001Gladston on work session for September uh Wednesday, September 24th at 6 o'clock. All right. Hello everybody. Hello. >> Happy belated birthday then. Thank you. Thank you notes. All right. So, um our Do you know may I just start? >> Sure. I'll I'll fill in. >> Yeah. All right. So, uh we're going to just today kind of um just talk about our what our goals are and see what we can come up with for plans for the year. for our goals. Um, we have a little activity planned and uh so we're just going to move forward and it should be a fairly quick meeting. I think it just kind of depends on on the amount of deliberation that we have but we'll have what we need to have. with um so that's our purpose uh is
002just to see how we um maximize our effectiveness and um we just really want to deliberately avoid any obstacles or veering off of our from our goals. So we want to be try to be strategic and and be focused on our goals. So >> we have handouts for everybody. >> I have handouts. You should hand >> one set per. Yeah. >> The beautiful graphic from superintendent. You very fit at the graph. everybody. Okay. I wondered why I had so many. So I would fill in is just the these are the the goals are set and they're outside of some semantics. They are the same goals as last year and this is action focused so that we are brainstorming um and then talking about what the what the what the board actions are and then later
003on I'll share what uh my my actions are at least in draft format and add more through discussion. We ready to do activity? >> Yeah. Yeah. So, we're going to do um a poster walk. So, we have posters around the room. Each um each poster is a separate one of our five goals. So, five posters. Each person's going to get a different color. >> And that way we um when we go to transcribe the note, we'll know who who wrote what. Um when we did that activity, some of us were on the board and we used notes and then we didn't know who whose spot that you know that'll take that was connected to. And so anyway, that's our way of color coding. And and so then on each poster on each poster, um you're
004going to write things like um what are we currently doing? What work needs to be done? um what kinds of things are we carrying over from last year um that we're actually that would be what we're currently doing and then what could carry into next year >> um probably just the note about the natural confusion of what does the board do with you have d you have jobs >> and so you do your job uh really the staff here will do their job so prompt is that a question or a report requested is a board action, >> right? It's answered by staff action. Um, so it's enough sometimes when you're when you're wondering, well, what what could we do as a body? >> Sometimes you can just request information about X topic. And so that
005might might be a helpful prompt. So, we'll just divide up and try to make it to every poster. Try to add something if if you can think of something. If you just can't think of something, then we'll do the best we can. This is brainstorming session. Um, so we'll do that and we'll just we'll check in um if the textbooks are >> um I heard you say what we're currently doing and work that needs to be done. Do we want to divide the chart? >> I think what we can do that while debriefing that Donna and I can then annotate >> uh >> so put it all up there >> and then Donna and I will annotate as we go around. We'll kind of code things as >> okay >> carry over from last year
006moving forward and next year. >> We'll leave it here. >> Yeah. Any any questions or anything? >> You got it. >> All right. All right. Thank you. Give me the hardest color. I didn't get any effect. Yes. Yep. What was it? >> Oh, you can't write a story. >> Well, maybe black. I think maybe could be one cupboard. Everyone's going off their first Thank you. >> Following something comes up. >> Okay. >> I don't know. >> I'm not even sure if I'm ready. >> Don't Don't outline. >> Don't trace it. You just yellow is black. Yellow is black. >> Okay. Want to put what? >> You know who got the brown one? No one. You all say please. Okay. music. Oh, wait. I think this word been on one page. So you Oh, okay. Thank
007you. Yeah, she is. All of the best ones on here were exactly what I was going to. >> So, you know, I feel like I get credit. This is my first go at one of these, so that's crazy. tomorrow. Should be to get the ESD, right? >> Tomorrow. >> Yeah, tomorrow. >> I don't think so. Tomorrow is the apartment. >> Oh, sorry Mark. Next week is the ESD, I think. Day. There he is. There he is. In my house, Portland Avenue. Thank you. We give it maybe another minute or two and then we'll wrap it up. Was this something that we ever used? No, we um but we can and we might want to continue to refine it. We did it versus a little bit about that. local information. So this might feel similar to
008something that we did uh on grounds and not up there um that you all did year and a half ago in July um you know facilitated workshop over the summer that was more question phrased then were uh what are you interested in learning about and that's a that's a more of a broad question. Uh it was also those were sticky notes. >> We did not track who who who was asking the questions. So even when we recorded those we would sit down the three of us uh board leadership and I to plan the next plan the year's agendas did sit down and plan the year's agendas and often because of the way something was summarized or maybe that was exactly was probably exactly the way it was worded on the post. they didn't know anymore
009what that meant or what was like the question behind it or what was the dialogue around it. Right? So, uh this is different in a couple ways. It's focused on actions the board can take um during the course of this year and possibly next. Um we do know who wrote things down so we can connect them back and double check and we're going to now have this discussion about what's coming uh what stands out. I don't I think it would be a mistake to to say, "Oh, something's mentioned or if something got co-signed and so it's at the top list." I think we we still need to have Liberty as a agenda planning team to say a lot of people wanted to hear about that, but maybe something really critical was only listed once. So,
010it's not an ordinal thing. It's just a matter of getting all the ideas out, looking for patterns. I don't think it the other thing we I realized pretty quickly last year was having um hitting everything on the list all meant every meeting was going to be three and a half hours long and you were going to be exhausted and frustrated by the sort of uh whack-a-ole nature of it if we didn't or if we didn't funnel things tightly enough. So, it's a balance. >> All right. So I'm going to read the goal and then the picture. So safe and supportive environments foster a safe, respectful, and supportive learning environment for students and staff by promoting mental health and well-being initiatives. Address student success, disruptive learning, biased behavior through proactive policies for French. And so then
011the notes, um, I'm going to start at the bottom because I right hands talk. Uh, provide us data on trauma informed staff training. Continue doing the I'm going to continue doing the well-being surveys and target support at the high school. Have counseling staff present broad challenges proceeding within schools. Is it safe for students to leave >> thanks during lunch? >> Yeah, but during lunch and um how have we promoted mental health and hear more from teachers and what are protocols to handle bias incidences? What events are we currently doing to promote inclusion across the district? Some of these fit in more than one area. And telegraphing clearly. >> Yeah. Telegraph clearly. Parents the bias um what are the protocols for bias incidences? >> Make sure parents are >> are aware. Yeah. Even in the broad
012broad generalized way. Yeah. >> Um all right. Anybody want to add anything else? Say yes. I think that book is a top. >> I definitely want to hear more from teachers. Hear more from Ters. Uhhuh. >> So, we're saying teachers. Do we mean all staff? Do you mean like classif? >> That's a good Yeah. As well. >> Do we do we want to narrow it down to like maybe talk about having a presentation from, you know, the um teachers uh the the siege? >> Thank you. Having a break for tonight. >> Yeah. Maybe there's I mean maybe we put it on >> association leadership and they can come up with a topic every other month or you know something that they're seeing that's >> you know important to their members they want us to know
013about >> and it would be nice to get a key perspective um on each of those topics too, right? just to see what kind of alignment um >> that we have. And >> we we we've definitely gotten impassion presentations from staff like sort of on you know um classroom disruptions and I wonder if like doing something that's a little bit more formalized with data more than just anecdotal in front of the board that could be sort of like a collaboration as like a as a regular a semi-regular thing. Yeah, I mean the goal is promoting doing those things uh by promoting mental health and well-being initiatives. And so I think to that end I would like to know what systems seem to already be partially or fully in place that >> for this one what
014>> well the goal is that we're doing supporting our safe environments fostering that right by promoting mental health and well-being initiatives >> um and addressing through policies and programs. So I'm thinking so what are the initiatives? What are the um policies and programs? What what's our level of implementation of them? What is needed next? Um because like I think from a systemic lens of like what is in place, what is lacking because um our students are coming to us with higher and higher levels of needs and we can't control that. All we can control is the levels, our systems and how we respond to that and how we support and how are we doing with those systems from the like from those initiatives policy systems level lens. >> Can I do just a little bit
015of flavor on this to uh act as sort of uh educational to just for directors who are newer? Um just want to unpack well-being surveys. So so student health surveys I think is what >> I didn't know what it was called. >> Two different surveys we give. Uh student health survey is something that's anonymous and uh students at 6 8 and 11 take that. That's statewide. It's requirement. It's a division 22 requirement and we've always participated in it. Some districts have been more hesitant to participate in it but now everyone has to which will make for better statewide data. Uh but that gives relativity to statewide trends. I just pulled from last year's report. I just pulled um data on uh substance abuse, students self-reporting substance abuse, drinking alcohol or smoking marijuana, engaging marijuana within
016the last 30 days, right? And so we're able to say in sixth grade, 8th grade, 11th grade, and relative to statewide average, here's what kids are self-reporting. It's a good example. And then we have something called the expert school-based intervention response to intervention uh and refer to treatment. >> And that's like when you go to the doctor's office, you get a you get an expert fill it out and about your your habits, your life habits. It's kind of like that for mental health, for substance, for eating, disordered eating, things like that. And we do that relatively systematically where we uh we do it in a classroom at a time. And we do that in grades seven, 9, and 11. And we're able to then react. So every student gets a reaction out of that because
017that's not anonymous. So parents have the option to opt out. And um we then able to react, you know, in a tiered. We'll talk more about that in a report. >> And that's what I was going too far. >> I'm green. And so that's what I was referring to is the specifically that one, but both. Yes. the state one um the one that's targeted because it was targeted support towards individual students who who were flat and that kind of goes back to something else I was thinking about there is what are our indicator systems like that or then at the lower level that students need higher levels of support and what and we do have the partnerships I know but maybe continuing to explore what those mental health partnerships are and how students and families
018can access them. >> Good. I um at the Cracksburgger open house, I saw the Latino network there and I I know they do some pretty good work. So I >> I I assume that plays into mental health as well. >> It does. We have Latino network support because we were the first district in Oregon to implement the espert with the help of county juvenile. So for them it's a it's a river or you know they want they want to get ahead of the stream. They don't want kids to reach them. So they're funding that I don't support for our schools because we were ready to to now Hillsboro I think Tiger Talton as well but it's why we have the Latino network. Is this the first year of that? >> No, this is the third
019year. I was just going to add just an update on what partnerships we have like that just so that um newer board members but also community members that might be new to the district or incoming you know kindergarten somebody new would u and do we review the um the survey data the well-being survey data here at at the board at at >> very very dense so there's a lot of data >> certainly something we could bring a report on kind of pick out six or seven key indicators. So unpack I'd be interested in getting a pulse on that school sharing. >> Well, we have making a note we also have uh grants and wellness efforts that are directed toward staff. So how are we using those grants? So we might use the call that wellness
020grants >> add in >> are the wellness OEA choice. We used to be called OEA Choice Trust. It's now called >> wellbeing. Isn't it the wellbeing trust one? >> Well, we're in wellbeing trust. Yeah. >> All right. >> I just ask the I I think sometimes the Latino network the name can be misleading. Do people generally realize it's for all students? >> Uh I don't know. I don't know if it's or not. It is for all students and they do have a specific demographic focus. >> I would have assumed it's not for all students. Yeah. Beautiful. >> Yeah, >> we're great. So, >> if I just I guess on that. So, and students are well aware of of that service. >> I think so. I don't know. You know, it's a good question. >> Yeah.
021Because we have all these great things, but the kids don't know about it. >> All right. >> And um we'll move to this one, but we can always come back to that one, too. So financial stewardship ensure responsible management of district resources by developing a balanced budget optimizing the use of available funds seek additional funding sources to support educational program and involve the Gladstone community in proactive long-term facility investment. We have developed an updated prioritized facilities plan with protecting cost and timelines. Take advantage of any and all state matching grants that support capital projects. Quarterly budget summary that is clear and transparent for the community. Invite public to participate to inform and update. Make 2006 bond data costs transparent. Show public all facility issues we are currently facing. We're currently in contract negotiations. and do
022we let the Gladstone community know of financial needs um and how they could help? Okay. Anybody want to add or clarify anything up there? >> I added a question mark to the quarterly budget summary. I think about the reports that we get and are they understandable or accessible like there it's complicated. the education budget is very complic complex and um I think that if I was just watching the board meetings and wasn't immersed in it I wouldn't understand at all what is being said and so I just thought it kind of ties in with the next one which is community engagement people understanding and so it just I had a wondering of like would that be something both budgetary and community engagement that would help involve the community and understanding our budget. And so that
023that ju that just explains that a little bit more to why I wrote that. And maybe, you know, I don't know how often would be helpful. I didn't think every month would be necessary, but something that kind of in the GLAD report or something. I don't know. it being very confusing. I wonder if there are ways that we can you know uh dumb it down is the right term but make it more accessible if there's >> simplify in a sense or even have opportunity for a workshop or something like that for parents that might want to get >> have more questions about our budget. Yeah, >> that would be if that was a vote vote with your feed effort. That would be a great uh recruiting ground for budget committee members. >> Yes. Yes. >>
024Yeah. And I think also we get a true sense because I feel like sometimes and I know as an adult, you know, I might something, but to actually have some skin in the game, go out there, learn more and participate, it's it's good to have folks come out that will do that. >> So, a couple of these things are bond facil facilities and bond relief. Um, just for the members of the board who are on the bond committee of the board, um, are there actions, you know, I think it would be challenging to come up with actions outside of the board meeting setting that would fit on this page, but are there actions that would fit on this page that board members could do outside of a board specific to some of the um so
025update facilities plan. Um guess that's the only this one to make the 2006 bond data cost transparent. I think we all recognized that that there were questions last May about that that people had unresolved and so it's a reasonable inference to say that they voted with their confusion if they wanted certain ones. Is there anything we can do or individual board members or groups of board members can do? I'm starting to put together a list of um kind of your baseline questions that most community members probably like real simple questions that that probably need answering that could probably go in the form of like a YouTube account that would be like here's a playlist and they're kind of basics. It's kind of like how are schools funded? What is a bond measure? And then we
026can get more granular and be like you know what was the nature of the 2006 bond measure? What is the difference between that? how was the money spent versus, you know, a potential new bond measure and, you know, sort of charting it in a way that's very digestible, very bite-size, but also feels like the kind of thing that like people can kind of like go into piece by piece. But that's uh that's going to be some work. But that's probably going to be stuff that might be, you know, under the the pack in some form potentially. I think it kind of crosses over with engagement too of like the community listen either holding community listening sessions or both or being at events and tableabling in a way that like allows people to interface with us.
027I it's such a small community but honestly I find it it hard to connect with people like my kids are older. I'm not at sporting event you know like I'm we're at the grocery store. people are like getting their groceries and it was not stopping and talking or having conversation. So ways to engage in conversation with people like that's something trying to figure out how how could we engage in those and get the information out. Uh I agree with Charlie like the social media is a way but also face to face. I mean I know that like if you go to the play you're not necessarily like oh let me stop by the board table but and get down to play. >> I think they don't I think prag >> I think pragmatically speaking for
028like this area like if if we're serious about engagement in that way it's going to require both. I think it's going to be one of those things where like >> the community members might actually have a better sense of who we are if they attended the meetings. But I think social media is kind of like a very um uh uninvasive way for people to sort of like get familiar with people's faces and and hear about stuff and then like when you run into them they won't feel so like like who are these people? So it's almost like trying to hit it at both sides so that way like it isn't just like hey here's this random meeting we're going to have at the high school. It you know you may not have ever engaged with
029the district in any way. you know, you have to show up and then, you know, kind of get over social anxiety. It's kind of like giving community members the tools to feel like they can familiarize like homework on their own if they're curious. >> At our last round, we had a website, right? People could >> too with submit questions. Were all those questions I don't know. I'm just asking. Were all those questions answered or do we need to um continue to provide? I know we were limited in the amount of data that we could provide during the election >> once you know like postreerral there was a limitation on what district staff myself especially uh what I could say about the bond but uh as board members you don't have that limitation ever you are
030elected um and pre-referral uh I don't have them that governor isn't on me nearly so and pre-referral we can also let's just say put them a table on on property on school property once it gets poured out right yeah because that was a limitation >> after it got referred to >> right so that's why I'm thinking about >> is it yeah is it >> is it is it it's not after we refer to the board it's after it's actually on the ballot right no after correction yes after our action Senator Sen, are you saying leading up to that where, you know, tier three members are going to sporting events with a little schoolboard booth type of thing or um how that engagement part >> or that like >> what does everyone think? Well, I think
031I think that would be good. And to advertise what what condition are our buildings in, what what condition are our schools in, and how can how can we get money to to fund those projects and educate your your children like that? The money needs to go. We need to inform people. Money needs to go into different it's intended for different purposes, right? So, we can't we need to make sure they know that and if we were to get a bond then that that's how we could get the money to fix our facilities and our reasonable. >> Yeah. Like I I would love it if we could have like a little mini eightpage Zen pamphlet or something along those lines we hand out at every sporting event. Uh but again that's a lot of labor, a
032lot of time and like that's a lot of planning too. But I mean like things like that where like we just need collateral to give people that it's easy reference rather than this sort of like I don't know. I think in the last measure attempt it was kind of abstract for a lot of folks who might be open to it but were the folks who were very against it. It was like hard to to for us to to engage with disinformation, you know, without having stuff that felt tangible. Well, the only way to fight disinformation is with accurate information. Uh the only way to fight confusion is with clarity and the only way to do that really is to try to encourage community members to come to board meetings. That's that's in my opinion the
033best way to meet them. >> I don't think board meetings are the the least necessarily because that's like waiting for quite a bit to listen to. But like again, it's it's that thing where like I think it's sporting events, community events, the whole nine. Like I'm agreeing with you. I'm just saying that like I think it it has to be more wholesome. >> Yeah. I mean I think we have a lot of options. Social media is great. Uh I don't know how Facebook's algorithm works, but all I use it for is scrolling looking at videos and every once in a while a Gladstone video pops in and I see, >> you know, teachers doing fun stuff. But we could easily use that technology. I mean, I know three guys that started a nonprofit in Portland.
034It's a religious nonprofit, but they they start it's called Bible Project. They just make videos, short five minute videos that explain a really complex thing in a way that makes it for, you know, a sixyear-old can understand and their parent can understand. You could easily do stuff like that, too. Hey, what's a bond measure and what is this bond measure? Here's, you know, here's a video of showing the condition of our schools and what what will this do make it their like the animated like or the >> the writing. Yeah. But it's >> I always love those videos. >> Yeah. I mean, you you start watching and you can't stop because you know it's only four minutes and I really want to see what they're going to say. So, I think we could do a
035lot of things to try to encourage >> community engagement that would in turn >> give them the information that we would like >> sure that they have. >> I think doodle pools would be a great idea to push out to the community. What are your issues? What do you want to see from the board? What questions do you have for the district? Get the questions out there and let us start answering them. and whether it be on social media or direct responses in board meetings highlight those questions that somebody has one question you know multiple people probably have the same question so I think being as transparent as possible asking for the questions to come our way and we answer them >> and to that like maybe as simple as like at at events suggestions
036box or question box or something um so the community whether it be some writes something real goofy and doesn't matter or something might get some interesting questions in their perspectives that we didn't really have the ability to speak up for at these events to play perhaps >> I think to have the superintendent continue at our meetings to give facility updates. Um I think that's really important whatever current issues we have going on. Well, I put the first one, an update prioritize facility list, you know, with projected cost because we have that. We have one and we had repairs that we had to do last year that were un, you know, required. Couldn't not do them. We had hoped some of the costs of those repairs would fall under the bond. They it didn't. They don't.
037>> That we would have gotten >> and the grant we would have gotten with it, you know. So, those things. So now we and and these and the needs keep h you know they're they're not going to go away. So we need some like and that same thing what we're talking about is we want our community to know those things and understand the needs of our facilities um because we have to look at it long term and costs are going to continue to rise like what it costs you know in some cases three months ago is different than it is today. >> All right we can come back to it if we need. We'll move on. Community engagement. We've talked a little bit about this already. Encourage community involvement by maintaining a transparent decision-making process.
038Enhance communication with parents and community. Value outreach with community groups. And promote schoolboard members presence in the community. More community engagement by the board. Um, are we letting our community know of district needs and how they could help? Hold community listening sessions throughout the year. Calendar the year >> advertise and personally invite more strategic and consistent usage of social media. Publish board and district goals and actions on our website. Make clear connections and references at board meeting and in communication to these goals. Host listening sessions at each of the schools, partner with various groups around town, Rotary, churches, etc., and attend events um and events. This was kind of a question, events that promote inclusion. And I put it on that one, too, but what what kinds of events are we currently doing? Um, and
039are they are we reaching all of the the various groups in our >> I would I didn't I forgot to put it up there, but I suppose just advocacy at the state level I I sort of goes with >> and the city under community both I guess >> because that's engaging our community but yeah our funding advocacy >> can you talk a little bit about your experiences doing that >> oh yeah um well I think well I know it um well Charlie and I have gone down um with and and Jeremiah on for OSBA advocacy day and then um also in February I OEA it's like their lobby day and um and I've gone down for that as well and and but I mean it doesn't have to be on a specific day right I
040mean we just need to be able to build our relationships with our >> generally we need to maintain a presence on on uh local civic and state uh legislative advocacy >> and it can be even I mean I went to Mark week's meeting the other day it was about transportation but I still went just to be there. You know what? It's just I think it's important for see us out there. So, >> this is going to be one when like uh again probably aside from showing up myself and engaging in with Rotary and Kowanas and our faith leaders and like I will you'll see that in my actions and I won't be able to help you too much with this. There's only like like these this is going to be more face to face conversational
041like what's your network like I would just selfishly love to um double underline the personally invite you know when we have we had 10 or 12 different sessions at the various sites different kinds of walking tours around facilities we got between five and 25 people at each. My instinct is that when people are personally invited, they're going to come. >> I saw a lot of school districts introducing new teachers this beginning of this year. I've never really seen it, but I saw it all throughout Oregon. A lot of schools welcoming so and so as a first grader and teacher and blah blah blah and a little about the teacher. I think it'd be great to highlight more of our staff and, you know, show the community what true assets we have as teachers and staff
042around the schools. So, >> I saw >> Yeah, it's cool. >> Yeah, I saw Toma and Twood, a lot a bunch of people today. >> I think all staff, too. Like, not just new, but celebrating all of our >> all of our rock stars. >> Yeah. I mean, the new has passed. What could we do this year? We could celebrate Seth have a lot of I mean we have some new stuff >> the number of new >> like they kind of I saw it until like um they would do like you know the math team at the high school and then there was a thing about that or >> if we did it by like grade level or by confidence level at the middle school high school right? >> Mhm. >> Yeah. All right. Equity
043and inclusion. Promote equity and inclusion by addressing disparities represented in outcomes and by incidences. Ensuring policy support diverse learning needs and by fostering a school environment where all students and staff feel represented, respected, and included. Celebrate cultural diversity in our meetings and by attending events. uh proclamations include in public input. Yeah. Uh for >> Oh, the the that's added to the reports. The reports on dem broken down by demographics. >> Reports on demographics breakdown of like student staff. we talked about and um an academic outcome behavior referrals by gender, race, economic status, special needs, etc. and um attendance by these same broken down into different categories. Uh bias, incident protocols and data. I'm not wasn't sure where it fit, so put it both places. consider what could be done and celebrate diversity in addition to
044proclamations. So actions, what are we doing besides proclaiming making proclamations? Um track staff and student demographics during hiring to try to match long-term match, meaning uh our staff would match and represent our students. >> Be more reflective of Yeah. Mhm. >> HR to provide data resources for hiring a diverse workforce. Um, bilingual stipending contracts. >> It's there. >> I was pretty sure, but I wasn't sure. >> Equity training action items for next uh for staff and next steps. So, we've had I know we've had um just to talk about this one, I know we've had some different district-wide equity trainings, but no, how has that impacted our students and we can get better? What are we going to be doing? So, anybody want to add or clarify or equity conversations make me nervous? because I've
045witnessed it uh rolled out so poorly in different scenarios. Uh I just say that to give context to my my stance on that. Like um I mean I've seen videos of teachers convincing all the white kids that they're racist because they're white with the you know when critical race theory is is rolled out poorly. Um, so, uh, it it just makes me nervous. It's hard. It's it's hard to do this in the correct way. Um, >> and a correct way is going to be different in everyone's mind. So, it's it's a moving target. >> Yeah. Like I I I really don't like the idea of looking at somebody's race when it comes to hiring. For instance, we want the best teachers. If you know, all however many teachers that we have end up being Latino
046because we hire the best teachers, that's not a representation of the populace one to one. But that's not bad because we get the best teachers. Um, so I don't that's my two cents on the race thing and having a a spouse who's black and been told by different people that in different jobs that she was hired because of her race. Just think we need to get away from race. I mean, I treat people equally because we're all we're just people. when I've had, you know, instances in the past where I've had to break down barriers. So, at one shop I was managing, there was a when I started, there was a big separation between shop employees and office employees. It was this big wall. So, my my process that worked really well was I just
047downplayed the existence of that whole barrier and just said, "Yeah, we're having a Christmas party. You know, of course, everybody's invited. We're all employees. It's for everybody." instead of like making a special hey chop guys just so you know you're actually invited this time because that feels kind of degrading. I think the you know specifically to hiring a diverse workforce I've tended well done training um around that and recognizing that there is bias in those processes unless we um are really careful about them and train on them so that there isn't um and so when I think about that is like it's it's recruiting because sometimes people don't come to small towns or you know um apply we we struggle to get people even in Oregon who um aren't interested in being in Oregon. So,
048it's it's the it's not just, you know, I I understand and agree like we want to hire the best people for the job and we also want to do make sure that our practices and policies are supporting that regardless of race and that um we do know from research that students when they can see themselves in the adults around them and identify it improves outcomes for all kids. So, >> for sure. >> Um, >> I was just going to say, I mean, I'm not I'm not going to get personal, but I I I know that there's incidences where teachers of color have been hired for a position and that's the first teacher of color, a student in the school has seen that looks like them. And it gives them that validity that, oh, I I
049could be a teacher, too. I could it validates that student as well. So it's it's I see what you're saying but there's a lot of layers to that too. So and and it does need to be done right. I agree with that too. So >> so so in a sense that the weight of what makes let's say the the the better teacher um you know that that weighs into it because the the students experiment. >> Yeah. So that's >> and that comes >> that's that's our our equity and it's also kids then feel safe safer sometimes in at their school because they can make a connection with a kid right or students. >> Yeah. >> Um from your perspective how does this play out in Gladstone? It's been an immense struggle >> and we have
050not we've made headway let's say within our classified staff >> it's far more representative of the community than is our teaching staff or administrative staff >> and when we've um been successful in hiring it can be a lonely place >> can be a really lonely place because there's not that threshold of affinity that people you know of like okay I'm not always having to represent my race or my gender identity or my um so I think it's that's been a struggle. So just what I'm hearing mostly here are reports >> like what the board can do here is ask for data ask for it over time and um be curious about I'm thinking about you know if we see start to see disparity uh in our behavior referrals might ask what's going what's underneath that
051right there's the report and then another questions after the report. Whereas both of these and just came off of two items where if you're going to be most active, if the board board members the board is going to be most active, uh they're going to be most active individually. You're going to be out representing >> and you're going to rely on us staff to give you uh the right facts so that you're educated enough to be able to answer the questions the safe way. Um whereas here you you might still get those questions the same way as well but you're really getting reports in a formal setting and on a regular cadence. >> Okay. >> All right. And academic growth monitor student achievement and growth by setting high academic standards and tracking data points shared
052with the board quarterly. uh reporting on early intervention data regarding early literacy outcomes and resources implemented audit of staff and parent engagement with parent viewing and math data reports I put quarterly just because that's what we have in our in our goal but is that how often um what are our kids what are our KPIs for this what does achievement look like who are we tracking local, state, nation. Do we have programs to better help the bottom 10% top 10 or le recognize student academic success at meetings? Invite students and families to participate. Analyze growth for all, not just achievement outcomes and PD next steps with academics. for example, I know sheltered instruction happened last some PD um right and what are we continuing to do and to implement and I I just know that
053that's why but whatever else there is >> anything to clarify >> last question KPIs >> key performance >> got it you got it >> yeah I did a bad job writing down what I was thinking on the on the second one there. But my what who are we like who are we judging up next to? Like are we trying to be the the best in Clammus County? What do we have like nine 10 districts in Clamus County? I mean we could be the top district in Clackamus County, but maybe that doesn't mean anything for Oregon and then how does that measure up nationally and and then what that kind of ties into like what does success look like? What's our north star for somebody that graduates from Gladstone? You know, I always like to to
054think world class, like we want to do anything that we can to be the absolute best at all of these things. So, what does that look like for for us is what I was trying to get to. >> I've also noticed since joining the school board, that use of acronyms that we even internally question ourselves, let alone community members that are watching in or listening in. I think, you know, when we're presenting, we need to be a little bit more clear on what we're actually talking about. Um, might be helpful to everybody involved. Are they engagement thing? Less less letters, more words. >> Yeah. >> Um just just for more clarity, the the the thing I wrote about auditing staff and parent engagement with parent view. Um, I had an anecdotal experience this week. Um,
055you know, Oliver just started at Cracksburgger, uh, this year and, uh, one of his teachers sent out a message that was basically like the class was starting to see kids who are dropping down to 70% because there were a ton of them that didn't turn in their, uh, their work. And, you know, the message sent out by the teacher was basically saying that like, hey, you can track your kids' assignments at the middle school level through parent. And you know, I my wife and I are like kind of in this hard transition going from JW to to cracks where like it's a lot more engagement. But it made me kind of wonder it's like cuz you know my wife and I both had that panic attack of like oh my god did Oliver miss it?
056It's like he didn't. But it made me wonder how much parents were really under aware of parent view engaging with that and also making sure that like I don't know if the teachers are like sending all these messages out getting very little feedback responses from families and making sure that there's a tangible sort of like feedback loop as a as a collaboration between families and and uh teachers >> which is great part of my experience um with the middle schoolers and Yes, we're aware of her assignments and what she's doing, but we're kind of pulling back from that parent view to say so the problems rise to the top kind of putting more responsibility on her. So that'd be a >> like what do you mean? >> Oh, I mean are are you talking about
057like um more interactions between the teacher and parents view parent view? Okay. >> So parent view is like it's it's an interface you can log into as a parent and you can kind of see all the grades, the assignments, the whole nine, right? And so like different teachers use it differently. Some people send a lot of stuff out, some folks don't send a ton, you know, and so it's just wanting to get a little bit of like maybe audit is the wrong word for it, but just kind of getting a sense of like, hey, are are teachers using it as a tool and feel like it's useful? Are parents utilizing it? Are parents even aware? Are parents even checking it? and like kind of like that may be a key sort of indicator of like
058oh here are the families where the students have more engagement from parents and you know folks kind of know what's going on but I can't even begin to tell you how many times I've run into parents who are like I don't know what's going on and I'm like have you logged into parent view have you looked at all these things you're like I don't know how to do any of that and it's like the information is there but for some of the families who are less technologically aware or have you know whatever situational challenges utilizing these tools you know, where's the spot where we could be more proactive about making sure that engagement sort of exists. And again, I think it's going to have a direct correlation to academics, you know, straight up. You know,
059if mom and dad know that like kiddo is not doing what they're supposed to in class and is falling behind, the sooner we nip that in the butt, that's like low bhing fruit, >> right? >> So, if it's okay, Charlie, I actually put this over here because I question how else can we track engagement? uh how many downloads of our app do how many you know how many people in a in our community have the app for their school or have um how much engagement is our website getting how much engagement is our Facebook and our Instagram getting what is >> uh that's all really community engagement as much as it has an impact on >> outcomes but really it's community engagement too >> without lost pulling up% like fun job. >> What about um
060what about training? Do parents know how to use your view? Are they do they receive >> any credit? >> I can't get into mine >> any kind of support >> I'm afraid to ask at this point. >> Too afraid to ask at this point. I just >> to your point. So like at at the elementary school there was >> an elementary school >> I think this changed but before it was like >> if you had logged in view in like a week or two your password immediately reset and it's kind of like you just end up in this nebulous void but then you call the front desk at any of the buildings and they can help you with that pretty easily. But again it's like I wonder how many parents try to do that and
061they just don't. And then that that little bit of >> they call. >> They did go. It's good. I call >> like >> them guilty is charged. >> I hit the wall and I stopped. >> It's been two weeks again. So >> how often do you get calls on that? >> On parent daily. >> I would say schools do daily cuz I get them quite often and the registars are usually >> stupid. >> Yeah. >> I think you're my go-to. This is Chad. >> I'm having an issue. And is that more difficult at the beginning of the school year? >> Uh it is during Yes. Even in the summer the registrations. >> Yeah. Um, but I think I mean I'll stay out of the discussion, but I think everyone is >> so I'll brag a
062little bit about our um our staff do a really nice job with our multilingual families because we meet with them get feed folks that come we always get great turnout and they all often have a program where it's you know it's a lot of celebration but it's also hey for 15 minutes we're going to make sure everybody in the room can do can get their their login dialed in and we'll just help help you do that right now. And it's that's Petra, that's Azure, that's Yep. >> That's that's Madison Gonzalez, that's Linda Lerbot. >> What event is that at? >> H >> what event is that at? >> So we ask regularly. We'll have uh they have regular meetings with our multilingual families. >> Oh, >> so e English learner. >> Okay. >> Um to
063provide support to those folks, but also to hear from them. it winds up being pretty two-way and they've just built so much trust and community that um the outstanding turnout. >> Yeah. >> And this is that's really critical. We had an event last year to speak with our uh that community about what our our response to uh federal uh immigration officers if they were to come to our school. What would that be? That was pretty intense, but it was extremely well intended attended. Um, I think about accessing and then, um, helping parents know like, well, how can I use this as a parent? It's not just like, can I log into it, but how is it useful to me? Um, and you know, like to your point, like I was hyper on it in middle
064and high, you know, and early high. And then you start to start to fade off. And then now my daughter's the one that's like, they haven't updated my grade yet. I'm like, we'll talk to the teacher tomorrow. Oh, they still haven't upgraded it. Like if they have she has an assignment that they didn't get in the grade book yet, you know. So I kind of trained her to be a little but then you get to college and you have no access zero >> in some ways for the kids. Too much information because yeah they look at it like well my test grade and the last assignment's not in so I'm showing a 53% I'm failing. Dad I'm failing and then oh I got an A on the assignment now I have an A. >> I'm
065fine. Yeah, that's what she doesn't like it when it if something's missing and it is >> Can I give you just a little for you about this? Oh, this might look a little bit different because we're on semesters now, not trimesters and we've got them G terms filled in high school level, right? So, um the first report that you get will actually be uh there's not enough data in the system early on to give you much uh information. So, it'll actually be kind of a look back to LA to the end of last year. What were the end of year? Do you evenate that? So you at the end of year, what's our big macro on things like the state assessment system? How do county schools perform in that? How they how that does that
066break down demographically? Um attendance. Yep. These are some of our key performance indicators. Ninth grade on track, third grade reading. Uh now eighth grade mathematics. uh fiveyear cohort graduation. What am I missing? Jennifer. Anyway, those are some of our KPIs. Uh and then uh in context in those reports, I'll I'll try to address this. How where do I index? How do I how do how do we measure success? Sometimes it's relative to the state, sometimes it's relative uh we don't do very much county. We've got Clakamus County is kind of a microcosm of Oregon. You got very small school districts. They're uh poorly funded. You've got large wealthy school districts are extremely well funded. Uh and really everything, but it's it's purple county. It's it's very much like Oregon itself, right? Um it'd >> be
067interesting to try to do a deep dive into really poorly funded districts that are high performing if if those things exist. >> Yeah, that's a like uh >> um >> outliers in a good way, right? >> And what are they doing? How are they doing it? How can we do it? The state does publish, it's it's buried in some other data, but they do publish a a list of similar sim demographically similar schools like the the 10 middle schools that are uh most similar to uh Crasher Middle School above and below. So a list of 20 and of which were like the median and some of those schools are doing really well, some of them are not. But ostensibly the variables are pretty much the same. So what gives you know what gives you an
068opportunity to kind of go down around the state and say >> huh what's going on at this school because >> seems like you're about the same as us >> in ter in terms of academic growth and student achievement. I think about your the changes at the high school with the G term and the and the like I don't know exactly what that look like but I I think reporting on yeah the growth those G terms specifically targeted um I know that they're she's doing some targeted interventions for students who are not passing. So, how how that's starting to like look in terms of credit achievement, that might be some data we're able to look at throughout the year to see how are how are students doing earning credits throughout the year rather than crashing and
069you know, waiting to the end. I'm I'm assuming the hope through this that process is able to catch kids and get their credit earned earlier. >> Y >> All right. Thank you everybody. That was um I think very helpful. We'll have a a meeting Jeremiah and Matt and I and kind of pull things off there. You got a lot of information. >> At least we know who wrote it this time. Yeah, >> that was a funny. Okay, who wrote it? Uh, >> oh, that's a good one. That was nice. >> Sounds like something. >> Well, first action that I need to include that's not already on this is uh that I need to respond to all these. Oh gosh. So, I just if we go to page three, I just I just wrote down what
070I what I have tracking as my immediate actions. And I'm not going to Well, I just Let's do this. Do you want to read them and ask questions about this page and we can move on that way and set up out loud to you? We just do go one go one. >> Could you say anything more on the second one? Like specifically what are the structures and support for the new administrators? Love it. Um is is the support like this is specifically under academic. So what are you thinking along those lines that would support the academic growth their ability to support growth in their building? Uh well, some of it's as basic as the logistics of how do we how do we focus our attention on student learning >> and and instruction >> there. It's
071so easy to get mired even if you're a veteran principal. Um and the important topics that that happen in a school building, it's just full of humans. You know, 70 employees in a building, all of whom report essentially to one person. uh there's a lot of humanity to manage on top of the 600 kids. So, how are we setting aside time to stay focused on like how are you getting into classrooms? Like, do you need someone to walk the do you need someone to sort of hold your walkie-talkie for a while and respond to stuff so that you can go um do the observations that our contract requires so you can go get into classrooms. And uh some of it's that uh it's also providing um new administrators with an outside of the district mentor,
072someone they can ask the dumb question to, someone that they can kind of have a just a an ear to to bend when they need to talk about their boss. Uh those are those are some of the ways. >> Thank you. Um, and health adoption is just what's on the current cycle, correct? For adoption, >> a year off, so we deferred. >> Yeah, the health adoption. So, it's up this year. >> It's up this year. There are poultry few choices. >> Yes. Yeah, I'm aware of that. But just to like for everybody's understanding of the focus reason of health is because that is what is on our current adoption cycle. >> Yeah. We're operating on a seven-year curriculum adoption cycle. So if we're on cycle, it's hard anymore. It's pretty hard not to be on
073cycle. Um so now it's health, right? And next year will be world languages. No, next year will be social studies. Um the most expensive ones are language arts and mathematics. Uh but along with the uh health adoption, you you'll actually see You'll see the substance abuse prevention intervention plan in two weeks. >> That'll be before you was that the same requirement. Um we didn't have one. Now we do. But you you'll get that the the everyone always loves being on the u you know on the conversation around the comprehensive sexual health education plan. >> I bet >> we actually we put quite a bit of time into it last time. would we uh our second iteration of it where we really rewrote it and uh actually did involve two schoolboard members at the time as
074well as some faith leaders from the community, some parents who are interested uh from the community and um really rich conversations. I expect those things to be all of those issues about um parents capacity to opt out of curricula has just been expanded by the Supreme Court. Like what is that going to what is that going to look like? How do how do how do we deal with that expansion? That kind of thing >> and align with the Oregon standards. >> And also align with Oregon standards. >> The health adoption is that as a result of a change in standard or just a new curriculum or what? >> It's just it's just part of the cycle. >> State Yeah. state seeks uh publishers for you know this year it's health next year it's social studies.
075so far like the new text >> textbooks. >> Gotcha. >> Do you have any idea what the health one will look like financially? >> Uh it'll be friendly to us. We need that. >> Yeah, it's not a big one. >> That by not a big one, what can I call ballpark? >> My understand like a math let's say like $800,000 or something. Was that >> not quite that high but pretty high? Yeah. So somewhere you know on the low end you're in the less than $100,000 and on the high end you're over four. >> And then do we budget for that every we do >> that's in the budget. >> Okay. >> I'm excited about the evaluation handbook overhaul. Um it's actually was revised in 2018 slightly but um that whatever you wind up with
076it always provides a great opportunity for calibration on what does that mean? What does what does proficient mean? What does that look like when you're looking for it, visiting a classroom? Okay. Equity and inclusion. any questions or comments? Uh the the district equity advisory committee, will that be looking at similar data as the building equity leader? those the vice incident data also I think look at the outcome data >> yes um >> what data do you anticipate them using >> that um their focus so they I'll probably spill a lot of ink this year and verbally too differentiating between those two things because the second one is new to us so the these uh district equity advisory committees have existed in the largest school districts for a couple of years now. There were some changes
077in the last session. Uh but the requirement now is for all districts to to launch this or be so small you can be part of a consortium. But um you know my interpretation of the distinction is the building equity leaders will be pretty focused on the what's going on in the building. Um are we healthy? Are kids happy? Really digging into kids stories more. Mhm. >> Uh the equity advisory committee will see the equity stance revision for example. >> They are going to they're going to give you me >> and through me you policy recommendations when appropriate. So pretty high level meeting less frequently will involve students community members has to involve a member of the budget committee. Okay. >> Who's not a member of the board. >> Okay. >> Um so thanks the equity
078brief. You will see that I really hope you see it in October. It may not be in hand before then >> state. This is new to me. Is this a state required or just something we are going to >> we've been we've been um we asked for this to uh we asked for this about six years ago started about just before co and it we actually used the ESD and they've got a team of folks who are able to put together uh a statistical analysis of all our student outcome data and they're able to it's a regression analysis so they're able to control for variables. Uh, and they give us it makes it very objective. It comes from outside and it and it says >> here are the focal populations that are struggling in your
079building and here are some recommendations. >> Kind of what we were talking about in the two report. >> And what's nice now is we've got some history with it. >> Yeah. >> What's not so nice the punch line is those groups haven't changed >> over time. Right. So to how how successful are we being at changing outcomes for students? Um those general populations that are big enough to to have a statistical analysis that's accurate. Um they have stayed other in different areas like uh attendance are some of our focal populations have made awesome growth. Our multilingual group especially they outperform all students showing up to school. Um, so I'll I'll be bringing that to you, right? I'll start the Q1 report, community engagement, and I'll just name these. What I haven't been doing very well
080is naming these for the record outside of our discussion, but community presence, potential bond communications, a 2006 bond resource, facility tours, GLAD report, and labor relations topics. very much aligning with our questions on that one. I do appreciate always seeing you though at all of the events that I find myself at. It's It's nice. >> The only ones I miss are the ones you're not at. >> Yeah. >> Look for me before, huh? >> I still think there's a clone out there. >> Okay. I've gotten better at stacking events, >> arranging meetings that lead to events that I'm already here. It's great. >> Nice. >> Uh, so under financial stewardship, the I think the one I want to highlight and just make be make very clear about is this is going to be challenged. It's
081going to be really hard actually. Um, but presenting a budget to you at the budget meeting that is a 6% fund balance budget. Last year we didn't do that. Brought you to 5%. And I was I I was unhappy with myself for doing so. There were good reasons, but um that's I think that's something I can be fairly judged by >> and the ability to do that will be impacted by >> all these other things, >> bargaining, uh grants, >> entrepreneur. Uh, I want to really highlight and you'll hear a lot this year about our next steps in cyber security protection. You'll most often hear about that in executive session because I don't want those details out in the public. But we've come a long way in the last year. Uh, bond 2.0 if there
082is to be one, contingency planning and preventative maintenance. I think contingency planning I would just say um this is like you usually think of contingencies for things you can't you don't know about and there are those like I have a good list from Ivan on what could fail first what could fail second u I also think about contingency if if another um if the community is not supportive of another bond effort what are contingencies to deal with that but then there's something we know about which is pers. Yeah. >> Well, the the PERS rate hikes really really not rate hikes, but the the discontinuation of our offset through our site account is what caused our 15 what eventually was a 15% across the board reduction in staff last year. We know that's going to happen
083again. That is written in stone. Mhm. >> And reducing staff by another 15% I'll tell you right now is not possible. So there has to be some thinking about how do we prepare for that? We have a year and eight months. A year and nine months. >> I'm assuming a bond helps that. >> Yes, in the sense. >> What other options help that? >> Yep. uh a bond helps that in the sense that um kind of what Stacy mentioned, we were throwing money and we would continue to like some of the items on the on the wish list, which is really a needs list for the bond, they've been done because they had to get done and so they can be crossed off the list. Um and when you're when when you're spending that money
084out of capital, you know, money you've set aside for capital improvement, that's one thing. when you're when you're surpassed that and you're starting to cut into your educational program to fix a boiler um that's bad and those funds are otherwise completely separated unless we have to go. So in that sense it preserves uh the capital fund to be just capital right and not not detract from the educational program. That's how bond helps. Other ways that would help would be a local option would help. Some districts have a local option levy. It's a different form of tax and that that you know some of our big wealthy districts neighbors have that north westland like as we go and that allows them to fund staffing whereas a bond doesn't doesn't offset staffing but but for our district
085in particular again correct me if I'm wrong um a local option levy to help with like staffing issues in this district we don't have the tax base for it to be super effective. >> I figured there'd be a bigger hill to climb correct bond. Correct. >> Yeah. Yes. and it would compete against our ability to seek a facilities improvement fund because it's still it's all taxed up to the taxpayer. Um uh statewide intervention >> wouldn't that >> what's that? >> Wouldn't bank on that? >> And I will not >> and I'll continue to um >> advocate because >> because we we like it or not became the poster child last year. We were in five or six or seven different news articles. out PERS because we had the biggest rate increase of all school districts.
086We will not have the biggest next time because basically we're all we're all moving toward what's called the normal rate and we moved 16 percentage points which was like that got modified downward by 1.6 percentage points uh because of Senate Billy 49. But so that got that took us back a little bit but it still was a 12,000% increase in our UA costs. So our cost going to we didn't our budget did get smaller budget got bigger. It got divided differently and we instead of paying more people we paid a lot more for the um the cost those people don't actually see but funds their retirement. So what's a little bit hopeful is that the state that folks will will be impacted this time we won't be on such an island. This mostly impacted rural
087small school districts first >> and it'll impact more >> which means there's more likely state has to react to that because there's more >> and I won't be betting I'll be I'll be waving a flag but I won't be betting >> oh >> the third another way uh is the way we got into this 22 years ago Gladstone developed a site account as a hedge against the per against PERS performance. PERS did pretty well for most of those years. Actually did very well for most of those years. It has to it has to make 6.9% per year or 138.8% per bianium just to just to stay solvent. Uh during the 2123 bianium it didn't at all. It lost 4% the first it lost money the first year and gained back some of that the second
088year. um it's not doing great now and it's all tied up in private equity uh on these largecale contracts that the PERS board can't they can't twist the dial fast enough. They've gone way further than most school districts into private equity or most states in pension funds into private equity. And private equity is not doing well right now and they can't they're locked into contracts. They can't change. But uh the site account that was established in 2003 did work pretty miraculously for Gladstone School District for 21 years. it was always going to end in 2027. The thinking was there it it was so successful that there would be money left over to establish a new one. That wasn't true. That didn't prove to be true. Co sort of took that out. So >> would we
089use to fund it originally? >> Just extra >> I don't know where the funds came from. Um usually what what happens is there's a block of school districts. So only really twothirds of Oregon school districts did this back in the early 2000s and uh we were one of them in 2003. We weren't the first kind of cohort or class but typically what they do is they bundle a lot of weight together to be able to create a site account. Problem being right now are interest rates. So you cannot you can't you can't can't create a site account that will be effective with a 8% interest rate. Um, so until until that environment changes, >> yeah, >> it if if that weren't true, if interest rates go two, three, four range, I would be asking more
090leadership to seriously consider I wouldn't it's still a bet that I would um it's a bet 22 years ago and I would be asking you all to seriously consider it. It's not on the table right now, but that is probably the if interest rates were to fall dramatically, you a lot of school districts would pay a lot of attention and would pull together to essentially sell different kind of bond and and to clarify over the life of that the that that side account was a net positive. It's just we're eating kind of like the last couple of years worth of fluctuation of interest rates, right? It was a net positive. >> It was a net positive of >> and and we will pay every penny of that back in about four or five years. >>
091Yep. >> So, no, Zoo has been a net positive to date. >> Oh, I see what you're saying. Cuz like we're we're falling off of a cliff of what the math is, >> right? >> So, like it's it's that thing where like again, this is my understanding that like it was a good decision for a very long time. It's just the game state has changed because of interest rates and now we're gonna we're we're kind of eating that thing that you you know again ultimately all these things are a bet. >> Interest rates are the obstacle to new account. What what what crashed it were the were the uh confluence of pers performance downward and employee and employer costs payroll costs upward coming out of co. >> Yeah. And entering the 2123. >> Yeah. and
092and it's payroll and it's like it's you know underscoring the the understanding that like for community members who question things like the bond measure you know the the financial stewardship of the district it's like a lot of the moves that we have to make over this period of time and over the next few years it's it's ramifications of decisions that have made many many many uh uh boards before us. So, there's a lot about that, but it's probably worth our time just to uh we'll go over that more often than you probably care to just cuz I feel I feel like accountability to like that's that's critical like that's it's everything. If you can't do that, you can't do any of your other program. Uh and so we are also in a prevent preventative maintenance
093mode like to the extreme. That's what we're doing is just making sure that our systems don't fail right now. Okay. Safe and supportive environment. So the topics here are systems development, insurer feedback, uh our our insurance companies, uh labor relations, and student voice. >> Can I ask a clarifying question on the preventive maintenance? Do you mean in the healthy sense that we're taking care of stuff as it comes up now in hopes of saving money later or in the unhealthy stuff like we're just barely holding on? In >> both ways. Oh, okay. Yeah, in both ways. Great. >> Well, we do we're doing things like um so in a very healthy a great example of a healthy sense our alarm systems at all our schools needs actually the act of replacing them is going to
094pay for itself in 1.1 years. Nobrainer. >> Y right take an item off the bond based cost neutral. That's that's spirit exactly what you want. Sure. Always. And but no, we're just dealing with deferred maintenance. So there isn't >> that gets real. >> Yeah. Exactly. >> Uh yeah, safety support. We had our first uh uh walk with our insurance company came out to look at high school first. So they're looking at things like are you prepared for um is your facility provide any obstacles to uh staying out of uh what you heard about which was um sexual assault and molestation coverage, right? How are your are your classrooms set up in a way that there's visibility into every space sufficient that and you have a general practice of not being alone in the student classroom
095that kind of thing. >> That reduces rates. >> Yeah. It keeps them rather than reducing them if it like slows the growth. >> Yeah. >> Um things like in our shop, you know, these four machines are wonderful machines. They're too close together. Like this is an act waiting to happen. You have a month to give us a corrective action on that. This closet is a mess. You have that paint can next to that paint can. The paint cans need to be behind a in the correct kind of cup. And so we're going to do that at all facilities. >> Brown and brown dictates that. Yeah, there are layers of insurers. Nice. >> Do you get to see those reports? >> Sure. >> Good to see their perspective of what? >> You bet. It's 10 pages.
096Got pictures. Hm. >> I know we're not daring into this stuff right now, but now I'm curious as that component was the highest increase on the insurance. It got separated out from then itemized. Uh >> did we have deficits in that bucket where had we done this it might have only been a a smaller increase or did we look pretty solid? uh that didn't have any that didn't have inter that visit was just just last week didn't have any interplay with the wraith change. It's really a moving forward. Are you in a are you in a good place to stay safe? >> So the carrier before they made that new change didn't come into the building and look at all >> just based on our >> they made that in a macro to all school
097districts. >> Wow. >> Yeah. So they removed that co that layer of coverage for all school districts across the system. um >> because of the increase in >> and and and my understanding is increased that's not just Oregon. So we were talking really in the West Coast region. You've got claims that are causing the insurers to try to get out of business >> and we had a presentation last year at a board meeting about some changes to the insurance >> recent two months ago. Yeah. >> Yeah. So that uh we're just embracing this kind of visit and this kind of like workplace safety. Uh they're really not focused on workplace safety as much as like ocean would be, but they're they're focused on what's the student what's student safety look like here. Um at the
098high school shops, they want to see in every nook and cranny. Auditorium, how are you storing costumes? Are you dusting your uh are you dusting your curtains uh annually? Of >> course. Yeah, >> annually. >> But a thing that we're excited about here is doing more work. We started this work at the high school last year, like really in earnest getting getting engagement with students, especially some of our focal populations. Just getting giving living giving them an audience to speak truth to power. Here's what's really going on. Here's how we try to do that with cell phones. It's not that much wiggle room. We don't really have like a room that we're still going to get there. But um that's a bummer, you know. No, we don't want to close down the campus. Things like
099that. Anything that is obviously awesome. There's a lot of connection to the stuff we came up with. So, What I'm hearing from schools is uh I mean principles have really appreciated the clarity of your goals, the consistency of them because they've really been uh able to attach to them. I think you heard Ben talk about that. All right. um on number five our agenda steps. So we will um be having a meeting or seven meetings or multiple >> to uh just kind of look at everything and just how much let's see how much is too much action what's too little action how do we continue to move forward what's our path >> excellent I think we are at the end of our time anybody have anything more to add before we adjourn our meeting? Thank
100you everybody for all of your input. I appreciate it. And I am going to adjourn this meeting at 7:45.