequently. Is that accurate, Mike? I mean, that seems about right. Yeah, I think that's about right. I will say, though, that, and Eric has said it well, we are being, perceptions are being formed and judgments are being made if we don't speak. particularly on items that have been as hot as the ones that we've been dealing with over the last three months. When it comes to a race or the way that people are treated or the way that our students perceive their place in our district, if we don't make a statement, that's also a problem for us. And while that

369is a change in practice for us, I think that's a change that has been occurring. with districts across the nation over the last several months. I think we've all seen a willingness for people to speak out on those topics that are impacting our kids. And I did like the way that Lisa phrased it. Does this impact our students? Is our voice going to impact that in a positive way? And sometimes just coming out and supporting and saying that our students are suffering and there's trauma involved here, that... that is a worthwhile statement, at least in my opinion. So I appreciate your, the trust that you've put in us to make that decision and to respond when appropriate, because I think it's important for our community to also understand that we support not just some of

370our students, but all of our students and not just some of our families, but all of our families. So I appreciate the ability to have that discretion. All right. I don't see any other comments. All right, thank you. We will work to put together. We'll look at other districts and other across the state and nationally if there are criteria that are involved there to see if we can use that as a starting point. But I think I have a gist of where we're headed with that. And we will, in the meantime, we will operate under all of those points that just came up in that discussion. Devin, if you wouldn't mind moving us on to communication, and if you want to jump one more, thank you. When it comes to communication feedback, this is a

371conversation that we'd like to revisit every year. And I always just want to make certain that the communication that I'm providing to you in terms of events that are happening, whether it be events that are happening in the district or at the state, or if there's a crisis, the manner in which you're currently receiving communication, is that working for you? And if not, is there anything that you would request to make that better? So looking at number one there. Go ahead, Martin. So I'll just share with my colleagues. I shared with Mike and Rose. Washington County just adopted a board management software package. And if Mike or Rose want to share that with my colleagues, I'll leave that up to them. But the bottom line is there's a whole lot going on with good board

372service. And we have come to rely. We came out of a paper-based days where they were delivered, plopped on your doorstep. And then we moved into emails and Google Docs and text messages and a whole variety of other ways to go digital. But now at this point, it's because I'm so diverse with data streams to the left of us and data streams to the right of us. And it's hard. Things get lost in that. You know, you have to call through an email from three weeks ago. So there's actual board management software packages that allow everything that we're trying to do in one neat place. a way to share things with the public. They have a way to tee things up for consideration, agendas, minutes. And I'm not proposing we do this now because this

373would be a big lift. We'd have to probably target rolling this out in a year or two. It's that big. But it would get us out of this kind of... ad hoc way that we do business right now. And I'm not criticizing anybody, absolutely not criticizing anybody for, because it's kind of the way boards all over America are. They've come to rely on email and Google Docs and a variety of, you know, Outlook Calendar, and they cobble together a digital thing that kind of works. But we could, I think, if we looked at what's on the market now, we could do something that's much, much better. Thank you, Martin. Jackie? Sorry, I'm on my phone and it's all different than the iPad. I think what we have now works. I think as long as all

374the documents are posted in the corresponding board folders in Google Docs, there are times where I email Rose and I'm like, I can't find this. It's not there. So I think as long as it's consistent and like there's a consistent naming formula. But I appreciate the way that we currently communicate. I'm not saying Mark's not wrong. There are probably better avenues we could use. But for right now, I think this works fine for me. And I would, I would agree, tend to agree and see if there's maybe a better solution of doing this work better. As Jackie just mentioned, you know, sometimes I can't find something. And if it's not just you, but if it's seven board members that are emailing Rose, like, hey, where is this link? Or where is this? From your perspective,

375it might not seem to go up. I think if we think about everybody else struggling in that way, it might add to that workload. So yeah, I think that there, then if I can't find that link, I have to go into the email threads and then find which one was it, right? So if there is a better way, I would love to explore that. I know it's not something that can happen overnight. It would take some ramp up time to get there, but I would be open to seeing a platform that was easier to use than what we have right now. through the different mix of mediums that we have to share. Do we know what other boards use of our size? I mean, I know smaller boards probably don't. I think that's a good

376question that maybe Mike can answer. I know just on OSBA, we do have an online platform that is a service that they have. It's called BoardBook, where agendas and minutes and things like that are stored. Washington County uses a meeting manager pro. And not only do they use it as a commission, but they've exported across all of the advisory boards that the Washington County brokers. And we could do the same. We could have our curriculum advisory committee and our budget committee and our PACs. And it could be the one tool that really. and soaks into all this public engagement endeavors that we're undertaking. Yeah, I was thinking about just the agendas and meeting minutes from other committees as we participate and engage also there be a centralized place. I'm gonna go to Xi'an for comment.

377Actually, now it's developed into more of a question. Martin, do you know if the Washington County tool is similar to what Hillsborough advisory boards use, like in the city of Hillsborough? Do you know that by chance, Martin? I do not. And I can say it's fairly new within Washington County. Washington County was very much like HSD, where it was just a variety of different modalities to push and pull information. consolidated at all into this one platform? Yeah, I think that that might be pretty similar to what Hillsborough has adopted as well. I know that in city boards and different types of advisory committees, they've deviated away from a lot of the paper trails that kind of everything on. online and it seems to be a very user-friendly platform in terms of you know Mike's feed

378wanting feedback about you know Friday board updates and such I also like the way that it is right now in terms of the frequency of it but I am also open to exploring what types of platforms exist out there that are maybe a little bit more user-friendly for all parties involved but in terms of the frequency and the content and all of that you know I do I do like our current form of communication that would platforms. And then I don model would be there. So to our budget. Did she summarize that for most p content, you're pretty hap frequency frequency is good the text works and those type of frequency and the con is just being able to tra And just making it more maybe searchable and, you know, just make it more user

379friendly in terms of maybe the board meeting process. Is that is that kind of what we're getting at? Yeah. And I think just for research of documents, I think oftentimes us will go back and be like, oh, I think I saw it in the board from like, you know, three months ago. And then it's really hard to dig down deep into there where we found we're looking for something to bring back for research. There's a comment by Lisa. Maybe. Oh, thank you. Just I wanted to say one of the things that's changed over the last couple of years is I can't access the board documents on my phone anymore. I have to be only on my district Chromebook. Which is fine, except for, you know, we'll get an email that says, oh, here's your update.

380And then I have to remember to go back later and log into my district, you know, thing when I get home from work and read the update. And it'd be really cool if we could somehow like, you know, if it could also be pushed out via text, like here's your update. And we can maybe click on that if we want to. And maybe it's like password protected. Like I know you can password protect documents, so it can still maybe be secure. But it would be nice to be able to. to access that on something other than just my school district Chromebook. Because I'm not always sitting at home in my office with my Chromebook. Yeah. Yeah, I think that phone thing, I encountered that. But once I had to switch the account and I was

381able to open it. I can't. Oh, you froze, Lisa. And Jordan, I think you have a comment that will maybe address this, but I would. want to make sure that Lisa is able to hear it. Well, if you want to share, Jordan, and maybe we can also comment it on. Yeah, I think we could approach this probably two ways. The first would be just maybe a quick training on some of our current tools and how to access them and some ways to maybe more efficiently. use them and then some of the things that people are bringing up are based on the type of device whether it's a phone android iphone ipad chromebook and just sort of go through the differences of those do a quick you know we could do some short trainings either in

382work sessions or something just little quick tips and things to try to make things easier on everybody And then second, there are a number of board actual software programs that we could take a look at just to look at what the efficiencies of those would be. And I guess the only thing I would ask on that, we could bring some of that back to you maybe later in the year after things have slowed down a little bit with all the other software and things we're pushing out. I appreciate that, Jordan. Thank you. We went to BoardBook, I want to say 10 years or so ago, and there were a number of times where there were times over the years where we felt like, oh, we shouldn't do this part of it on BoardBook. And so

383I can totally understand why it feels clunky right now because we've got a variety of different systems going. So to Jordan's comments there, give us an opportunity to dig into what might be out there. I'm sure there's been all kinds of upgrades and possibilities out there that we just haven't explored in a number of years. So happy to start looking at that. That sounds great. Thank you, Mike. The other two items on this communication piece was just the board-to-board interactions, just the emails that Eric has been responding to, and I think we already touched on that a little bit. Any other comments on anything on this page? I would just like to add, try to be as quick as to respond to our fellow board members when you do email me. If it's like late

384in the evening and on a weekend, it will definitely take me at least 24 hours to get back to you or the next day. So just be aware if it's not immediate, I will get back to you. But if it's later in the evening, just because of family and stuff like that, it'll be the next morning. for the following money. All right. Do we want to move on? In that regard, Ro should turn her computer off more. I think you replied to my email at like 10 o'clock on a Sunday night. You don't need to do that. If I send you an email at 10 o'clock on Sunday night, I'm not expecting an immediate response, just so you know. Take your time. Work on it later. I think my best comments come at 10 o'clock

385at night. That was pretty good, though. Okay, that's a fair point. I think that's good, just to set that expectation, too, for us, that it's not a requirement, but it's immediate response, especially when it's in the evening or weekend. All right. Thank you. That was helpful, and we will dig into some of those issues. And like Jordan said, we need to get school up and running, and there's a lot of tech issues with that. So this won't happen immediately, but it will be something that we start to work on. Thank you, Mike. Something else that I just was thinking about when we were running about committees and. Just wanting to make sure that maybe I don't know if we thought about this, but if there's a challenge as board members, I know we get equipment

386and we get access to that if we need it. But if we have community members that are participating or wanting to participate in our committees, but now that everything is in a digital platform, if they have a barrier like technology, are we able to support them in that way and provide? either a laptop or something so they can actually participate and receive that communication via email, whether it's items for their committee work. I'm just wondering if that's something that we thought about that might be a barrier for participation right now, especially through COVID. As you're aware, we've been providing all kinds of support to families to remove those barriers. And even though we've never talked about it, I don't see a reason why we couldn't do that for committee members as well. Thank you. Okay,

387if there's no other comments on this, we'll move on to our next item, which is to have a little recess. So let's come back at 3.07 so we can make up some time. Thank you. Half or something, I don't know. No, it was good. We're down to only 20 people watching the live stream now. Wasn't it up to like 35 at one point? Yeah. I like the one we did about back to school was like. 200 or something. 200, yeah, that was crazy. That's good, though. It shows that people are interested, even if it's only 35. Welcome back, everyone. We have our next team building activity. All right. Do you want to do this in the chat, or do you want to go around and share? Let's do this in the chat, too, just so

388that we can keep on time. I'm pretty sure other topics are going to take a little longer. So go ahead and put in there. And I forgot in my last team building, I forgot to mention, my first guest would be Ayanna Pressley, a congresswoman. I would like to interview her. Go ahead and type in there what you're looking for in the 2021 school year. And while you're doing that, I will start agenda. Evaluations. Here we go. Oh, I should pull this up right now. So we have our superintendent evaluation letter. first to read. And this one was always one of those things where I think I just wanted to, this is a public one that we get to, you know, read out loud and share. That's accurate. I'll make sure. It's on our board package,

389but do we, is that still, I guess, is that still something that we do in this mode? I'm looking to Mike and see what the normal, because this is my first one. Oh, do you have to read it? I don't know if I can read it now or if it's in a public. I remember when Lisa read it last time, it was in a public session, but I don't know if that's something that is done, like might have to approve that it's okay for it to be in a public session or not, or is that only the evaluation? I honestly don't know the answer to that question. Lisa, did you do homework on this when you went through this? Or Rose, do you know? I'm sorry the question was does it need to be read

390aloud? Correct. It has been in the past and this is a public meeting and Lisa just chatted a response. Lisa do you want to expand a little bit more just to clarify since you're a more senior board member? We can see it we just can't hear you. Yeah control D is it? Don't not go. She's unmuted because it's got the little icon that shows her unmuted, but her mic might be off or something. Yes. Okay. She did post on the chat that we have to read it out loud in public. Right. I'm more wondering, is it more traditional? I think it's traditionally in like two sessions, not in work session, right? Right. So I think for the purposes of this meeting agenda is for us to just look it over and discuss it. I'll discuss

391it and then we'll we'll read the final version if there's any edits that you all recommend. And then we'll read that one in an open session. So this was my draft that's on there. But feel free to I welcome any correction or discussion around it. Let me know. I do think that I don't think I've ever sat in when it was being edited. I think that typically happens in executive session. But Lisa, can you remind me? I love her little comment on there. Correct. We discuss now, read later. If it were optional to read it into the record, we would never because Mike wouldn't let us. Mike is right. Especially with this being a public meeting and the board members having the opportunity to say what they want to say, and because it's a value

392of. In nature, I think executive session would probably be my recommendation if you're going to. Be doing some editing. Okay, so I think what will be helpful since we have our next. Board meeting and September. And right now you have a copy of it, but if there is anything that you're recommending that is changed or edited that you make a note of it. And then when we come back on our next meeting, have a quick executive session at the beginning. If there was any correction that we needed to make, we make it there and Rose can update it and I can read it out loud during our open session. And, Erica, just one more thought on that. It might be easier if when we do our, we're going to have to schedule another work session

393where we can. Oh, that's right. Maybe we could hook it onto that so that there's time to make those corrections before the actual September meeting. Yeah, that's perfect. Since we had that work session to look at our back to school plan and further detail, we'll add an executive session at the beginning and do that. Okay. Thank you. Thank you all. Our next item on place here is our board evaluation results and discussion. And this one, we didn't have 100% participation from our board. So we were grateful for Craig who opened up our board link and is currently updating our. our participation. So now we have 100% participation, but that's not reflected on the current report that's on there. So he will be providing an updated report for all of you to see that from the

394board side. There is definitely still a lot of really good information from our internal committees and our cabinet to help our board and get that feedback from them. And one recommendation is if there could be additional maybe. Points of reminders or having a calendar reminder or anything if anybody wanted to suggest something on. What we can do to ensure that we get it on time. I know that during cobit and other things, it's been challenging to keep up pace with everything that we're doing. All the additional work sessions, but welcome any suggestions. Jackie, you had a question. He's opening it up to finish it because I have to say I'm pretty disappointed and I thought we could do better with having our entire board respond instead of just three people. My question is, what does

395this do with the cost of the evaluation? Are we going to have to end up spending more money now because we didn't get it done in the timeline? Or how does that work? And as far as reminders, I mean, I think we had emails and we all had it on our radar. And I know it was a difficult time. But, you know, this is and should be a priority for us, especially being on a board and being elected to. He on the board. And so I would, I think it was probably just a fluke with the whole COVID situation. At least I hope that's what it was. Mike, do you have any feedback or Rose on if that adds any cost? I believe it's all complete now. Just for an update. It's Rose. Do you

396have, have you talked to him? I know he's out of town. So he's out of town. He didn't indicate that there would be an additional cost. So, no, I don't think that there's going to be an additional cost, but it potentially we're asking you to do more services and redo his report so I would see where the potential could be there but I don't know what there is. And Lisa has a comment if your mic is working. She is going to be typing. Yeah, I think in the past too, we haven't, in the past when we did our board survey, we didn't struggle with board participation. I hope that it's our current environment, but I know that we've done this before. So hopefully we can get back on track. Lisa has two ideas. One, maybe

397a separate email reminder, not in the update. And two, perhaps taking 10 to 15 minutes in a work session to all fill it out at the same time. I won't read Mark's comment. Erica, can I comment? Sure, go ahead. Yeah, I think if there's a tasker for us, it would be better to not put it in the update. It just didn't resonate, obviously, with the majority of the board that there was a tasker in those updates. Thank you, Mark. Can you hear me? Yes, we can hear you. It's my headphones. It won't work with my headphones. I figured it out. I'm not a senior. Thanks, Mark. Okay, I don't have a comment, though. Sorry, please continue. I mean, it's open to discussion now on the board evaluation results and discussion. But we don't have the

398full evaluation. We only have the old one. So I guess I don't understand what we're supposed to discuss if we only have the report that shows only three board members responding, not seven. Maybe I'm confused. I think we would hold off on the discussion at this point and give Greg an opportunity to put together a new report with the input of all seven board members. And then we would have to bring it back at a different time. I don't think it would make a lot of sense to do it now and then do it again. So I think you're right. Let's probably hold off and then move forward. I know that we've got everyone weighing in. Sounds good. Thank you, Mike. So, let's move to our next item on our agenda, which is our bond

399update with Adam. Hello, can you all hear me? Oh, good, because I was having trouble with some of the inputs. So, 1st of all, thank you all for inviting me to be part of your long day. I'm hoping that we're ending on a really high note. We have some great stories to tell about our bond projects. This meeting or this presentation highlights the work that we're doing this summer of 2020. I'll be back later in the fall to talk about the upcoming projects we have coming for the remainder of this year and then for next year. But kicking off our 2020 projects, and Devin, am I talking to you in advance? Yeah, there we go. So the first item is our fiber optic network. We are down to our very last school to connect to

400our fiber optic network, and that's Groner. And we are, as you can see there, we have all of the conduit in place, and we've got about 65% of the fiber completed. The city is still working on a portion of their piece of this project. We are very close to having all of our buildings connected to the new fiber network. So that's very exciting. Let's move on. Brookwood Elementary School. For those of you who are able and willing, we will be taking a tour of Brookwood Elementary School next Wednesday at noon. Would love to have you there. It is... It's really stunning. I mean, it is a beautiful building. We're very close. The interior of the building right now is just going through the punch list process of, you know, touch up paint, little things here

401and there. But the interior of the building is really done. We're still working on the parking lots out front. I think they started laying the turf today on the turf field. So we're very close to completion there at Brookwood. Had we had students coming back in early September, we would be ready for them. So it is really a beautiful building. I can't wait to show it off some more. The next project that we're working on this summer is Butternut Creek Elementary School. This is just the domestic water pipe replacement portion of this project. We'd intended to do this next summer as part of all the other work we're going to be doing at Butternut Creek, which includes replacing a portable, parent bus drop-off, some seismic work, safety upgrades. But this just couldn't wait. The pipes

402in that building were in such repair that we needed to get in there this summer. So we are well on the way to in fact, I think all of the the piping work is actually done. We're back on the inside of the building now, just drywalling, painting, replacing ceiling tiles, that kind of thing. So that project is well on its way to completion. Next up is Eastwood. And for those of you who had a chance, we had a grand opening at the Eastwood gym just before the world changed. We had a chance to show everybody the new building. As you'll recall, we also did work there on the modular classroom. We put in a new parent bus drop-off last summer. The last little bit for this summer has been the roofing. project that we have

403going there. That's about 95% complete now. So we're very close to being completely done at Eastwood. And again, that's a campus that's really been transformed. It is, it looks like a completely different building. So that one is very exciting. Next up is WL Henry. You probably haven't been. close enough to WL Henry recently to see all the work that's been going on mostly because the parking lots there have been under repair. We are in the process right now of doing the paving of the front of the building. We have the slab poured for the new gym. We have most all of the interior work done now. That's roofing, seismic, lighting upgrade. We are very close to being in a position now where we can start accessing the building again from the front through the new

404parking area and then we'll continue to work on the gymnasium and I think that's scheduled to open shortly after the the first of the year. So that building is coming right along. Next up is Indian Hills Elementary School. Indian Hills is having some seismic work done to the interior of the building. We're adding air conditioning. We're also replacing their old two-classroom portable building. with a new three classroom modular building to include restrooms. We set the new building on the foundation on the third, so last Monday. And we are in the process right now of part of what we are ending up having to do that we weren't intending to have to do is to replace all the asphalt on the play, the hard surface play area in the back of the building. As we got.

405back there and started doing work on the the playground we found out that that asphalt is just not we can't save it so we're in we're ending up having to do a little more work they're going to end up with a beautiful new blacktop area in back in addition to the new playground and the new portable class or in the modular classroom we will be coming right up to the first day of school with the playground other than that we're going to be ready for staff when they come back, when they come back. Minter Bridge Elementary School is another one of our new gym projects. In addition to the new gym, which you can see there, which is pretty well framed out now, we're going to be in there painting the iron here over the

406next week or so. We have expanded the The parking lot area to improve the parent bus drop off situation there. If you can see just above that new gymnasium is the extension of that parking lot. And then just in the foreground in front of the new gym is the new modular building, two-class room modular building to replace their old two-class room portable. Again, this one includes restrooms. We're also doing work on the interior of the building for seismic upgrades, roofing upgrades, upgrading the HVAC system. So that's another one that the gym will open. Probably sometime around the first of the year, everything else will be ready for the first day of school. Mewberry Elementary School, this was the... the very latest gym that we opened. Again, this was just right prior to the shutting down.

407Since then, we have completed the new playground, which you can see there. We also went in and overlaid the asphalt between the building and the new cover and the play area. So again, that's another building that really has transformed. In addition, If you're familiar with Mooberry, they used to have a sliding glass door that went into every classroom. Not a great safety and security feature. So over this summer, we have removed all of those sliding doors and replaced them with windows and walls. So we no longer have that security risk of having sliding door access into every classroom. Blueberry is well on its way to being completed. North Plains Elementary School, this project, this campus is actually split into two different summers worth of projects. The first summer, this summer, we're doing the new gym

408and the new parent bus drop-off area in front of the gym. And the gymnasium building, as you can see there, is all framed. It is almost all-sided. The only thing we're waiting on there is the big HVAC unit that needs to go in there, which is delayed coming across the border. And we're probably going to be mid-September before we have that unit and are able to put it into the building and close the building up. But once we get that done, they'll start with all the interior work, laying the floor, all that kind of stuff. So that gym is scheduled to be done sometime in November. And hopefully we can stick with that schedule. Just depends on any other delays we may see as a result of either border issues or COVID issues. The other

409work we'll be doing there at North Plains will happen next summer, which is a pretty extensive seismic roofing project. We'll be taking out the portables that were placed there at the start of the bond. putting in a new playground and also safety and security upgrades. Thanks Adam. Martin, did you have a question before? Oh, I'm sorry. I just wanted to say to Adam that if there's even the slightest delay. I can't hear you very well. Can you hear me Adam? Can you hear me Adam? Don't worry about it then. It's okay. I can't. Erica, can you? That's okay. Okay. Thank you, Martin. I can hear you, Adam, but are you not able to hear me as well? I can hear you, but I can't hear Martin. Oh, that's interesting. I can hear him perfectly. Okay.

410Continue. Go ahead. Did he have a question that I need to answer? Martin, did you want to say something? I can catch it. No, he said, go ahead. Okay. Thank you. Okay, on to ES28. This is our new elementary school in North Plains that I understand you were talking about earlier today. We'll have something other than ES28 to call this new building, but we have the slab entirely poured there. We have the first of the two parking lots that you can see there. That is the staff parking area. That will serve as the staging area moving forward so we can get all of the construction traffic off of the main streets. They're going to town. That building is probably going to be complete. It says it's going to be complete in August of 21. It

411will be complete prior to that so that we'll have plenty of time to get all of our stuff into that building and be ready for kids come next September. And again, that is the second of our prototype elementary schools. It'll be basically identical to Brookwood. It'll just be flip-flopped. So the entrance will be on... the left hand side or right hand side instead of the left hand side as it is at Brookwood. In addition, instruction later this fall on the two gyms at Ladd Acres and McKinney. Then next summer, we'll do all of the other work on the main buildings at Latt Acres and McKinney. Both of those projects have had work done on to done there previously, including parent bus drop offs. We put a new modular building in at McKinney. So, but this

412will complete the work at those buildings next summer. Brown Middle School. That does it for our elementary schools. Brown Middle School is the first of our elementary, of our middle schools on the list here. This is the second summer of work at Brown. Last summer was primarily roofing work and some domestic water replacement. This summer, we're working on the rest of the roof of the building, which includes about 80 skylights that are being replaced. And you can see an example of one of those there. We're also swapping the main office there with the old counseling center, which allows us to put an entry vestibule into the main office. If you're familiar with Brown et al., you'll know that the old office, you basically walked in through a main hallway, walked across that hallway to get

413into the... into the office and there was really no way to secure that entrance. So we're flip-flopping those two entrances and this will allow us to put a secure entry vestibule in there. And we had our meeting today to discuss the progress at Brown and they are going great guns. The only hang up there is that the The actual entry vestibule itself is delayed slightly coming from somewhere in the Midwest. They're having COVID issues back there. So that will probably come right down to the finish for the first day of school. But it is going to be a beautiful new addition. Speaking of new additions, Evergreen Middle School, this was one of the buildings that we toured earlier this summer with some of the board members and oversight committee members. We added an 18,000 square

414foot six classroom media center wing to the building and did a bunch of other interior work to the building, including improving the commons, expanding the lunch area. It's a beautiful, I'm so happy with the way that one turned out. Glencoe, we're getting very close on Glencoe. We've got all of the interior work done now. That includes a new classroom building with, I think there's three health sciences classrooms, counseling, and then upstairs is the new media center. We converted the old media center into eight classrooms. We've done, we converted the old weight room into a construction trades classroom and then built a new weight room which faces out towards the turf field. We added another team room. We put in new auditorium seating. Glencoe again is just a really transformed campus. We've tried to bring light

415into that building and just basically. make it much more appealing, more attractive for students. The last part of the project is that north parking lot across from the Plaid Pantry. You'll see right there that we have relocated the tennis courts and have all of the student parking and parent drop off area to the west of the tennis courts so that we no longer have cars crossing the pedestrian access from the north. And we are also putting in a light at that north entrance down to Glencoe Road. This we just found out on Monday, we have a slight hiccup in that the storm lying into for the work we're doing out on Glencoe Road. doesn't go anywhere. So we're going to have to connect the storm line, which is going to delay a little bit the

416work on Glencoe Road. But everything else on our side of the Glencoe Road will be complete with, I think it's the 28th is the completion date for all of that work. There is a question. Oh, good. Mark in the chat. What happens to the entry door? That was for Brown. That's for brown and John with security at Brown and the changes the rest of you. I don't think we're planning on doing any additional work. That's not already been done there. So, you can still get in through the band door. Well, not supposed to, but all right gotcha. Erica, can you help me out there? I saw I can see Mark, but I can't hear him. Sorry, I was snacking. Okay. I would say that we, you remember that prior to all of this construction, the

417band folks had to store their instruments in the trailers outside of the band area and had to access them that way. We've built a band storage area in the main building now, so they no longer have to go out that door to get to their instruments. Maybe you can type in Mark so that. Adam can see if you had any more clarifying questions around that. Yeah, for some reason, the only one I can hear is you, Erica. So, Jackie. Yeah, it's. Hill High, again, another building that we had a chance to tour. This place looks like a whole new building with the work we've done in the parking lots, which really needed to be done. If you were there after we placed the portables and to look at it now, it's a completely transformed building.

418We have now finished all of the work at Hill High. You can see there a picture of the commons on the left. with the big Spartan signature. The auto tech expansion is complete. We have all of the classroom buildings done. The last thing that we'll be doing there is bringing in landscape crew to just clean that campus up because a year and a half of neglect to the landscaping is starting to show. It's hard to see past. that landscaping sometimes to appreciate just how beautiful the rest of the campus looks. So we're excited to get that work done. Adam, just a question. Has our timelines moved because of the current environment? Have we been able to finish any projects sooner than before? We have, yeah. We were able to get access to... buildings obviously about

419five weeks earlier than we had anticipated. So it's allowed us, number one, to stay on schedule in some places where we may have fallen behind because of delays from either COVID or we've had issues with both Canada and Mexico in terms of getting things across borders, getting people across borders. So it's allowed us to maintain our schedules to make sure that we'll be ready for the first day of school. And in some cases we were done early, but that was really the push was to make sure that we've got everything we need so we're ready for folks. There's a comment. Martin said, thank you for the landscaping at how high it's needed. And then Martin, did you have an additional comment you want to either let me know and I can reiterate it to Adam

420or type it in there? I'll just share it with my colleagues. It's really for my colleagues and the young administrators on this call, which I'll let you determine who that is. When in a bond or two or maybe three, something big and bold is going to have to happen with Hill High. beyond the kind of work that we did here. You know, just the layout of the campus and the utilization of the grounds and the nature of the construction. Adam and the bond team did the best work that could be done. But the building envelope at Hill High is going to need to be completely redone at some point in the next 10 or 20 years. So plant that seed for whoever's on the call that plans to be still doing HSD work in 10

421or 20 years. If you didn't hear that, Adam, I think you can only hear me. I tried to read his lips, but I'm not having any luck, sorry. It was just a plug for thinking about the future for how high the envelope of that school will need to be redone in 10 to 20 years. And if there's any administrators here listening, that'll still be here doing HSD work, so they're aware. That's you, Casey. Yes. Yes, that's true. When we did the walkthrough of that building, Martin picked up on that pretty quickly. The work we did around the exterior of those buildings is not a permanent fix. We didn't have the funds to make a permanent fix. And frankly, we weren't sure what the long-term future is for that Hill High campus. So we didn't invest.

422in that kind of long-term solution. So yes, Martin is absolutely right. That's going to be an ongoing issue. Thank you, Adam. I'm looking at the other young administrators here. I'm looking at Audrey and Brooke. So FYI. Oh, yes. Remember. They'll get to experience it too. Yes. I was just thinking from the facility side of things. Next on our list is the Transportation and Support Services Facility. Mike had a chance to tour this yesterday. Yeah, yesterday. And it's a first rate, I mean, just beautiful facility. You see there one of Jane's drone shots of the facility with buses parked there. The picture on the right is the bus bay, the maintenance area. Those are lifts that are in the floor there and all of the fluids lines that run through there. We have moved About 60

423of our buses, I think at this point over there, we'll be moving a crew over there. They're fully staffed with dispatch office. So thanks. But if you're ever interested in going to visit any of them, let me. Thank you, Adam. Yep. And I'm sorry, Adria. So if there's any things that you'd want to share, any updates to the board or. Any information that you wanted to, this is the time of the meeting that we have to share that if you have anything you can always pass. It's not mandatory at all as well. Yeah, I'd like to pass. I don't really have anything that I can say that would really add to the conversation. So I just like to pass that along. Thanks, Devlin. Maya, if you have anything or do you want to? Other than

424just enjoying the conversation and learning new things, I'll have to pass as well. Good. Thank you. And we'll go to Mike, Superintendent, comments. I just appreciate everyone hanging in there today. I was realizing at the end of the meeting how, even though he can't hear me, how different Adam's role has changed and how chipper and excited he looks at this time of the year where the rest of the cabinet looks beat up and just moving forward. So except you, Travis, you don't look beat up at all. I mean, just looking at Adam now, he just looks so happy. So there we go. Thanks, everyone, for hanging in there. Thanks, Travis. I'm sorry. I was looking at your face when I was speaking to Mike. Thank you, Mike. I'm going to go down our just a

425list in alphabetical order. Jackie and then Lisa. Nothing. I thought Jackie was gone. Oh, I don't have anything. Sorry, I couldn't see her. I was like, wait. Yeah, I guess I don't have anything either. So thanks, everyone. I think she said Mark and then Martin, but. She was muted. But kudos to the technology folks. We've really come a long way, and this was pretty seamless. Great integration of the presentation with the technology we have available. We played a YouTube video. We played a Twitter video, and everything went off without a hit. So really great job to the technology folks. And Devlin, Lisa, and I are going to reach out to you and figure out how we can get together and start your mentoring activities. We got a text thread. email thread going. So that's great.

426And then my downer to conclude, as always, think about like, what are we going to do if this thing is here for a year, five years, 15 years, one of the most effective vaccines in the history of the world, the smallpox, it took 15 years to eradicate it. So is this what we want to be doing five years from now, three years from now? Let's figure out how we live with this thing and keep the people need to be kept safe, safe. I just want to say thank you to Mike and Rose and all the administrators and members of the district team who contributed this amazing amount of content, just phenomenal education for us board members and me in particular. And I'm grateful. And to my colleagues, thanks for serving. It's a pleasure to be

427on this board with you. And great job, Erica. Thanks, Martin. Sheehan and then Yadira. I also don't have. Excuse me, I also don't have much. It's just wonderful to spend so much time with everyone virtually, though it would have been wonderful to see everyone in person. But yeah, just appreciate all the work that you guys are doing. On a personal note, update, the baby is as big as a head of lettuce, which is huge. And so baby's growing nice and strong. Oh, and we're having a baby girl. I don't know if I ever. shared that publicly but we're having a baby girl and so we're super excited. There's a bump request on here and your belly. I would but I'm totally wearing pajama bottoms. We started at 8am. I think that's perfectly acceptable. That's true.

428This is what Zoom calling is so no worries. I will show you guys a bump next time. Thank you, Sheehan. Yadira? I don't have anything to add. Just thanks to all the staff that put together presentations and all of that for today's retreat. And I think for the next Zoom meeting, we should all have to show what pants we're wearing just to kind of see who's wearing pajamas and who's actually getting dressed. That may be a good icebreaker. Yadira doesn't have pajama bottoms on. Of course not. Yadira is the best dress out of all of us, probably. Those are technically pajama bottoms. I mean, really. I also just want to say thank you to the staff. I know that this year we've asked so much information and just such a quick turnaround time for us

429to be able to do our board work. And you've risen to that occasion. And the technology piece, I mean, it's amazing where we were the first time that we met in this forum and now where we are now. And I think we'll continue to improve as well. So I just wanted to also give kudos to that. And just excited for the work that we have ahead. We are having to add them and Mark just commented, we are gonna have a special work session in August to dive deeper into that work of the back to school, as well as having a quick executive session at the beginning. And Rose will be scheduling that out and sending that to us. And I really thank you again to Sidon and Fran for all the work that they're doing

430and the intersection of that equity into everything that we do in our school is going to pay off in dividends into the future. So I'm really appreciative of where we're heading in our direction. So just wanted to make sure that I shared my appreciation for your work. And with that, thank you all very much. Our session, our retreat session is adjourned.