July 23, 2025 Work Session AM

001the classroom school board work session July 23rd to order at 9:09 and we're going to start out with um so everybody got this agenda this like a broad agenda and then a little bit more specific agenda. Um, so we are in a in a work session. So the difference between a work session and a regular session meeting is that during a regular session, that's when we make motions and approve things and and that kind of thing. But with the work session, we are just going to deliberate and talk about some some different things. We're not actually going to make any motions, make any approving. >> Okay. So, just be clear. >> I may kindly I forgot my glasses. I'm just going to run out of >> We have all day. Don't worry about it. >>

002And thank you for taking time off of work and being here. Appreciate it. I know it's no small thing. >> All right. So, we're first going to revisit our operating agreements. So, these were made approved right back when Stacy was Stacy was chair. Maybe this is a two-pager. police. Make sure you >> did your son actually make it here or did he end up >> to park? Okay. >> Paddle paddle boarding. >> He was he was thought he was going to paddle board to Portland from Wilsonville. >> Oh, >> and it took it took all day to get to the land park. There's there's a falls in the way. >> Well, I was going to fy him. That was I was going to fairy him from from a land >> above the fall, but I

003did not >> I mean, I guess he could go through the scary on a board night. >> Spent last night on a in a a fire lookout up in the middle of >> a little bit. That's pretty. >> Hey, Charlie. >> I was gonna jokingly say if you see Charlie out there. All right. Welcome everybody. And we uh we have to call the session and get started. So the first on the thing on the agenda is revisit the grading agreement. So we just want to take a look over these again just um so for sake so work session we are just discussing and deliberating but we're not actually anything. So, board operating agreements, if you could take a few minutes and just look over these and just see if there's anything you would suggest we

004change Oh, is that uh communicate direction or directly with? Am >> I reading that wrong? >> Question. Which one? >> Number four on the bottom of first page. >> Communicate direction. I think it's a big deal. I'm wondering >> directly. Yeah. >> Catchirectly >> under board expectations of the superintendent. Something that already happens that it just feels like it's missing from number six in terms of uh what's happening around the state and the nation in education in addition to research in the district. like as legislation comes out, you know. >> So, just adding that >> and like I said, it's already happening. It just feels like it's missing from there, like, oh, we only care about what's happening in the district. >> If if I could stay on that same one, I might um suggest

005rewarding is just a funky beginning to a sentence in a timely fashion like >> Yeah. Yeah. And I know that the link to this was part of the agenda, but where does this live? I couldn't I couldn't open it. >> So, it's on the website. It is it on the website? Okay. >> I pulled it from a Google doc. So, that's a that's a permission. >> Yeah. Yeah. Okay. I couldn't find it on the website either. >> Okay. >> That one is um Yeah, just Okay. I forget if we talked about this previously, but there's like a little bit of a contradiction between the board rules and responsibilities in number three and how we communicate to >> responsibil >> recognize the role of the chair to speak for and about the board and then like

006in how we say that you know it's like a I you know the intention I think it just needs maybe a little bit of slight rewarding just >> which one little contradictory So on the first part, number three, recognize the role of the chair to speak for and about the board to the press and public groups and then how we communicate on the second page. Number two says being mindful you're preserving the public and that no individual board member has the authority to speak for the board. I don't need I don't know if that needs like >> it's worth words smithing it to carve out an exception for the board or if it's just the thing that may need to just reference back to policy around unifying communication. >> Mhm. >> Cuz I think the

007the intent of three is not necessarily media like the press and groups. So, but you're right. It doesn't >> it'sify that in the how we comm my understanding is just making sure that like individuals on the board aren't just going off willy-nilly and that like we're unified around, you know, clear communication. Um, that's driven around process. >> So, what would we say to clear that up? possibly. Um you could just kind of give a nod toward the the number three because it's still true on the first page, but >> that outside of the chair, no individual board member has the authority to speak for the board. The the problem I have with that is um because what if if I'm not serving as the if I'm not in the role of the chair for like

008say speaking to the press or the public right in a public group if I'm just at the grocery store and somebody comes up I'm not going to presume that I can speak for the board just because I'm chair I at that point I'm I'm an equal board member right Is it is it as simple as that like in my you represent the board in public and that no individual board member has the authority to speak for the board as a body? >> Does that make sense? >> But the chair we could say with the exception of >> number three in board. >> Yeah. >> Yes. Point to it. >> Point to it. Yeah. That's what I thought. >> Would you like this to be on the website? It's very easy to do as a PDF

009within the um the board portion of the website. >> Um I mean I think it would be transparent. You're right. It would be >> I think so. >> I don't I don't have a problem with that. Everybody >> Well, we're not making a motion, but we're >> just being more comp. >> I have some >> any other edits. edits, but they're they're all >> they're minor. >> You're tech gpting it. >> Cleaning it up. >> Make this sound better. >> By the way, this is preGPT. >> It is. >> This is like a small goal. >> It was. Yeah. >> Communicate directly instead of >> Oh, I got that one. But I'm sorry. Oh, >> in a language. Sorry. >> District. Uh and and >> so Ed has printed this or had Jennica print this

010summary so we can just see the um there were four four responders and um and then just so we can see how we raised scoring and then there's also the comments um and gave us some very you photo. >> Sorry about that. >> I sadly owned that. I did not even get it completed. I I saw it last night and I thought I looked at it and then I was like, "Oh, I'll just look forward to talk. I'm a talker. Talk out loud. This is a right." >> No, I'll throw myself under. I didn't take it. I have it pulled up here. I started it. Uh, I do appreciate that everybody did and I didn't expect Andrew to do it and obviously I didn't expect >> just that as I was going I had a

011hard time accessing it. I was having some issues with like the access didn't hide and then it kind of fell off my radar. >> So that yes I was trying to get in there and then things kept going and then last night I took another look and then >> No worries. We're gonna just discuss u discuss it. So there's on the OSBA website there are 12 standards that that OSBA says that that school board should follow. And um so the first one is the meeting director planning. And so what I did was um I didn't write this out for everybody but these are the standards that um can make copies. You could I I printed these. You want me to make copies forever? But I just printed it because what I did was I just

012typed I I couldn't cut and paste all this, which was annoying. >> And so like, oh my god, it's going be a lot longer to put that together. But but they're all right here, right on everyone's sheet. >> Well, it doesn't have this the point. Okay. >> Yeah. >> Unless we pull unless you pull up the Google >> stuff. Um, >> yeah. So, we'll get we'll get those, but the the Well, I'll just wait because instead of reading, >> I think the scale for me is a challenge. Um, and it's OSBA scale and that's what we used before, but developing an effective I I always feel like there's room for growth. So then I emailed or I messaged on I was like I feel like we're developing in everything but I the real conversation for

013me is like what have we done and then what do we want to >> exactly >> work on and so >> it's not necessarily coming to an an agreement on a specific number. It's about >> this is going to lead us into what are our goals evaluating our board goals from last year and moving forward for next year. >> That's that's more it's the whole process. Um, I look back and we didn't do this last year because of hiring a new superintendent >> and so we the last time we did it was I think with you and then it was uh we h had >> my DNA I can't remember her first name the OSBA >> Janet come in and she led it. So the survey was was a survey monkey that she had created

014and and so >> yeah and she was and she and for clarification she was OSBA rep that >> that specializ in doing these workshops working with boards to sort of like solidify structure how to do board self evaluations >> did that whole that whole evaluation so I just went through and looked at her rankings and that's where I came up with this ranking and then just trying to replicate it. Yeah, hers was a lot lengthier. I was trying to make it because you we you know each of these standards >> you or the substandards >> we were ranking. >> Oh jeez. >> With Janet. >> Oh my goodness. >> So it was all of these things and I >> together and thank you >> because I thought even this was >> it's very long. It

015was great. I just tried to Thank you. >> Thank you. And I did find about three typos on the VA. >> Oh, which was interesting. Okay. And I'm sure you'll find that on mine and being much closer. All right. So the first the first standard is vision directed planning. Going to read all of the the categories, but everybody that scored it ranked in the three. And again, what I want to kind of take away is these are the different standards, but then at the end, we're going to get to what our actual goals, board goals are. That's where we'll talk about what we've done and moving forward, what we want. So, so I'm going to just kind of briefly go over this. Um, so we looks like we were pretty much all in agreement there

016with the first one. And um Nicole, if you wanted to add anything from your comments instead of >> Oh, sure. Yes, these are all my comments. There you go. >> So, wants to >> No, I really did. I didn't have anything to add here. >> I fully agree with that. I think I can check off all of those and the one that I circled is the collaborating with the community to articulate our core values in both. I just Yeah, I agree. That's one that we can work on. And then looking at split, but again like um like like Stacy said at the beginning, a two and a three effective versus developing, right? Is the >> developing and effective. Yeah. >> Yeah. developing is a two, effective is a three and then it says accomplished. So

017sometimes there's but I purposefully didn't put put a a one to five scale because then I thought we would a lot of us would put 33 right in the middle. >> So so we are kind of kind of split but but really close actually there. Yeah. Yeah. And I put I I was one of the ones who rated us a two just for reasons that Stacy already indicated. And it's interesting because last night we we were at the library >> and city count. I mean, thank you there as city council. But it was so great to see just almost everybody was there. I think except Maria. Um >> yeah. um just you know stationed throughout the library because they were doing an open house and it was just so awesome to see >> just the

018whole city council there for one unified purpose. So um at any rate I'm just putting it out there as far as you know as we look ahead as we you know put together to the public you know just to have that unified. I don't know. It's just good to see from the community stand, right? >> And to put a face to the to the board or to our >> Yeah, absolutely. >> Any other comments? >> I agree with it too on this one. Just the community engagement part. We've talked about that for several years that it is I recognize as a personal board member, it's an area I'd like to get better at. >> Um And I think our bond prop taught us that we need to engage our community more so they feel like

019they it's transparent or they feel connected or it feels unified. >> Yeah. I mean, I'm I'm torn on this one because like I think like as a district, we've put a lot of effort towards this end and it's just hard because it's also difficult feeling like you know for the parts of the community that are in the school districts like people are meeting us halfway to an extent but I mean like you know we did the walkthroughs for the bond that were like trying to getting awareness out and like those were sparsely attended and you know it's it's difficult to know what the magical answer is for a community of like 12,000. You know what I mean? you're going to only have the most engaged sort of pay attention and then the folks that are

020sort of um you know apolitical or like just apathetic to the to the business of the public school system. It's always going to be challenging. You know, I I definitely think a lot of the efforts beyond bond measure to to sort of like reach out to communities were really strong and thoughtful. I just don't know what gets us over the top. you know, in thinking about the failure of the bond measure, it's like, you know, 64% of the community voted against it, but what does that number actually yield? It's like maybe 100, 200 people. That's it. You know, like that's not a lot. And I feel like, you know, inevitably we have to put forth another bond measure and we need to figure out how to counter some of the misinformation that I think was

021in play in our community and get at the the folks who are just sort of easily swayed. I mean like you know just to put a fine point on it, it feels like we had one community member that aggressively canvased and that was more pivotal than the entire combined efforts of our community that included not only the school board but also you know city council and the mayor's efforts you know and I think that's something that's worth absorbing like and again you know this is a thing I think I rated as a three because I also feel like pragmatically speaking without having a bankroll and a grievance thing that is at the core of what we're trying to get over. This is a hard one. Like this is, you know, difficult for for any school

022district. So, I don't know. This is something we're thinking about as an ongoing thing. >> I'd say to the um you know, regarding the bond, that's one thing, but of course, this is just communication in general. >> Sure. >> Um and and maybe this is happening or I I see that there maybe are some opportunities where um if in some ways we're having a hard time getting certain messages out. There seems to be a lot of situations where parents are coming to the school for different I'm wondering if there's some type of if it's even I don't know allowed but some of the communicate some of these ideas while we have those um actually in presence whether it's you name the event um just as a way that we could perhaps communicate a little bit

023better >> and I know sticky behind there like bond issues. because I know there's some legal ramifications with all that but >> well I mean like I think I think when you talk about community engagement that's also like it's 2025 there's no such thing as like a community bulletin board that everyone treats as like a believable centralized you know updated sort of central repository of information you know it's kind of like you know even we think about the district website it's like there's a lot of efforts around all that stuff to make sure the community is aware of everything but it's like you know the things that the school district touches are complic complicated and trying to figure out how to message things and get at people where they're at rather than have them come

024to us, you know, whether it's a school district or like a big business like a Nike. Everyone's struggling with that. That seems to be >> um you know, I do I do agree community engagement is a challenge. I don't think it means that because it's hard that we're effective at it. It just means >> Yeah. Yeah. Yeah. I agree. I agree. >> So, >> how how do you all feel that the the website as a tool >> is it a useful tool to you? Have you been uh pleased with it, frustrated with it as a way of if you think about it as from a community engagement perspective? Is it neutral? Is it positive? Is it negative? I say maybe some of those websites and ours included and conversations with some folks have had we

025might be getting in the weeds a little bit with some of it um where we know what we're looking for perhaps on the website but community members I I the one example I have my wife is trying to find some issues >> what would she look for >> I don't recall that um >> calendar probably something yeah something along those lines and I know I've had some issues but again I'm not like the techsavviest person. So some of that is lost on me what I represent a large part of the community too. Um so >> I mean I have found since the overhaul I haven't had any trouble that I can recall. I also have the app. >> Um so to me it's been usable but I've been in the district a long time so

026I don't really have to access it as much anymore. Right. So, I don't know if I'm a good judge of it since I >> I find that sometimes I'm unable to find things, but after a while I'm able to get it. >> I will say that our website was complimented at the OSBA last year. >> I went to one of the roundts and the guy pulls up his laptop and he's like, "This is effective marketing. It's right there. Shows the kid, shows who you're, you know, what you're doing." And, you know, I think overall I think it's really well set out. a lot of information. So, I think I think it's good. >> I mean, yeah, >> it's very malleable. So, I just throw your ass if something's not working. >> If you ever get

027frustrated like your frustration, think of it as 20 other people being frustrated by that. And we would love to know so we can fix it. Do we have any way of tracking how many people are actually going through that and try to get >> I can get that for you. >> Be interested to see. >> I don't know if it's just me, but I like the app's kind of stale. like it doesn't really update very often. Maybe >> doesn't update as much as the website does. >> Yeah. >> I'm sorry. What was that? >> The app. >> Oh, the app. Oh, I see. >> I stopped using the app because I I didn't find that it was very easy and I know that it through a ton get on it and so I just haven't

028gone back to it. I just pull up the website instead. >> I think the app is most effective for finding out what's for lunch. >> Oh. any given day, any given school. >> So to ask a selfish very much my experience as a parent question. So like generally speaking, you know, my my day-to-day week- toeek communication with any teacher that Oliver interacts with is through email. And like, you know, I monitor email aggressively. So I feel like my needs are pretty much satisfied. But when I think about like, hey, I need a reference back to something like districtwide. Is there is that kind of the agreed upon preferred method of communication from the teachers, the district and everything like is there is there an approach from the district that is like okay philosophically this is

029the platonic ideal of how we want parents to receive info? This is how they should think about it. This is how they should get it for what's going on this week with their kids. This is you know versus like what I think and again this is my experience maybe this is the wrong way to do it. My understanding is that generally speaking, the way I approach district communications is that like, you know, I get texts. I'm signed up on all the the communications. I'm a busy parent. My wife is also busy. So, you know, we're in constant communication, you try to keep up with things, but we miss stuff all the time. And so, I'll use the website as a place to reference, but that's typically for things that are relatively static. For comingings and

030goings of information, I'll check district or building calendars or I'll just email someone. But like I don't know that I've ever experienced as a parent where like the district has said explicitly to my family, this is how you should treat information that our organization is going to dole out to you. You know, questions for your teacher. It's going to come through email. If you don't have access to email, here are the alternative things. And sort of getting at like I don't know, is it too much to ask to to have extra handholding? If that makes sense. Like I don't know if that's like philosophically too much of a lift because that's a lot of work. Um or is that just a thing that has never been articulated because no one's ever asked to have it.

031Like I don't know. Like I've made a lot of assumptions as a parent coming into the district around like you know I'll get stuff I'll form relationship with with teachers, you know, principles and things like that. And then the the the aggregate of all of it comes in and like you know we've learned that's how to learn things on top of just straight up asking our child. Um, but thinking about it through like an equity lens where like there are families who are less either techsavvy, don't know how to utilize this information. It's like has anyone said to them, this is how you should get this info. Hey, there's a phone number you should just call the district or the or school building secretary, ask the question and this is that number. We've highlighted it

032very explicitly so they know this is kind of the one-stop shop that'll funnel them to where they >> and I'm to that point I'm interested. Do we get a lot of feedback from the community about about this issue? Any idea um from the community about how well we are communicating these ideas or communicating to >> my my worry is always that it's the questions you don't know to ask as a as as someone as a as a parent or as a community member or as a student versus like oh I missed this thing that went past and I knew it was over there but I didn't get it in time. It's the thing that I didn't even know existed. You know, that is that is sort of the thing that I would be concerned about.

033You know, like you know, family is coming in to GCCF not knowing about all the resources that are there, a kid who's coming into like Cracksburgger or like ghs and it's like, okay, there's orientation things that you need to be aware of. These are the important dates and they just missed it for whatever reason. You know, a teenager who's relying on the parent to keep track of this stuff, a parent who's waiting for the student to tell them they need to be somewhere because they heard about it through the district. It's just where like again I feel like I'm touching on like a 2025 cultural thing more than a thing that is like the you know any fault of the district. So I don't know. I >> think my general response to this is we'd

034like to be all things to everybody. >> Yeah. And so if you're a person who thrives on Facebook or if you're a person who who prefers a website especially because it's trans it's so easy. it just translate automatically to whatever language you choose or if you choose to be a person who's who's more email ccentric like you should be able to get all the same information I would say Facebook maybe less so because that's really celebratory >> um for the critical needs email or Facebook or email or the district website ought to be >> those are the two lanes you should have >> an equal opportunity to get what you need from either of those two places >> yeah because the thing I have perceived you know especially at the John Lenton level is that

035like I think a lot of families get their info from hearing about it from someone else through Facebook more than actually verifying it through the school district. So anytime someone says something incorrect on Facebook, there's a lot of people a lot of parents who assume that is the correct thing. And again, it's like I don't know that it's ever been explicitly like no, you should always go straight to the source. >> There's also a lot of direction given by social media. I I catch the net every time I see anything instead of directly Jeremiah's warning of what's going on or >> what they can't from. Usually there's a lot of direction from it's on each school website has your the class list of their materials and you see those stuff and I think it's a

036common question every year it's a saying you just moved in you know what's the protocol and usually they help give a guy in hand if there's some misleading going on then I'll usually notify Jeremiah so we can get the team on it but I think overall our communication is you know pretty spot on with a lot of information out there almost too much but you're able to weed through what's interested in you know pertains to you but you know for such a small district with very few staff running this operation on communication. I think overall I rate that pretty solid. >> I say any critical communication is pretty darn good in my experience. >> Yeah. >> And the other thing I think is it depends on the grade level or on the age. I mean

037at the at the elementary level there might be one method or or procedure right of communicating with parents but when you get to middle school and then high school it's going to change a little bit. >> Yeah. I think that how this relates to us more is like the conversation we're having now and the importance we're putting on the communication and I think we have over the years. I mean with our website redesign we've had these conversations before to make sure that families are getting information. It's actually something when I first came to the district and was on the board I was like this is incredible the communication level from what I was experiencing here as a parent compared to what I knew as an educator myself. I was like, "Wow, but I have stuff

038to learn from Gladstone." So, I love that we keep wanting to get better >> and figuring out how um to support families for whatever method they need, whether it's social media, whether it's the website, whether it's the alert, text messages, the app, um you know, that we're finding different ways to read school newsletters, mailed packets that go home. Like, it there's a lot of stuff. Um, and I think when you have a message, you just have to send it in multiple ways at multiple times. Um, >> can I may may I ask it I know this is I'm kind of kind of reminding myself not to talk because this is your discussion about your your self-evaluation, but it's an opportunity to ask a question of is it fair to say that we feel like we're

039effectively communicating to the school community and there's evidence that we have struggled to communicate to the larger community doesn't have school age children. Yes. >> They don't want to know what's for lunch. >> Yeah. >> They want to know or need to know perhaps >> things like the state of school facilities or things like >> what's going on. >> We've been we've been doing some of that, but I would say promoting practices that solicit input. We've been giving output like you have the >> the social media posts and the things that I think are intentional about getting out what's happening and celebrating and the what did you glad >> the glad report >> but how are we getting it the input in return and we've done it through the strategic planning or through the you

040know when the state requires us to do it but what is our practices for ongoing regular I don't know I like it's not an easy answer because sometimes people don't show up. But I think it's one of those that it's not a one and done. It's like how do you come up with something that is actually a >> Yeah. No, I'm sorry. Go ahead. >> No, no, no. I like I'm I'm actually not convinced that it's that like you know we we you know landed some of the communications with with folks in the school community you know like again it the bond measure was incredibly clarifying um in and sort of like you know even hearing the chatter from my neighbors who know I'm on the school board it's like you know why do you

041guys need that much money it's like cuz the state of the buildings come look at there's all the info you can engage with you literally have kids who are uh um in the district and it's like people expressing well I didn't know it's like well knowing they have the mailers knowing that we we put on this really significant campaign it is just this thing where like I think you know being very lucid around the white noise of communications that everyone is bombarded with that like I think some of the challenges we have as a district is that you know we have to take it seriously that like you know there's a relentlessness that and again not to be hyperfocused on the bond measure but I feel like it's indicative of larger things where if we

042want the community to understand our needs to maintain the enterprise. It's it's that felt like a real challenge, you know, a thing that I was I don't know. I felt very disappointed with because I also feel like it was very illuminating on seeing how engaged people are with public school and how much it feels like a lot of this is being taken for granted specific to things like funding and capital improvements and the ongoing stewardship um of this community space, >> opportunities for communication. Um and we talked about the lab report. send all that out. Um to more to to kind of to your point about that, okay, we got people in the school, they get the information, but what about the broader community? Are there opportunities for um collaboration with the with the city

043itself? Um even with their monthly uh newsletter. I don't know if they're what you know behind the scenes may or may not have to happen there but that's a way to get those these some of the problems that we are some of the critical things we want to communicate as a board uh to a larger community maybe through that venue >> we very rarely ask for a corner of that city publication right become like a regular thing almost >> I think it's a really good question >> I know that Stephen in Jackie's weekly update. I don't know if you saw that last week about the clothes closet. I thought that was great that you >> Exactly. Right. Yes. Yes. >> All right. I think we when we do our little have a conversation about what

044we've done this year. Standard three effective leadership. So, my comments on this were just um I'd like to see our group engage more with um other local leaders. I think that if we build those relationships with >> Yes. Other legislators, we can have a louder voice down in Salem. And we can talk about maybe another we've had a couple a few great sessions with city council so we can talk about that. >> Sure. First thing we have to talk about is where does Andrew sit. >> Andrew has no signs at least two seats. >> Yeah. Um, how regularly does the district have in our local repres state representatives? So like aren't making us argument other than the odd like hey come toward schools we haven't discuss >> in terms of the district or the board.

045>> Uh I was going to say both because I also do think it's it may be a thing that we need to do as a board to have regular interactions with them. I'd say in in the last year it's been very irregular. Like there have been opport it's it's it's when I get a text message I respond or if I'm asked to write a letter maybe KOSA will ask me to write a letter and and I'll consider this isn't this is a an arrow we want to shoot right now, right? And then I'll send out that letter in support of or not in support of something that's before them. Uh but I think what I haven't done very well and this year is different because it was sessioned. I think of a non session year

046where legislators are more available. I personally would like to make more regular so that um that relationship is built in and their first instinct is to ask us what's going you know >> if they have a question about what's going on in education their first question the first question they ask is to me. >> Yeah. >> Or to you all. >> Yeah. >> Yes. >> Yeah. Yeah, cuz like in in the interactions I've had with Anessa who is a parent in our community with with students in the district, it's like Anessa has said multiple times like you know she she's not as empowered in education, she doesn't sitting in relevant communities. Um so while education is a priority for her, you know, philosophically, it's not like something that she feels like she has direct, you

047know, influence over as a voting member of the state legislature. Having said that, I feel like having regular contact with her and Mark Meek or whoever is in office at the time, I think is something that like if we're looking for a shortcut to having a little bit more outsized political influence and support for the issues that are near and dear to us, we might want to try to institutionalize it to be more regular. But like I also don't know what's practical because like I think like having them shadow like a schoolboard meeting is great. It also doesn't really do anything for sort of like needing, you know, the soft power communication and and sort of like a sense of like, hey, these are the things coming by. These are the things through ways and

048means this is how it's going to, you know, affect you guys. Having legislators who are sensitive to how we will be feeling those changes is like going to be critical. But again, I don't I mean like I know like historically those interactions typically you know exist with the superintendent. I don't know how much that occurs within like a board and how it's effective way of doing that whe that's like in a public meeting or it's just you know maybe all of us as individual board members need to start like you know you know building those relationships individually. I don't know. I don't know that we have to put a seal but having you know the odd coffee or phone call probably good. Yeah. And then I think attending any of their open houses or their

049forums or community engagement meetings, public meetings. I think it's really important. Um, I would like to be that's a again personal board goal for me and I agree our as a board but I'm gonna I'll call myself out because I know Nicole's done a great job of that and it's inspired me of like I've never been very political but I like other than board role and so I would like to stretch that for myself and our board but I don't feel as connected as I think Nicole is about what's happening and so I'm like how could we as a for get that information, share it with each other, and make sure we're active in in those things. >> My my my lazy recommendation is spend 2 minutes with either Mitsy Bower or April Dobson, and

050that'll get you a lot. I mean, like there are colleagues in North Clakamus, you know, April Dobson, the state legislator for uh our Happy Valley district replacing Janelle Binham, and then Mitsy Bower is connected with the um I always forget the name of the organization. is basically like the parent >> ECLA. >> UCLA. Yes. Thank you. Um it's like a parent coalition uh that is engaged with state politics for education. >> What I'm kind of like a calendar of events like when those things are coming up up like I don't even know they're happening and then you're like I did this and I did that and I'm like I didn't even know those things happened. They were happening. >> Yeah. >> ECLA maintains a calendar. They do constant trips to Salem and Midsy is pretty

051plugged in. And honestly, I just sign up through OLAS, through the Oregon legislature just, okay, who's coming, what's happening, get updates on different bills that are being introduced. Um, and then I know that bigger districts like North Clakamus, they put together at the beginning of the school year, um, like legislative priorities that this is what we want to focus on as a district. And then when they go and speak with their legislators, it's like, okay, this is these are our asks, right? And so, um, I don't know if it's a function of partnering with our neighboring districts or us coming up with our own legislative priorities like special ed or you name it. But at any rate, that'd be something that' be interesting to explore. >> Did that kind of in a way you've been

052acting as a liaison to a lot of state stuff? might say that's something that we would avoid as a to um groups that we might think are beneficial like in an official role instead of just having board members engage with ready to move on. >> Sure. >> I think again when we talk about our goals Yes. that when I dealt with engagement I know it's engaging but it's still engaging with prior >> number four funding to implement accountability measures. I was like, "What is that?" >> For me, my comments here were, "I love how this past year how we had like Scott and other folks come in and give us the data." And I felt like sometimes I'd be like, "Wow, that's great. Okay, now what do we do?" You know, like, and so for

053me, the accountability piece is how do we keep the district accountable? Sorry, we redundant there, but you know, um, hey, here's the data and now how do we move forward accountability that our state assessments and long-term or LGBT long range all what >> longitudinal LGB LGBT whatever. Okay. >> LGBT. >> Are those what it would be referring to as accountability measures? Would you guys >> I think so. And I think you could also have your own accountability measures that you apply >> specifically to me. Mhm. >> going to say we I feel like we we've worked well with with Jeremiah and this is in his first year when we went through his evaluation. We've had a lot of discussion about about that and I feel like he's also brought us a lot like I think

054Andrew was saying has we've had a lot of presentations about data sharing data and so but I also think our and I think Jeremiah is trying to work toward this but really making sure that our board goals and the school district goals are really in alignment and if not one and the same. So that because we're working toward the same, we should all be working toward the same goals using the continuous improvement. Any So it's the data collection and then you know I think the data collection is important but I also think we need to say well where what are we doing and what are we where do we need to improve and what are our action steps to get to that that >> I think all of these apply that we are doing these

055um I think communicating to the public health policy decisions early data that one of my I don't know if I can come up with an example of how we've done that I think what's really challenging especially right now when you look at all of this is like oh you're using your data to determine what's working and what we're going to do more of well we're in a funding crisis so we don't have the luxury of saying, right? Oh, we're going to use our data to to funnel our funding because that we're just trying to stay safe. >> Yeah. >> In core systems, >> I don't know that it necessarily needs to be like these are things that we need to telegraph to the public that is like, oh, here are the improvements and these are

056the acts that we're do. I think a lot of it is also like making sure that that the public is clear about like we are in a funding crisis. this is how is affecting everything you know so that people I think so that the community doesn't think that like oh we're just sitting by idly idally um you know I do think making sure using that data for continuous improvement even if we're not necessarily improving because we don't have the bodies the staff and the funding you know that just being sort of like a regular marker I think that's a good thing you know as much as it may be frustrating right now in our current moment >> I think my concern is with there's certain critics in our in our community who don't care about

057that piece, right? Say, >> you know, I'm a taxpayer, so it doesn't matter, you know, here, you know, your performance in the district is here and I need to see it here and so what are you doing? So, I think it is important that >> I'm not saying that funding piece isn't important. Of course, it's it's important, but despite this, I think it's important for us to communicate despite the fact that we don't have the funding. This is we're doing X, Y, and Z to raise the bar, right? And and be more transparent about that. >> And I think we've been doing >> want to continue to do what we've been doing >> um how policy decisions. >> Yeah. I mean, for what it's worth, >> I >> um I actually like on what I

058felt like in the five minutes before the bond measure vote, you know, we had uh uh um the budget committee meetings which I thought were incredibly illuminating for anyone who was really paying attention. In fact, like I I remember making note of like there were a couple of comments where people were preparing to make comments about how they did not support the bond measure, but they like had to sit through the entire perspectus of the district budget and they were like, well, that was a lot, but I don't want to think about that. Here's my comment. >> But I do think for anyone who does pay attention, like again, I think, you know, I think Citric does try really hard to do that. Like again, it's it's that thing where yes, for the the rubric

059of what we're talking about today for the board assessment, yeah, there's always room for improvement, but using data for continuous improvement and accountability. I think I'm actually, you know, I'm proud of how this district has operated. Um, you know, and continues to operate. So, like, you know, yes, we could do a lot better. I think a lot of the work that we have to do in these meetings is is making choices, but do we have the time to to spend to illuminate this for the community? It's like, yeah, that's that's worth it. You know, how we make that effective is probably the spot that we can improve on, but you know, I like the presentations. We get a lot of information. >> I also think it's very fluid. The decisions that we're making with the

060data isn't a, hey, we did this. It's it's it'solated. It's incident by incident, case by case. Sometimes it's not just districtwide, it's in its >> lonely or what not. >> I'm glad you brought up the budget process because as a board, the budget process is where we get to have that really that direction to the school district about what our priorities. >> Um after that decisions, then we, you know, charge the superintendent, we charge the school district to make those decisions like he's having to make this summer. Right. >> Correct. those those kinds of things that like and I think our goals and our priorities are in alignment like Donna said and so they keep working towards that and I think as a board if we ever felt like they weren't then it would be

061our responsibility to say whoa let's talk about that doesn't feel like you know um but I I sometimes wonder leading into the budget process if that's where our transparency could be improved >> is that it feels like we just go into budgeting and we leave the community out of any information they might need to understand why the bud some of the budget decisions or maybe it's >> you know what I just wonder about that cuz sometimes it feels like that too like I don't know what's happening >> the budget so I just >> my my my counter to you >> that might be an opportunity >> my counter to you is that as a board member I think we get these financial reports you know pretty regularly and I think like cuz we're so close

062to it it may not necessarily feel like It's that clarifying, but I also think like everything financially with the district is hyper complicated. It's a large organiz >> I'm meaning more of the priorities like reminding >> oh like the why >> what our priorities are going into the and that it happens in the budget message at the beginning of the budget hearing but how many people watch that? people don't pay attention or even fully like oh yeah those are you know like as we go into this this is the lens from which we built the bed budget >> that's that like could that be something we >> let me >> communicate better out to people as we go into our budget season. Is this a thing where maybe we may want to consider and we

063may have passed this window to do this effectively for this upcoming academic year, but maybe it's worth spending time as an agenda point in a in a board meeting as we approach fiscal doing sort of like a board uh articulation of what our priorities for the year are going to be. >> And had that happened and I'm just forgetting >> I I I think it happened. So, have we ever had that as an agenda item to talk about priorities as we go into our budget? >> Okay. >> You guys aren't sometimes that happens. It's like, >> we did do that. Stacy, >> I think this is subjective. I think when Rachel was doing the presentations, especially leading towards budget committee, we would talk about it. But again, remember in the last couple of years, what

064are the the top line the the topline issues the district is facing? It's COVID and the spending of the SSR funds and making sure those are allocated correctly. It's um protecting programs and staffing levels and then it's capital improvements and like very unsexy things. None of this is like hey we're building a sports facility or like anything that is like a crazy sort of like u um you know luxury ad. They're meat and potatoes. And like as much as it doesn't feel like we've had anything sexy to present to the community, I feel like we have articulated that pretty pretty. >> I feel like we have cuz >> well >> I would I would respectfully disagree. I don't think that her reports give the detail that I'm talking about. >> But but if you think

065if >> Go ahead. If we need to underscore it, I do think making it maybe a like a like a board meeting sort of bullet point and we do go around and talk about, hey, as a board, these are our priorities for the year. >> Yeah. And and again, it's it's that like I don't know that changes necessarily what the district office needs to do, but I think it underscores for the community what we as a board are seeing and sort of like, you know, the the the the financial snapshots and like the the budgets as they come. You know, there's a lot of detail in that, a lot of categorization and like reallocation of funds and spending and that sort of thing. But if we took the moment in a board meeting to sort

066of use it as a point where like the board chair says, you know, here's the presentation for the board, you know, the financial officer is going to talk about this, but these are the philosophical things that we are trying to protect, you know, promote and and strengthen with this process. You know, it's a declaration from our part as a as a body, if that makes sense. Like was would that satisfy kind of what I think you're kind of getting at as like what we need to clarify? It it does both for the community, ourselves as a board, and for the district to say, "Yes, these are our priorities as you're working to develop this budget." Um, it's the opportunity for the board to weigh in, for the community to hear it. um and to reinforce

067our district goals or our board goals um as we go into it and hope you know we because we may end up in this situation again where we're I mean hopefully we're at a situation where we're like we have more funding so we can bring some things back but might be in a situation where we're prioritizing again and shaving things off and um when we go into that I think it's really important because people want to here. We're still going to be successful. >> Here's what we're prioritizing. >> Yes. >> Here's the work we're going to do. >> Yeah. >> Um >> because we do have the critics out there that only look at the end line of what is our performance. >> Yes. I know that when we've gone through the different rounds of

068cuts, we've there's a there's a priority list that Jeremiah and I know Bob has shared with us before that the district looks at >> and so that maybe making that more clear about what we where our funding priorities are. Are we talking like some type of statement before a me like at the beginning of a meeting or something like as far as >> that's that's basically we have >> I feel like it's a presentation of a reminder of >> our goals and priorities are and as we go into this budget cycle here's the here's what we're going to be here's our big rocks right the things that we're going to prioritize our funding for. Um, it's remind again reminding ourselves as a board, reminding our community, reminding our district and giving our backing of like,

069okay, this is as we go into this budget cycle. Um, here's where we're here's our where we're shooting our arrows, right? Directing our our work towards. And then as you go through the budget meeting, it's like then people can see if they want to pay attention to it, you know, then like, oh yeah, that's where that >> funding has gone. uh whether it's we have more or less. >> Okay, that's a great move on to number six. Responsible I feel like we do a pretty decent job here. I enjoy um I know Petra is I mean so great about her work and communicating with us. I'm sure that I know that there's others in the district as well, but um of course there's always room for improvement, but >> may I kindly ask kind of

070being the new person around what um what does a process look like to review the policies for cultural responsiveness? We anytime we have a policy review um or if we ever brought wanted to bring policy back up but typically it's when uh policies get reviewed is is either there's changes in law or we went through oh four years ago now a full policy process review. >> Um >> there's a district equity lens through which we're supposed to view policy work. So like it's it's that's sort of the north star for a lot of the conversations for cultural responsiveness. >> And I guess just my question is like like who does the is it the board review or is there someone else outside or in the organization that reviews this stuff as it comes in and

071then how what is that actual process >> specific to policy? >> Yeah. So, we will review um I'm my perspective is I would review like I think a warranted critique of all the things that we do district which you could probably apply to to uh your specific work of of thinking policy is how often in our discussions around a pol around when Jennifer and I are p preparing policy versions for you >> how often do we >> take out the equity lens and say >> are we >> even just took time out are we thinking about are we these questions and applying them to this and the answer my answer would be on that side of things not nearly enough >> um >> it's a good question >> so I wonder you know I wonder

072about in a board meeting setting up are we asking are you all ask doing the same thing like a parallel version of that >> it's a it's a hard standard to it has proven to be u well we've we've I don't think we've we've met our own test >> inter as a as an administrator >> do we have a process yes are we utilizing it to the best of our no we could do better with that >> was a great question >> we also probably need to revisit the equity stance it's on the agenda >> a climate of caring respect and values of student I feel like that is there and we've done things. I think that is one of that's always a work in progress. It's kind of like the same thing around community

073engagement. We've put a lot of things in place to try to improve that with the bias reporting and those kinds of things. We're going to continue to face that as a challenge as a district, but it doesn't mean we don't keep >> pressing the pedal on it or looking for like what else can we do because we have so many outside influences on it. Um, but in terms of responsiveness of the district to bias incidences and collecting that information, I think we've done a really good job. Um, and again, is there work to do? Yes. But it has been a focus of the district for how long have I been on the board? So, >> yeah. Uh number seven employment. You feel very comfortable giving us a four or three on this one. Yeah. >>

074Yeah. I feel like we have, you know, we always have ways that we can improve, but I feel like we're >> May I ask a question about that? >> Certainly. >> So, last year we had at this on this day, we had two facilitators. We had a board member that and a former superintendent. They were guiding us all through um and they highlighted I remember one slide in particular. It was like some of the best discussion I enjoyed listening to around um like what in a school setting we would call productive discomfort. >> Uh where um there's such you know there there's a tipping point where things are either disruptive and unhealthy and and um I see lots of evidence that that's not the case amongst the board. Uh and then there's the other side

075of the spectrum where whereby maybe is there is are there times where where as a body the body is overplayed or doesn't engage because it's uncomfortable >> and there's might be healthy >> there's healthy indicators associated with productive discomfort and and asking probing questions of each other in polite ways. But so I just for me that's what that sparked. I was just wondering about your perspective >> and that's that's kind of where I think we still need to grow a little bit and still but that's a little room for improvement. >> Yeah, I' I've seen us over as a board get better much better at that over the time that I've served on the board and I agree. I think we can always keep doing it. And I like when new board members come on

076and they have additional questions or ask clarifying questions. And I I I think I even said that to Clark like that I want variety of like perspective. I I think the diversity of our board like to achieve that you have to have people on your board that don't all think the same, >> right? that that actually do ask you questions of like well why you know or um so I I I think that is I I feel more like we have are still mo we're still moving in that positive direction um and have gotten better at it >> yeah agree that we can grow in it still too and just keep holding ourselves to that whether that ends up a board goal or not of like um it's I find it hard sometimes in to

077figure out an open meeting how much discussion to have because you know it is feel does and so you because you want the community to see you grapple with things at the same time we want to show unified front so >> right >> just personally I just don't even know I I think I struggle remember knowing >> I'll stop speaking just so I don't want to take this any further than has to go >> I'm happy to start more fights if you like. >> Well, our work sessions are good opportunities for that, too. >> Yeah. I mean, for for what it's worth, though, I also feel like the last couple of years in this school board, the major issues that we've been dealing with, like I don't think there's a lot of argument over them.

078I mean, like I think like with the with the hands of dealt, we've been playing them pretty smartly and pretty thoughtfully. So, like I also feel like we haven't run into major issues in the district that would that should cause a lot of major conflict if that makes sense. You know what I mean? Like again, you know, a lot of this is like um I don't know. I mean, yeah, we there's a lot of diverse voices, a lot of different backgrounds. Like I love having educators on the board, but it also not being fully stacked exclusively with educators on the board. like you know this is um I don't know I feel pretty good about this one actually. I think it kind of goes back to the presentations we've been getting this year in our

079schoolboard meetings that have been a little more more thoughtful on the bias incidents and a little bit more transparent and it just ran differently this year which gave us or me a lot more information on a lot more day-to-day operations which we don't always see. we see the bigger picture of things. So, um I think this year we've done a tremendous job of getting more information where we can have more uh united decisions, I guess, in my opinion. >> So, so you guys have a those you've been on the board for two administrations now, I guess you say there's a marked difference between the information that we were receiving prior to now, you'd say. >> Yes. >> And we made it a priority, too. Like, we recognized the board. We're like we want to have

080more you know >> trans more for us and more for our community. So that >> making it more impactful meeting so it's not just the same all right here you know it's it's just bringing more people in to speak more students repres you know acknowledging more people I guess to show all the whole community and all the great >> number uh number eight learning I think there's Well, of the >> Oh, yes. >> It was Jennifer made us that copy that. >> Oh, you did. You made us this. >> Wow. >> Jeremiah, where's the rest? >> Can we get 10? That goes on the superintendent. >> How fast everyone turned on you. >> Jeez. These are if you want the this nine is here and then 10 11 12 here you want to use copy

081that double copy to follow that little stretch break. Yeah. Oh, there we go. I do it. >> Didn't get enough sleep last night. So, I'm like mainly coffee. >> I never get enough sleep. >> I feel that way, too. >> It was like midnight last night. Oh my god. stupid podcast swallowed up my night. >> Oh, which one? >> This guy Mike Duncan. I was telling Andrew this. There's this guy Mike Duncan who's a historian and he's done this multi-season podcast that basically picks a revolution. >> Talks about like the major players, the context and like the leadup to what happened. So like Rome revolution revolution. >> Wow. So he's on his 11th season >> and these things are like >> 50 to 100 episodes, 30 to 45 minutes each, right? So he's like and

082he's a historian. >> So it's great. So >> the one I'm listening to is him doing a fictional one about a revolution that happens in Mars in the 2200s. And it's like this guy Mike Duncan has used this opportunity to leverage all his entire background as a historian. So everything about the Martian revolution has all these antecedants of like he's just sort of kit bashing personality quirks of major figures history. >> So it's very like it's science fiction but it's done like a history book and it feels so real because he's doing it with such insane depth. >> Right. you know, and it's not like glamorized at all. He's doing it like a history book. So, he'll make these aides around like, "Yeah, if you're interested in this character, I can recommend these sources." But

083they're all fake books that that that aren't actually written. >> But it's just like the Verissa Militude of his podcast is like insane. >> Wow. >> So, no, it's great. It's phenomenal. But like >> So, are you in >> I'm like 17 or 18. I started like two days ago. Yeah, you're in it. >> I am super in it. >> Yeah. So, like >> Mars already had its bloody revolution and so the people who won are now trying to hold this coalition together, but of course the folks who are for independence are now Anyway, it's a whole it's great. Like it's so good. It's like like it's like consuming. It's like speed running through like a like like a a 1200 page historical. >> It was awesome. >> Have you once? >> Oh, this is

084the only one. This is the first one. I discovered this guy because John Stewart interviewed this dude and Tony Gilroy from Andor and put these two guys in the room to talk about history and like revolutions and like >> so I was like, "Oh, I'll check it And then like I just it's like it's like consuming potato chips. >> All right. >> Great. It's so good. >> Okay. Let's >> we take >> Have you got cards? >> Yes. >> I've only Yeah. >> But I saw a new fifth cart. >> What is it? Haven't seen yet. >> Oh, okay. I know there was going to be the taco part what Arlington >> the great you haven't been there >> I we >> I don't even know where to go >> and the falaf had the

085only Okay, good to >> know. Sorry. Oh, okay. Got it. How many the restaurants had four? >> Yeah, they it's all amazing. >> How many trucks are there? There's five. >> I want to try right next door to >> a solid box. >> I haven't tried that yet. >> The food carts are so so good. >> Hard not to just want to go down there all the time because I can walk there, right? Yes, you can. Yeah. >> You go on a Tuesday or Friday night, if you go to Gladstone Pizza, more often than not, Oliver and I are there for >> It's become a regular. It's really funny. >> Funny. All right. So, if you head back, we're gonna on standard nine systems thinking and that's my my very specific rumor. the board works

086to avoid policy decisions that shift problems from one part of the system to another. >> I don't even know what would be an example of that would shift. >> Am I missing the copy that we just did? You went upstairs >> solution oriented. I I think that the intent of this one is really like you think big picture instead of the micro like >> Yes. >> Um >> what's interesting is I think that while the our cultural um responsive or what's what's it labeled? >> Culture and climate stand. uh cultural responsiveness calls for us to use the equity lens to ensure that we're actually narrowing in to be sure but this one make is like are we making sure we're >> supporting the larger system and not just solving this minute problems >> and by

087on on the standard number nine the first one um because you know the budget it seems like we'll kind of move funds from here to hey we need this here there does that I mean could somebody look at that and say that that's part of this here um where we're moving some funds to as the year goes on to support um >> I guess I look at it maybe but you know the first one avoids policy decisions and a policy level is big high level versus >> budget level um >> and I'm really speaking just as a let's say a community member were to say they're moving funds from here to there's that shift in um policy. So, but that's a good point. >> Yeah. >> Um creative process, organizational structure that enables creative processes.

088Um, in my thinking out loud, I think about when you form workg groups before you're thinking like down the road where Bob used to love he would take us back and look at the history, right, of the work the board's done and that forward thinking of like instead of what's right in front of us right now. >> Yeah. But like planning for future, planning for um the needs and then their impact on >> I don't know. >> What do you guys think? >> Well, I just I feel like our the board's job is more >> of a bigger picture. Yeah. Right. And then we we task Jeremiah with >> taking, you know, doing making the taking the steps to >> address that, right? Agree. That's what I >> Yeah. I mean, I I don't know.

089I I feel pretty comfortable with this one. I feel like the live example that I I'm just thinking of right now is that like, you know, we had reductions that we had to do due to the budgetary crisis that we're running into. And it's like, you know, seeing the conversations and the the articulation of things like, you know, the G term being done in collaboration with the GTA, you know, that being a collaborative process with like the teachers organization as much as like it's not great, it is kind of like it's thoughtful, it's process, but it also wasn't a thing that the board was like micromanaging and imposing, you know. It is a thing that like we've been presented with and had to discuss like what are the implications you know and again I I

090don't think any of a lot of those processes this year have been you know particularly things that anyone's super excited about but it also feels like it's the thing that hasn't existed or is implemented in a vacuum by engineers you know what I mean and I think that speaks well of like systems thinking and you know this is not a board imposition this is not like a like a reactionary solution this is a thing that was done with a lot of people at the trying to triage, >> you know, and do something that feels, you know, effective as a compromise to maintain the enterprise. >> And I think it goes along with the next standard, standard 10, um, about innovation, creativity. I think feel like we as a board have listened to the ideas that

091the district has brought forward and we've been open to like, hey, okay, well, we haven't tried that, but we need to do something here that's different. And yeah. >> Mhm. >> May I offer something from my perspects seat, >> please? >> The board's um willingness to consider the options around uh the bus barn. >> Yeah. >> Right. Of like >> first we have this problem >> and then we have a couple different ways we can we can attack that one. and presented that to the city council in our joint session two years ago in the springtime. then appointing a couple of board members to be sort of on point for actual negotiations. If, you know, once we landed on the better of those two options and coming up with a and then negotiating a purchase

092>> with a really pretty unique um funding apparatus that that allowed, you know, that was pennies on the dollar relative to what it otherwise could have been. And I I that's that's a compliment. I literally made my family take the long way around to drive to so to Oliver's soccer practice yesterday just so I >> I we drove by the bus barn because I don't ever take that street. So like I made a point to drive by and point at it all like that's not a big deal. I was like you have no idea like transportation grant able to like make that like a like a whole thing. >> That's a great idea. >> I was so proud of that. >> Sign up. The kids make a sign up. >> Oh >> I mean there's

093no signage there. Yeah, there is. >> You don't even know what. Yeah, >> I mean that's sitting there. You don't know what it is or who owns it and we should be proud of that fact. That was the key for >> Bstone. >> But that was a good example >> and again example of innovation and creativity. We had explored multiple options and >> but I think GT term is another good example of like when you're small and you're forced to know look out outward and say what else what are the other options and and as a board being supportive of that and recognizing that like oh yeah things do have like there are options there's other ways to look at this how do we prioritize or how do we I think it's just al also

094always I like going through these discussions because it reminds us to to stay in those views also to to think of it >> as we naturally really do from multiple perspectives. From our critics, from our supporters, from the voices that are not at the table, the impact that our decisions are or directions have. All right, we're going to move to number 11. 10 or 11. >> If I just may say, and I really appreciate the last one on 10. Um, >> okay. about the the almost moving too fast in a sense, right? Um picking up on that on that last one. I think that's an important point to make and both what um often folks want things to move faster, but the system is really set up to slow things down and so that the

095better decisions made. board member conduct, ethics, and relationship with the superintendent. I feel like that's a pretty that we're pretty strong with this one. feel like we have a pretty good pretty good relationship as a board and with this with with Jeremiah. And I feel like it's been a pretty smooth transition as he concludes his first year and starts his second um >> year. It's been a long a lot of work. >> I promise. Yeah, >> feel it was like forever and yet >> it was very helpful that Jeremiah was in that assistant superintendency for a while so that she knew the district so well. >> Um I know it's hard to come up I need to personally get better at the last bullet. Um it's hard for me to get them. There's sometimes they're

096coming later and I don't know what the best I that might just be a personal problem. I need to figure out my life schedule better so that I have time to get to the agenda or to get to the board packets. >> Um I know I think they're coming Friday still. Is that right? Yeah. So it should be enough time. It's a personal problem >> I need to work on. >> Um >> I don't feel like you're super unprepared. >> Oh, thanks. I should have known that. Yeah, >> I I don't feel as prepared as I should be. I do review them ahead of the meeting, but I think what I haven't done that I really want to make sure to do is the agreement to ask questions ahead too, so that you know if

097there's questions I do have. often there isn't, but um so that I'm that far ahead because sometimes I'm the night before and that doesn't feel good for me because so um yeah, I this is a if something comes out during the day, I would love a text message because I will not get to check my email before the the day of a board meeting often. >> Check your email. >> Yeah. Yeah. just to check your email or there was a comment that came in or other. Yeah, because I'll come to the meeting like oh what what can be email? That's my only other than that I will personally hold myself more accountable. All right, we'll move on to budgeting standard 12 budgeting and financial accountability. I feel like it's really been with Rachel. has really

098been a a strong we had the right person in the in the job and I have confidence that new person is going to step up to that role and I feel like we have a really we're really dedicated responsibility and the meetings of the hold this um to a to a set budget and we just stop the work. I mean just it's it's hard because money it's it's going to be signed with us. I think we were blessed with Rachel kind of setting a nice template where we can keep working with that setup. So she did a lot of a lot of work on the foundation of our >> budgeting and accountability. the report to court >> and I think I agree with you and as we bring on a couple more board members I

099don't know your level of understanding around the under district revenue how education works and the expenses and so I think that that borrowing the one time when we get the more in depth about how the education budget works it might be beneficial to go over some of those things too at regular meetings I I don't want to speak for anybody new or even like I think it's just easy to like oh yeah keep moving. >> I met with Bob and Rachel and I joined the board went over financials kind of the hot spots you know >> understood all that >> which that might be a good thing to set up is to have it all kind of where we at are right now and kind of the highlights and struggles. I think too something that

100um that sparks for me, Stacy, is as as Regina comes on and and presents her first um beginning of the year monthly reports is slowing us down a little bit because once you get a I'm imagining as a board member once you get accustomed to seeing the same format over time, >> it feels comforting and and we will you know everybody's going to bring new staff are going to bring new changes and so I think I need to be really uh thoughtful about a previewing any changes that you're going to see in the board with board leadership >> and then really taking the time in that in those first several meetings to really unpack each we're going to make it a little bit more graphical. >> Yeah. >> And so um interpreting each of those

101things several months in a row so that you all feel >> Yeah. >> you you know what you're seeing >> as opposed to just an assumption. get pretty dense pretty fast. >> Yeah. I will say though, if you want a comprehensive understanding, going through budget committee is the best way because it really is like a form function. It's all Russian nesting dolls, but every penny in this district is accounted for in that spreadsheet like biblically. Um, but it's also like a way of looking under the hood of seeing like, oh, this is how all the allocation works. You can see proportionately how the spending sort of flows and the housing laws and pendings and how it relates to grants and state funding, federal fund, the whole >> All right, I'm going to pass out the

102board goals because now we're going to be talking about the board >> and Donna, is it okay if I give you we go by goal and then I certainly >> I could give artifacts Yes. Okay. Everyone got one >> have an extra. >> Um All right. So the first goal is academic excellence. So this is kind of see on the survey how we how we rate see what what the or what the explanation is for our monitor and acknowledge student achievement and growth by setting high academic standards and tracking data points shared with the board quarterly >> I share a few things. >> Okay. Um hearing you read it out loud. I wonder about the word excellence. Achievement. Yes. Um, so I'm just I'm going to give you we're going to focus here. I some

103of these goals lend themselves to really uh capital D data. So just number punching. Some of them it's more experiential. So I try to bring you a variety of different artifacts depending on the for this first goal I'm giving you found we're going to focus on third grade reading in mathematics and then uh nth grade on track and on time graduation. Um, this first one is the most possibly obnoxious documents I'm going to share with you. But this is uh this is how my brain works. Uh this is how I think about uh OSAS. So, the Oregon State Assessment System and uh and what you're looking at is this goes back to 2007208 and this is math and language arts scores over time by grade level and by cohort. So, by grade level, the first

104stripe is third grade math, right? And you can just see that number all the way across. But if you think about it in terms of a cohort, an individual group of students, you're going to see that group of students identified by a color band that runs diagonally. And so you can look at a cohort and think about how have they developed over time. Uh what has changed for them? A couple of minor uh just terms of onboarding onto this document. In 2014-15, we switched from what was called oaks to the smarter balance assessment, from an Oregon developed uh measure to a to a more of a national measure. U a lot many states are now move have now moved away from what they call the ESBback, right? Um so who knows uh where that where

105that winds up going. That's that's one transition year. Another place you'll see a thin bar between 2018 2019 and 2122. >> Why? >> Because of >> really? >> Yes. Co I assume. >> Yeah. My my son would tell you that he was the only eighth grader in his uh class. His parents forced him to go into school to actually take the optional ESPback OS. That year >> I forced my kids whenever they took it. I don't remember there or not. >> The other thing that's quirky about this this is that we're not talking about a raw score here. We're talking for relativity sake. We're looking at plus or minus from the state average. So, uh a positive number, this is contextual. >> Yeah. Positive number is good because it's it's that many points above the

106state average for that measure. Negative or less good uh because it's below the state. And these are preliminary data for 2425. Of course, we can't yet uh publish the state publishes the data. And so this is just my best guess as to where it's going to land. It's a it's a very very informed guess, but it's a guess. Um and my own crib notes on the far right are just those actual raw numbers where I think they'll land. Um so all that to say, and then of course we don't test in 9th or 10th grade. children test again in 11th grade. It's the LA they test for third through eighth grade and then again in 11th grade. So you see a big jog in the color uh patterns there. So we can get way lost

107in the weeds. So I'm going to pull us back to um let's look at eighth grade mathematics and uh we were three percentage points above the state average this last year. And if you take a look backwards, that cohort tested for the first time in fifth grade after their third and fourth grade years were COVID years. >> Um, and this isn't always the case, but this happens to be a a case of uh progressive improvement over time. >> That's really, you know, celebration. >> Um, so the first time they tested, uh, everybody in the state was impacted by COVID. You could argue B, you could make an argument based on this saying that Gladstone was more impacted than than some other districts because we're still comparing to the state. >> Um, and we were 11

108points behind the state, seven points behind the state, uh, five points behind the state, three points ahead of the state progressively over time. >> Wow. >> Um, also if you look at seventh and eighth grade for 2425, the first time both of those numbers have been positive since 2010 2011. It's been 15 14 years since that both those numbers have been positive. So I'm really proud of our instructional staff at the middle level in particular. Um >> that's that that feels really good to me. >> 2010. >> May I ask again being a new board member have there been any major curriculum changes in this time? Uh two years ago we adopted math curriculum at both at both the well three years ago at the elementary level and two years >> which is kind of

109on par like that's when you'd start to see the change you wouldn't in the first year because you'd have an implementation often. >> Yeah. >> So it shows it is having potentially correlated to a positive in addition to whatever the work that >> departments are doing. for third grade reading. Uh we hear a lot about third grade reading scores and um in my mind being above the state average uh is is the norm. If you look at the history from kind of 15 16 forward is relatively normal that we are between seven and at the high end 14 points above the state average in in third grade in particular. And so we have a net 12% jump um from cohort to cohort in third grade. Um and yes we did purchase new curriculum. It's a

110challenging curriculum to implement. Um and there have been you know there are gaps in any curriculum. Ours ours have been around u phmic awareness and so having to augment that that curriculum with a lot of intentional work around uh funological and phmic awareness which usually think about K through two and we've had to we've found ourselves thinking about that K through five >> um just some of those those um basic skills showing up as gaps for for students later on. So um there are some years where we are way behind. Huh. >> It it's a little erratic in language art. >> Yeah, >> it can be kind of erratic. >> Is that a matter of the way the information get the information or is that just >> this is very regular and again because of

111the constant variable of relative to the state that's how to utilize things like >> yes >> our actual numbers might be more steady but maybe the state did better. You know we have smaller cohorts right? This is just 125 kids. >> How are they doing? >> And this data is off of testing that students have to opt into, correct? >> No, they they few of them opt out. >> They can opt out of it. >> They can opt out. Yeah. >> Okay. But if you think about both these measures, these are the more uh I don't know the more reliable data. You hear things like uh regular updates on dibbles. That's because we don't give standardized testing more than once in a year. So you're hearing things that are a different measure that ideally speak

112to this summitive measure. So there's there's some data points and then I'll I'll give you a second related one uh that is a little more visually relaxing. And may I ask, we have some community members that will come in and maybe talk about the reading levels, especially third grade, let's say. Um, they may point to certain stats and stuff. Is that's not what we're looking at here. >> It is. >> So, odds. Okay. >> It is, but you see when you see a negative number for 2324, >> that's the number often referred to, and that's just that's just proof. Um this is I then apply just a if we just want to take a macro look at things I I call this a heat map right so it's the same exact data set now we're

113not thinking about cohorts now we're thinking about the system at at large so I like literally like to hold it way out here and think of it okay well green is good if we're looking at the system as a whole and you can you can spot a time in 2008 9 for example that 8 2008 to 2010 wow things look like they were really huming Gladstone school district. If you look conversely at the kind of 1617 to 1718 range, which is right when I got here, the inverse is true, where the data maybe doesn't even to me, the data doesn't even really mean uh a whole lot about um a whole lot about what's what students can do. >> So, I I'll give you it's safe enough now that people are long gone. Um, when

114you have math scores at a level that look like that, it really maybe says something very different than what students know about math. It says maybe that they were um incentivized to go play basketball in the gym as soon as they were done with their test, >> right? I mean, that's um >> it was also a different test and starting in 1415. >> Yeah. This this would be after that, right? This would be 161 17. But even in 1415 is where you start to see the red. >> Just point that out because criteria change. >> I' I've seen both tests and I >> I think that the there's less validity with the OSAS test than there was with Oaks. >> Oaks was a test that was really the the the assessment questions were developed by

115Oregon teachers based on Oregon standards, right? Um this is national >> SAS is um and it's very complicated. I I would encourage you anybody can look at the test and it's yeah I'm not >> it's it takes a lot of um the questions take a lot of persistence on a student to keep working them through like they build on each other too. The answer to this one now has to be applied to this next one apply to the next one. So that will happen. So that >> so it's like a multi-art question. Now you're suddenly >> it takes a lot of persistence and like focus struggle with >> so I just think of the test also when I when I look at data I look at data for what it is. It is data >>

116but I also know that I I question >> but we're also comparing to organ. So I agree with you. Yeah. >> So, so just to go back for a quick second, Jeremiah, you I can't tell if you're being metaphorical or literal, but you said that like I look at this heat map and you know the tests between like you know 2016 2017. You said that like you know you get s this has but like the basketball the basketball comment. What does that literally mean? >> It literally means well how how seriously are the adults taking this, >> right? the adults in the building are setting up an environment where kids can actually show what they know >> or they're incentivized to just kind of get through it. >> Like finish the test and you get

117to go play basketball. Oh, click click click click click, I'm done. >> Or are we prioritizing what you know? >> A second a second way, and I don't want to go too deep into this, but um I'm really showing it to you as a way to like think about the health of the system broadly, like really macro. Um, high school students are >> terrible. >> Really tricky to It's really tricky to convince them that this is important. >> Sure. >> And so just take that 11th grade score generally. >> Grain of salt. >> And that's what I even thought about when I looked at the ELA. I was like that it can't be accurate. >> That's a 14 point swing from last year. >> So 12 point swing. My my my takeaway and and please

118modulate this if this is incorrect is that like the testing is relevant to an extent. >> Yes. Right. You have to ask >> and and if I look at the heat map with the context of what you're explaining is that like yes this is useful information but this is like a very large grain of salt to take with it especially when it comes to like the wide swings. I >> think there are several different grains of salt. >> Yeah. >> I think there are a lot of several factors. Well, I I guess like taking going a step beyond and sort of thinking about this through the lens of like board goals, community feedback. It's that like, you know, these things are waved at us by community members or it's a thing that is a lazy

119way of, you know, encompassing everything in the in the district's efforts into your score is low on this one thing and that's indicative of mismanagement, right? And you know, how do you couch that with maximum transparency and putting context on it and how we articulate this because again we're talking about setting academic excellence as a board goal and how do we rank that? is that like we need a better methodology that we articulate for the community that you know encompasses utilizing these things but maybe it's just a thing where like at some point during the year we need to talk about it and have it as like an agenda and just be like this is how the board is assessing our performance as a district like is it worth like rather than leaving it very

120generalized is that like mean should have a clear articulation of how we want to rank that for ours um feel like >> does that make sense? I feel like I I've heard you say a few things so I'm not sure if this is going to respond to that or not. So correct if me if it doesn't. Um one is I think that in terms of any data all data is like an indicator and means that we should ask more questions or yeah think more broadly about what that data tells us. However, we shouldn't dismiss it. Um, and then the other thing I think about is we do need indicators of academic achievement. What do we have access to? We don't want to put our kids through more. There's some districts that adopt fully different assessments.

121That's just putting more assessment time and less instructional time. So, you have to weigh that priority. This is what we have. We're required by the state to do it. If as a district we don't say this is important as a you know so this is a wondering as a board if we're like we are using this data therefore that translates down to administration to schools to say the board cares about this data so we need to prioritize how we're collect how we're um rolling out the assessment what's the priority for our school for our administration our school our teachers to give this assessment have it be as valid as possible possible given that you have to also take the other things into account. Kids that opt out are the ones that generally pass the assessments.

122Um >> Uhhuh. >> Wait, wait. Say, say that. Say that again for me. The kids who opt out >> will be the ones that pass that can pass it. So parents are the more um not I I don't know they teachers kids are kids who who understand systemically that they have the option of opting out and they're like I don't want to make my kid take this test. Why would I make them what is it? >> So you're telling me the high performers that would that would >> the high performers are more often the ones that opt out >> that opt out. >> So we have any data to back that up? >> So >> uh that for my for me it would be anecdotal. >> Yeah. Yeah. You know, but like that weirdly jives

123even though as a for me as a parent that feels counterintuitive, but I think I also understand it cuz like if I thought this was tedious to make my kid my child do it. >> Correct. >> It's a marker of privilege. >> It's a marker of language. I mean there are cases Yeah. if you parents will opt out because they're like that is torture to my child. But I think the data that would support that is that when you go to affluent communities, their percentage of opt out is higher. >> So like the Lake Omigos and the I don't know what their data is, but that how is how it used to be. The communities who are more privileged higher opt out rates. >> I think I think the thing that like I'm I want

124to I'm trying to drill down on is that like yeah, we hear a lot about third grade reading. How do you how do you have a for lack of a better term a more folksier assessment that doesn't get mired in like referencing a test >> that has a better capture for the parents in our communities to understand that like >> you know holistically like like again >> you probably don't >> like this this is the one that's going to get published in the paper. >> Gotcha. Like it or not >> in the state of Oregon's website and our allows state allows the opt outs too like which is like it's a frustration of educators is uh okay we have to use this assessment flaw as it may be >> um why are we then allowing

125people not to >> take it um so I don't I want to pull us back out I've got us into these weeds but I I'm sharing with you as like a to build up collective fluency around what these numbers mean how do how does this come to be and I want to point out that These are unofficial results. The official results will be released by the state >> and that will give you first of all totally um accurate data, completely vetted and verified data. And second, it will give you data that will help you understand even better than this how we're doing because it'll be disagregated by lots of different factors. It'll be disgregated by race, by gender, uh by poverty, all the the different measures. And you will then see >> that um we

126have lagging results for some of our focal populations. So, our students uh >> with identified learning disabilities, our students experiencing poverty, um some of our racial populations, um >> those groups in particular, and then what's be in there is that students who don't attend regularly, all of those are true and should be, you know, are important because you've ultimately you're to some degree evaluating yourselves and me >> on this. And so you'll want then to kind of queue into that that state report card when that comes out because that'll tell you how's it going for important populations that are underprivileged. >> But the second you disagregate, there's no way anyone in the community is going to understand because it's such a three-dimensional thing. Iast No, I get it. I get it now. >> At least

127you can. >> I get it now. >> Is it funny how everything just gets more complicated? Well, I mean like like again and and correct me if this is a wrong assumption and again live in like my my my center of my son's experience and and you know he's going out of fifth grade going into sixth right and like my understanding is that his cohort has a higher proportion of students with learning disabilities and if I even factor that in by a tiny percentage that weights how to view the score that I see in this anecdotally you know what I mean and then you start thinking about like okay what other focal groups is this affecting and then you're just like oh this score means simultaneously everything depending on how you look at that data

128and then also nothing like a lazy like performing or not I'm reading at third grade it's like >> so um to continue I'm ranting now >> uh the other piece of data that I'm not giving you a piece of paper around because of that disagregation piece is that it's our graduation and nth grade on track data which will that'll be published lished at the exact same time >> in the early fall and it will tell you that both of those markers at 84%. too low and it'll tell you for whom I I can't share with you now because if I disagregate it for you um it's only one cohort of students and it will be it'll it'll show you stuff you shouldn't see and the state official report will will mask those things that where

129the n value or the the size of the the population is too small to you start to identify individual students. Um, and I'll tell you, um, that it's the those are the groups that also are not graduating on time. And it's not that our it's not that our our 12th grade on track data again is awesome because we're tracking the students who are before us who haven't dropped out. >> They drop out in 10th grade. >> 10th and 11th grade is when when students drop out, they realize that they're credit deficient. they um they see the the gap and how far that it's going to and they maybe didn't pay attention to it in nth. That's why that ninth grade year is so pivotal and that's leading data and the and the and the um

130graduation data is lagging data. In our case, both are going to be at 84%. And our kind of high water mark in recent years is 90 and we like to be at that 90% or higher. >> Yeah. >> So, >> okay. Um that is what I have to share with you around academic excellence. >> So in a sense we're using this information the data points let's share with Fordly but we're but in a sense we're we are acknowledging how how that's how Swiss cheese it is too um in a sense. So >> that'll be and that I think you know that's the nature of it. I think we're a human enterprise and that'll be true of all of our our goals. or goals feel um sometimes nebulous and you're and you're looking to like pin

131them down to something that you can do something about. >> Yeah. >> I imagine from a board's perspective that feels really removed because it feels removed for me. >> Yeah. and and you know um so I'm just take I just took a stab at okay well how can I kind of capture the complexity but also the performance of of our system >> this helpful >> relative to being able to like this >> or was this guys >> I've maybe sh I show it to people >> I just want to do a quick kind of check. Do we want to take a quick five minute break? >> Plugging along. >> I could use a restroom. >> Yeah, that's what I was just a reminder that it's still being >> You're on TV. >> We're still That's

132where I'm going. Is anybody logged in? Yes, there's some on TV. >> How's your summer? >> It's been a weird summer. >> They're all weird summers anymore. Yeah, it's all right. Be uh week after next, I got take my son off to school. So, it'll take me better part of a week. >> Quickly, I want to um I need to do some maintenance here. I want to go spray for spiders >> as early as 3:00 on Monday. >> Mhm. >> I'd like to have staff out because I'm going to do the exterior and the interior. >> You think that'll work? >> I do. >> Yeah. Let's just make it so gender sent out a blanket zero lotus. >> This is your first child going to college. >> Yeah. >> How how's that feeling for you?

133>> Great in a lot of ways. >> Sure. >> Feels I I like I I know I'll feel sad. >> I have had my first like real pangs of sadness. >> Sure. >> And just I'm excited for him. >> Yeah. >> And he's ready. He's been been ready for a little bit. So, it's it's fun to fun to watch watch him develop those sort of and then it's hard to man. I look at my younger, you know, it's like, wow, is she going to get there? >> I guess she is. She is. >> Am I? I don't know. >> Yeah. My brother and sister-in-law's youngest is going off to college and I was talking to my mom and she's saying >> Katie's every time she talks about now she's in tears cuz it's just they're

134>> well their oldest is now married. Yeah. >> And gone. And so now she's headed off to college. So now they're going to be empty nesters that it's you prepare for those transitions that >> Yeah. Wait, McKenna is how young? Okay, so you have a you have a little bit bigger of a gap? >> Five years. In other words, we realize like, oh, what are we doing here? >> Traveling just got fun again. >> Yeah, >> I'll need to go faster. I'll go faster >> on the next >> What time is lunch coming? >> Uh, around 11:30 to noon. So, we'll And we're flexible, but I'll go I'll go faster so that we can the data. We also have to um >> get goals, >> develop new goals, right? >> So, I'll go faster >>

135or just read books. >> We I was going to say I I don't know that we've met the finish line on these. So, >> there were some other there were some ideas we had to make that decision. >> Be right back. >> Oh, she's pretty good. She Well, she's got a really big foot and so you throw her in, she can hardly walk. Then she got three toes on her right foot that are really >> shoot like painful. >> Really big. >> Red and so they did a whole bunch of blood work, X-rays, everything >> nerve and I don't we don't know yet. >> Okay. And then at the doctor's office, like there was a glitches involved, but we've been trying to get results since the end of last week. >> Oh, wow. And so

136>> is it like a burning thing? If I had um nuroma and had to have because I had such pain having like nerve is it when she really shoes or it's all the time? >> All the for me it was like certain shoes or certain people there's not many shoes that she could wear. >> Oh, I'm sorry. just >> Yeah, I know. Chatted with her a few weeks ago just like do you want to go sit down? Yeah. Yeah. She's not stable. So, >> she's not supposed to be. >> So, she will take that with her sometimes, but if she lost, then she'll really And she can't [Music] She's almost 93. this afternoon. If I get a call at some point this afternoon, I might jump out and take it. I need to show a

137picture of the superintendent my district and our staff. >> Oh, during summer. >> Yeah, I did. >> Oh, you got a one got a copy card. She >> said invite. Holy moly. That's fancy. >> That's her. >> And she went she had a coffee cart that she found and she >> coffee carts summer school. >> You want to see pictures? Did >> she tell you? Got >> a couple days of summer school left. Wow. >> Pick it up. >> This is a superintendent by district. Yeah. >> Yeah. >> Would you rather that I went through more quickly each of these things and then we could have a bigger discussion about the goals or we go one? >> Let's do that. >> Okay. I'll go faster. Promise. >> Lunch is arriving between 11:30 and noon. We're

138kind of fluid with our stuff. So, Okay. Um, I've got a couple two pieces of data for you around equity and inclusion. Things I think about to try to give a picture. Some of it you've seen before. Oh, looks like the second one might seen this first one before. I think I can spend less time on it. I think we've had some discussion around this is our tracking of bias incidents. This is actually still from that end of second trimester reporting. So it's not the the holistic but for me this says we still have a a race problem in America in a class. So um we have um children people fully formed people who are being discriminated against because of how they were born uh and also how they're perceived in terms of sexual orientation

139and in terms of their gender identity. So that the fact that we have a an equity lens um it reinforces that for me. Um >> sorry what's the difference of the two charts? >> Oh this is so first trimester second trimester. So it's progressive >> PC >> probable cause. >> Oh, okay. >> Uh so pay attention sorry to the number 26. So might might be that there was a slur used and there was sort of a secondary thing that was also like it was a racial slur but they also did said something about their national origin and >> okay >> um but the yeah the either the total column or the PC1 column is where you >> Okay. So for me it's just the relativity like I'm trying to queue you into is >> uh

140of all the things said to people >> uh or done to people that that are discriminatory uh that um they they are primarily uh to do with race or sexual orientation or gender identity and usually a slur. Mhm. >> Do we have um examples of where there's been any like crime involved in that? I know that the city of course follows this type of information. >> There's one instance of a bias crime that was reported first to Glazstone police >> and and then the Gladstone police reported it to us. So it was first processed as a crime. >> I see. Secondarily processed as a um school event because it did happen at school. >> Mhm. >> Yeah. And without any identifiers for individual students, is there any way of knowing if there are students who

141are repeat victims of some of these bias incidents? >> Uh there's a way of knowing that. I don't have that. So sorry. >> Oh, no. I just was going to add like one of the things we I'd love to keep looking at the long range data of this because when we started it I remember thinking we're our hope is we'd actually see >> more because then people are reporting it because then >> it was so new and so it'd start off low because kids are like I don't know about this reporting does it actually mean anything and then they'd use it more so you would see an upward trend and so that's where like I want to see that and then see it start to go back down. So, it's hard to know where, you

142know, >> it's so new. >> Yeah, exactly. So, because we want I want to know >> and we're doubling between >> they're reporting it. >> Well, we want it reported. We don't want it to happen to be. >> Correct. Right. But we want to have an act. >> We want to have some data >> to >> Yeah. >> And we want it reported so that we can respond. Exactly. >> And show that. Right. And I think >> if it's not reported, then we don't know for sure that it's happening. >> Something I I'm a little curious about is that like even seeing like on the the second half of this where it's like there's 27 reports of racial bias incidents. I'm real curious if that's like 27 different things with targeting 27 different students or

143if that's like 27 and it's like three kids who take all of that. >> I I far more toward the former than the latter. >> Okay. Okay. Um the second piece uh I'm that I I think about like another way I think about this this goal. How do how do we like quantify this goal is when students have a major uh discipline incident we track that >> and so going to show you three disparities that I find two that are negative and one that's positive. So on this on the on this one, we're looking first at within gender. We uh boys are far more apt to to have a discipline incident than our than our female students presented without comment. Right? And it's just kind of like we know that socially maybe that that that's

144a trend and it's not isolated to our school uh that say these trends are generalized. >> May I just so I'm on the same page and the stats what year this >> um the second table shows do students have a learning identified learning disability and are those students experience more uh discipline than other students? Yes, they do. um that that raises concerns for me. >> Uh and then conversely, students who are identified as um language learners are significantly less likely to experience discipline at school. And that makes me happy and proud. What about >> Race. >> Yeah, I uh I have that and can share it. It winds up being um pretty identifiable and so I chose not to in this >> Yeah. Can you just do white on white on white? I absolutely could

145do that. >> Otherwise, yeah, you're right. It's too >> Yeah, some of this I'm reliant on um staff like Petron. >> Yeah. So I like I can I can build that metric and then and then report it and um I just can't bring myself to call her last week and say hey >> yeah yeah yeah >> but yes I can definitely do that okay >> and get and it will show you what you think it will show you >> right >> some degree actually what happens >> it >> uh I'll just show it to you okay I'll share that with you because I I think our our white male students are the are the most discount in and may just for clarification for all the viewers we have out there I'm sure what would be

146an example of a major >> okay uh fight at the secondary level at the elementary level it might be um it might be associated with like getting really upset in a classroom and being disregulated and and throwing a you know pushing a desk over or something like that >> something that would get you sent to the principal's office >> like vaping in school for example all that anything that gets you sent to the principal's office >> so we a minor incident and major incidents that are codified and dealt with a little bit differently. And um it's not the end of the world, right, to have a major incident. Like most kids are in middle school, lots of kids do, >> right? In middle school, uh 34% of uh male students have at least one incident

147during the course of a year where they their behavior needs to get corrected. So just ways I think about equity like how do we think about equity inclusion in like a pin down way? Community engagement I have a piece of data that you are familiar with. >> May I ask one more question on this that we're looking at here? Do we have data from others? >> Oh yeah absolutely. >> Do we see any trends as far as it kind of does it stay steady or things escalating or is that conversation for another day? >> For sure for another day. I give you cracksburgger for example. Do you remember the it's related the um those red years >> 1617 18 >> uh the number of incidents then four or five times what it is today cracks

148the total number of incidents reported filed in the 16700 like that's all they did as administrators that was a shadow ice principal for those two years. Wow. Um, and that number is way calmer. This is an election result. Thinking about I was just listening to the conversation about community engagement and boy did we have a lot of engagement in the election. We really did. We I I talk about it more when we get we we get to um do some more serious unpacking of that later on. But uh we had 733 more people voted against the bond measure than voted for it. In other words, 367 people changing their vote, changing their mind would have made the difference. >> Right. And in terms of community engagement, I mean, you have a really I feel both

149ways about this. Gladstone's voter turnout was much higher than the counties. The community was engaged >> in the wrong direction. >> Well, or the message was wrong or whatever, right? We can unpack that. But I just just as a general way like this community was engaged with their schools in this way. >> Sure. And um >> and it's a it's a small percentage of the voting population. >> Are you are you're literally in Portland school district? >> No, this is just this is within Clackmus County. Those people who are eligible to vote in Portland. >> Yes. >> So don't >> Oh, I'm like >> look at the other ones. They don't make sense. >> The slices of Clakmus County who can vote for those. >> Okay. >> Nice. Okay. >> Okay. Moving on. Financial stewardship.

150Uh the only real piece of data that I brought to you is this board chart which you've seen before. um because it's a it's like an indicator of how did how are we reorganizing after pretty traumatic reduction and the number that would give you >> the the key numbers that you >> oh my not like >> you did not breathe >> you did a really hard thing staff did a really hard thing. The whole organization did went through art. 20% of our licensed staff are not back and that extends to licensed administrators. Um it doesn't extend to the kind of uh classified staff. It's more like half of that. But in terms of licensed people, teachers and uh licensed administrators where there were 10, there are eight. where there were 100, there are 80 in

151in rough terms. And that's just that's the data that I think about in terms of that's what it took. >> Um, moving on. >> Um, >> in terms of safe and supportive environment, how do how do I think about that? The easiest and I think a great way to think about it is school attendance. I think of school attendance as a measure of as a measure of uh how's the community doing from a mental health perspective goes up in how many kids are showing up to just one. And this is three years worth of data of irregular attenders. So chronically absent students. >> Oh, so these are the kids who are absent. All the kids attending. >> Kids who are absent more than 10% of the school year. Two years a you know 22 23

152it was really rough. We really went to work at it. We made a lot of gains and next year. And then this last year we backslid just a little. But if you look at the very end of it, we're basically level. 30.83% of our students didn't regularly attend. So basically 70% of our kids did regularly attend in both the 23 24 school years and the 2425 school years because this is progressive data. The same kids every month. So the important piece to look at is >> where did we end on 617 >> and we were exactly where we were the year before. Mhm. >> And so over the course of the year, if I look at the beginning of the year, 930. So we we dropped or Oh, we went up. >> No. >> Yeah.

153>> Sorry. >> Yeah. We were 20. >> We lost 4% by the end of the year. >> Meaning cuz September 4% >> September full are better. Like they're like >> we're going to school every day. >> No, no, no. 4% is >> Yeah. >> Small. >> Hey, you're tough the springtime. gets tough. >> Oh yeah. >> Part of it is just once you've missed 10 days of school, like your day your line is kind of as individual student. It's kind of set. Like you really can't miss much more school. >> Um but >> a student is represented here misses 17 days of school for whatever reason. They were sick. They went to Disneyland and they >> Yeah. >> Um >> do you know how we compare yet to the state average? >> Not yet. Okay.

154>> Yeah. That now come out. Mhm. >> Um you know even in even in 22 23 we were among three districts in all of the metro area who made any >> growth. Yeah. So we were highlighted for that. Yeah. >> Yeah. It was Banks, Parks and Gladstone, right? All small districts more personal you could say. >> Yeah. So we hope to stay in there and and that but I'm presenting it here not as like the focus is on attendance as so much as the focus is on mental health. >> Yeah. But attending school does is an indicator of how well they're doing. >> Yeah. >> And that is like um scientific or that's that's real. Um two other so uh we also experienced yeah suicide too much of it um and then the conversation that

155you all were having I was thinking about this how do you when you're thinking about investing and you're not able to invest what do you you have to almost think of it on a flipped way what do you what do you That's painful to do because it causes loss elsewhere, but you but you know that you've got to keep this. And I we've been um I don't have a piece of data for you, but I just want to kind of highlight here. We wrote a grant last year to the Heatherington Foundation um over $900,000 each year for up to three years. And that is a significant part of what is allowing us to keep key mental health and um and uh intervention behavioral intervention strategies at the elementary school at all levels but specifically at

156the elementary level and at the high school level. It's what allows us to bring on a school-based um social worker position that'll be new to us and to recall somebody into that. And um our sort of the things we're known for at the elementary level, the culture of care work is being is being really fed by this Heatherington grant. And associated with that is a really is going to be a lot a real heavy focus on reporting on our outcomes based on that in order to maintain that grant. >> So, >> and what outcomes are they looking for? >> Um reductions in things like >> you could think of it like recidivism. So, >> a student as a as a >> behavioral struggle and that either the either the intervention works and those kids no

157longer need that >> or they continue that. >> Is it also funding the things like that the high school is doing in terms of the mental health screeners? >> It's that not technically that's new too. Okay. >> Um but um it's definitely in support of that umbrella of that work. And so we're going to just have a we're going to have a duty because of the size of the grant to report on our outcomes. >> And that's going to be really healthy pressure, >> really healthy pressure that we all feel toward, hey, if we want to maintain this, >> we know it's good. >> Um, and if we want to maintain it, we're going to have to prove that it's good. And the the reason for the grant is part of the grant is they're

158spending on on some position. There's also a heavy focus on gathering colleagues from other school districts and having them come see it and operate as a community of practice around spreading those practices. And so we've got to do both. We've got to both perform internally and we also have this it's going to feel strange to some staff I imagine and feel like a paradox. we've got to bring people into our school district to see this >> and to talk about it. Uh because that's how we wrote the grant is to say we we will um engage with colleagues across the state to kind of spread some practices that are kind of more progressive >> full grant or match on the >> full grant. Well, the district is matching in all manner of ways by having

159maintaining counselors, maintaining uh folks who think about this stuff, maintaining partnerships with the Trillium, um the county and the the the clinic at the both the dental and the health clinics at the center. Um we see lots of kids, but we're going to need to show and really track our data around our drug and alcohol interventions work. Does our um our skills uh skills learning center students who access that at the elementary level in second grade, do they need that again in third grade or are they kind of off to the races? >> In what way would Trillium be in how >> Oh, so that would that work? >> We have trillium staff in our schools. >> I see. >> And we're we're seeking to um we're trying to bring on to double that this

160year. How long has that been going for? >> It has uh as a theme, not capital T trillium. Uh it's about six or seven years, but uh with Trillium in the last couple, they've been a great partner. >> What's the timeline for um reporting all that? >> Middle of the year. >> Okay. >> Yeah. So, immediate basically. >> Yeah. And we know we've got these data. we just we haven't refined them so well as we'll need to like we haven't articulated them so well and we've done ourselves a disservice by not doing that because then people don't know about like that healthy pressure of now we've got to tell the story of it um is great and this is Ben Bowman wrote this grant um he he was quite busy this year >> what's his

161what's his day job >> outside of his outside of his August special session uh we'll will be able to be engaged with us on staff a little bit more. So, I'm just trying to bring you a variety of different artifacts that could kind of speak to these goals. Now, you can talk about what you want to send us goals for next year and how you think we do. Hey, so going back to um to our self-evaluation, we we got through the episode equity inclusion and then I think we were on >> we've done all of them. We did >> Oh, what do you mean? Sorry. >> We just need to talk about We just didn't talk about the scores or anything. >> Oh, gotcha. >> But just, you know, just kind of reflecting on how

162we scored in each of those areas. looking forward to kind of reflecting on how we've how we've done this year as a board and in meeting the goals and then looking forward to next year. Do we want to just continue to work toward these same goals for another year? Do we want to refine our goals at all? Well, I definitely want to keep third grade reading as part. >> Yes. The academic. Yes. >> I like all the categories. I think helpful for us to like then under them make them a little more like actionable so we know like like what specifically like we had a lot a great conversation around community engagement um the equity include like so even it doesn't have to be a complicated but like a bullet it doesn't a bolded list

163for even us as like a working goals is those are our goals, but then what does that mean we're doing? >> Yeah. >> With board leadership, we talked about um a change that three of us would like to see um going forward like I wrote separate goals for myself this last year. You could probably tie them neat with >> but talked about the prospect of having the same rules >> with board actions, >> superintendent actions. >> Yeah. Yeah, I like that. >> Right. So just like you were talking about with what what does it look like that the board does >> and what does it look like that the staff do >> under my leadership and that will talked about nesting go nesting dolls like that will then help me go to when working with

164administrators the first week of August to say here they are >> here's the board actions here's the superintendent actions what are the school actions >> yeah I think I The minimal things I'd like to consider adding to the board goals is that like I'd like to add some mention of staff specific to like the equity inclusion component of it like fostering school environment where students and staff feel represented, respected and included and then the safety and supportive environment stuff were also includes a safe and supportive environment for staff as well on top of student success. I think like in the conversations that we're having with like disrupted learning, you know, that seems to be a theme we're running into. Um, I think having that as park board goals as well. >> Um, I'm not disagreeing

165with you, but I'm coming back to what Jeremiah said. What would be our process then for aligning superintendent and board goals? Do you have proposed goals or are you looking at us saying, "Okay, you start and then I'll build my goals on your goals." I'm thinking what I in my ideal world I would adopt whatever you all decide or we as a team decide are our district's goals and then underneath that would be the actions you know what are the actions but but I would like to have them totally aligned >> um at this level >> if at all possible so it's it's if you're going to be in a stance of kind of refining I'll just be taking notes listening about okay both are there words we need to add or subtract, but also

166what would the actions be >> and then kind of be able to then you can ask me in February what are the actions >> lunch is here want to bring it in now. >> No, it's okay. We'll be read out. Yeah. Thank you. >> What's that? >> I guess we can't eat, huh? >> You must be um I I like to what you said about the staff in there for sure. I think. But what does that look like on the um how do we help stack with this with those uh um types of situations like what happens now? >> I look at these five and three I just starred academic achievement or excellence whatever you want. I like the academic achievement um equity inclusion safe and supportive environment. The others I think are important and

167that's the thing that's hard with goals is you want to like have it capture all the things and I do and community engagement could be a fourth. It's just when you pick too many, five seems like a lot, but or maybe it's the I don't know. Um those are be my priorities that I would definitely propose keeping them and then um agree like having further conversation about potent about revisions and then actualizing it. What does that mean for us as a board or Jeremiah as superintendent? I had some notes as far as so for community engagement. I thought it would be maybe we could add something in there about I mean it says transparent but just building trust >> with the community. Um you know strengthening feedback loops with stakeholders. >> I like that. Um,

168and then I had some thoughts on just external advocacy that we could maybe add into I mean to your point Stacey like don't want to add more goals. Five is a lot but um >> maybe that's under community engagement but >> can you repeat what you said building the building trust but also feedback loops >> strengthening feedback loops with stakeholders. >> That's what I wrote. >> I like that. That's right. >> And then I just had some thoughts on accountability and impact and maybe that goes under academic excellence. But >> what were those because I I think accountability and impact maybe does I think of it as accountability is how well the students are doing. It actually could go both, right? safe and supportive >> because I think of how are the children doing? Are

169they achieving academically? Are they >> are they, you know, is there mental, physical health, >> right, as well? >> Yeah. Could go either safe and Yeah. Yeah. >> or both. >> So, growing great people part of it. >> Yes. >> I think I I think five is a lot, but I think we need all five, >> right? Um, I think if we were to adopt these 12 standards, that would be too. >> Yes, I agree with that. >> But if we focus on five, I I think we really do need all. >> I agree. >> All >> I agree as well. I like >> Sorry. No, no, no. You have >> Oh, I'm like I looked at using data like that to me falls under like you know a standard of using data. It means

170that we should be using data. Yeah. >> Go ahead. Sorry. >> No, no, no. I was I was looking for clarific like like I think to the point of like if we're looking at cutting this down I think like like the five we have is good. I think adding more gets us in the >> I recall right last year we did a pretty deep dive into these and kind of condensed them and made >> where it kind of was less specific but it covered the whole umbrella of what we're trying to get. Not that it matters to this conversation, but I know we did do some more, but >> I think I think that matters. We We did work. >> Yeah, >> we did the work. >> Well, you had I mean, we hadn't had

171really explicit goals. >> Yeah. Before >> Yeah. >> for a couple of years. So, >> excited by the idea of continuity, like not just scrapping a starting over, right? >> But I'm also wary of >> kind of sliding over it, saying it's all good, you know? >> Yes. Yeah. So just to kind of recap, we got on equity inclusion, we added where all students and staff represented. >> And I'm not particular about the language of that like like again I just the sentiment of >> we need to specifically name students and staff. So we're >> Yeah. Um, and then in the bu community engagement, we're adding something about being uh about building trust and strengthening the feedback loop. And what else am I missing? I'm missing something. Oh, that's what I have. Okay. And then

172we can work together to articulate actions for both wordsmithing or >> Yeah. Whether word smithing like We did a pretty decent job of that. We took notes. I took notes. We came back. We we >> Yeah. >> And then we brought them to the board for for approval. >> Um >> would it be worth our time to talk a little bit about sort of that T-chart of well what is that what is uh academic excellence look like from a board perspective? What does it look like from a superintendent and staff perspective without adding a whole lot of you know we just >> Right. So we for account for you know for accountability purposes >> for myself I want to be able to say okay I've got clear enough actions underneath these that I can be

173comfortable being held accountable to those actions. So just to be clear at last year's work session when you went through the board goals and created them. So for example academic achievement you discussed okay these are the these are the benchmarks or these are just what you wanted to we did. >> Okay got it. Okay. We all when the district does have um has uh through the the SIA SSA application programs we do have >> markers like most of them are academic or most of them are academic period right graduation rate >> fiveyear completed rate third grade reading >> the state is uh giving us the gift of adding more >> uh markers like K2 attendance and Uh, eighth grade math will be a new one. >> Oh, interesting. >> This is the governor's thing, right?

174Right. >> Which is great. Yeah. Um for for me the monitoring what we what we've done in the last year related to getting the when the data is you know comes we have relevant data in the fall winter spring kind of um points and getting those reports as a board. Um I I see our board's role is I think to be in the know and receiving those reports and um being I think also what the schools have done in terms of keeping us up to date on the academic work they're doing with their staff. So for example, Crackberger, the work they did around sheltered instruction or the ELLL uh you know when there's a curriculum focus the work that JU did around their uh data monitoring for Dibbles and um using that data in their

175100% 20% meetings to make adjustments to instruction and supports for students like getting those kinds of things at a board level so that we're in we're understanding both how our data is doing showing the results our students are showing and the work that the focus of the work at the building level. Um to me that helps us achieve that monitor and acknowledge. Um, >> this might be really minutia, but is it worth changing the word acknowledge to assess because that encompasses kind of what you're getting at? >> Acknowledge to what? I didn't >> assess monitor. So, instead it would say monitor and assess student achievement, growing growth >> by setting high academic standards. monitor. I don't even >> it insinuates a more generalized like we are looking at it regularly and reacting to >> I

176wonder if it's more monitor acknowledge the importance of student achievement and growth by setting because >> so I'm sorry you're saying monitor and acknowledge the importance of student achievement >> because I'm like if you said monitor and assess student achievement and growth by setting you don't assess the stu by setting We're not actually assessing that. >> We're kind of >> Well, assessing would be the like a district action associated with that, right? >> Yeah. >> You are monitoring it. >> Monitoring assessing and reporting it. >> Yeah. >> I don't even know if that knowledge needs to be in there. Monitor student achievement and growth by setting. I >> Yeah, I think that's better. Take out. >> Yeah, actually better. sounds better. >> For whatever reason, the the acknowledge part of it makes it feel like

177we're just patting ourselves on the back >> no matter what's going on. >> Yeah. >> And it could we could even add tracking the data points and uh what interventions or strategy loops to address want to add. I'll What are you guys thoughts? Because I do enjoy getting to hear the work that's going into >> I need to know that. >> Yeah, that's what I want to know is I want I want the data, but I also want to know what are we doing to get these kids >> where are going >> are not where they need to be. What are >> G term though a necessity of um our you know it also provides an opportunity for enrichment and support for our students who are not on track to graduate. So, it's a it's

178a thing that I'll be super curious in the year and how that is doing >> um for both students who are on track and need some additional opportunities that are hard to get in a small district and the students who need that like I need time to make up so that I don't drop out and feel like I have no recovery at this point. >> So, things like that. Um, so I don't know how to word that in there, but something >> are you thinking that we have uh so these these goals, but then under each one, >> this is kind of I think what you already said. You said a T-chart, but having like the superintendent will, >> the board will or >> Yeah, may maybe it's maybe it's that explicit and maybe it's

179maybe it's just being more like I'm imagining building up. Last year we did this exercise where we did sticky notes for ideas for board meetings. Right. >> Right. Right. >> So many about a third of them by the time it came to the meeting. I couldn't remember who wrote the sticky note or what it meant. Right. >> But if I were to if we were to think about organizing board meetings >> to be explicit about saying uh here we're addressing board goal number two. >> I would love that. >> And the focus today and one of the focus today is going to be on um yeah >> uh our equity and inclusion efforts >> and and that looks like we have we have finally done the thing we've talked about for two years and we've

180revised our equity stance. or um so that so I don't know if it has to be super explicit or I mean it probably be healthy for me to to have the um impetus to say here's what each of those five things looks like so you have something to measure me by of like a way you can tell that I've addressed >> so we can kind of come up with >> safe and supportive environment and and that these these three actions are associated with that like homework for me as opposed to like having to super um articulate about it now, but >> we get one of these days every year. >> Yeah. >> So, coming up with more of an internal >> Yeah. How will we know if we've been successful? >> Yeah. This is broadite.

181This will these will continue to be on the website, but then we will try to come up with >> and maybe Yes, I agree. And I'm just wondering if it's like you think about board presentations and suggestions and then as you're developing the board is like okay of our goals what do we what's our next step for that goal? What is it something as a board that we you know we might be like okay we haven't heard anything lately about you know how the um I'm just going to make this up but how bias incidents or or the the referral data like could we get that again or you know those kinds of things. Um to that end, it also made me think of another thing which I would really I think we could build

182out is when will the data be reported to us? Like instead of just learning the time before is almost charting it out of um these times of year we're going to get the academic data. This is when we're going to get the attendance data. This is we're going to get the behavior data. This is when we're going to get, you know, so that >> might developed something last year where he he >> he mapped everything. >> Yeah. Everything >> I don't know if it was just it might have just >> I don't think it was shared. >> I think it was just >> so when we go to work because it was it was like the benefit of it was we could rely on it. >> Yeah. >> It it did get kind of like

183mushy throughout the year. Um, and or Jennifer and I to rebuild it and like bring it back for review of just like here's what we kind of envisioned. >> Here are the here are the board meetings and here are the work sessions we do have planned and these and these are going to be the focus unless something big changes. >> So I'm sorry was that the monthly framework that you put Okay. Yeah. Yeah. Yeah. >> But I probably just shared that with you as like an onboarding thing, right? >> It was. Yeah. But I've referred back to it a few times like, "Oh, I think we're supposed to cover." Oh, >> I mean, it's busted to have it. No, it's >> Well, thankf course. Yeah. Whatever. Right. Absolutely. >> Okay. Should we? Um, so we

184agreed that we're going to just move forward with the continuing these for the next year and we're going to work on coming up with maybe a little bit more direction or Right. >> Yeah. I mean can we be so is it uh just for my own accountability in September board meeting the board will adopt a version of these >> that's sort of track changes vis you can see what moved you can still have opportunity in that meeting to to make further adjustments and then you can have from me uh here's what I imagine my actions to be and and and then you you know kind of below that what I can ask of our school leaders is >> map how your actions further are further aligned to the board actions and how does that classroom

185>> got it I think that sounds great >> okay so we are going to do we adjourn this part of the session and then we'll We'll come back this afternoon. So, we're going to adjourn. >> And we've we've published 2 o'clock, so we should probably stick to >> is when we will come back. It's um >> I'm going to keep you busy. >> Oh, that's right. We're going on a tour. Forgotten >> tour building. Nice. All right. So, we're going to adjourn.