7.30.25 Board Work Session I Centennial School District 28J Livestream

001ress. >> All right, welcome everyone. This uh meeting of the Centennial School District Governing Board is called to order at 10:02 a.m. on Wednesday, July 30th. Uh welcome everyone. I'm really excited as we get prepared to start our new year. Um we will go ahead and jump right into election of officers without any further ado. At this point, um, I will open the floor for any nominations. Um, for chair, did you? No. >> I'd like to nominate David Lynn for chair. >> All right. Um, are there any additional nominations? I'd like to nominate Pam Shields for sure. >> This is where it gets fun because I have to say it three times. Are there any additional nominations? Are there any additional nominations? Sweet. So, we are going to um vote by we'll do the board

002chair and then we'll do the vice chair. Um we are going to vote by ballots. Uh Missy has prepared ballots for everyone. >> So, you must write your name and the nominated person who will receive their vote and then sign the ballot. We'll pass Missy all of the um ballots. She'll read them out loud. If a single nominee receives four or more votes, they'll be appointed to the chair. If no nominee receives four votes, then the nomination process will be repeated. >> Both candidates Do we want to would anyone like to speak actually before? >> No. Okay. >> I was just like, did we do that before? >> Can May may I ask though that we potentially hear a sentence or two from our >> Yeah. Yeah. I think that would be good. Actually, can

003we pause on your voting for a second? I I was thinking that we were missing something there. Um I would um encourage uh David and Pam to um go ahead and share maybe a sentence or two as to why you feel like you would like to be board chair. >> I don't know. >> Um as you know this is my last term of service to the district and I'd like to leadership team experience and I'd like to be able to offer that Vice leadership. Miss will come around and collect them. >> I don't know how to read >> Facebook. >> Thank you. >> Uh what's that? Yeah, if you would. So, uh, Director Stanley selected Pam Shields. Director Moing selected Pam Shields. Director Harding selected David Lynn. I should write this down. Uh, Director Newman

004selected David Lynn. Uh, Director Lynn selected Director Lynn. Uh, Pam Shields selected Director Shields. And oh, I'm sorry, that was uh, Chair Solowski selected uh, Pam Shields and Pam Shields selected Pam Shields. So that's four votes for Pam Shields and three votes for Director Li. >> Congratulations, Pam Shields, our next board chair. Um, at this point I will open nominations for vice chair. >> I'd like to nominate Will my for vice chair. >> Are there any additional nominations? >> Thanks. Are there any additional nominations? We since that was just one nomination. I jumped really quickly after that third one, but I figured we were ready to go. Um, so we'll take a roll call vote. Um, because there's only one nominee. Um, we I will go around and we'll ask everyone um who their vote

005is for. So, we'll start with Director Moing. >> Uh, vote for myself. >> Thank you. >> Melissa, Director Stanley. Okay, Jess. >> Vote for Will Moring. >> Uh, Shields. Will Moring Mr. Newman >> David Lick the only nominee. Yeah. Will >> and I will make it um official um unanimous vote for Will Mo. Congratulations to our new vice chair. Um >> thank you. >> So, welcome to board leadership. I'm not going to make you jump in and lead this meeting as of this moment. I'm gonna go ahead and finish it out and then you guys can work with Superintendent Owens on agendas and stuff going forward if that's okay with you. >> That's fine. >> Um, fantastic. So, our next order of business um is our team building activity. Um, and this is one that

006we have done um every year. I've I've asked people to bring in something that means something important to them, something special to them. Um, and just so that we could get to know a little bit more about each of you um, as a human, as an individual, we're often um, really focused in our tasks here. Um, but I like to remember that we're all kind of humans behind it. Um, and so I will start and, um, I can't follow my own directions because I brought two, but I'll be less than a minute. Um, so this is my great-grandmother and my grandmother on this property in Oklahoma. Um, we can pass that around. Um, so I've been doing a lot of family history. Um, I actually um there's we still own that property in our family.

007Um, and the oil rights. So if you see Land Man, it's like this whole thing really in Oklahoma. Um, but um, I recently discovered a whole bunch of old family photos and so I've had a lot of fun going through determining who's who, who's named for who, you know, like my mom's Barbara and her aunt Barbara. I mean, like it's been really fun looking at all the old pictures. Um, and then the other thing I brought are just fun because I collect I love Legos a lot. Um, and I collect miniigs and so I brought my favorite mini figs. We've got the Queen of Hearts. We've got Gonzo. And then we've got um the Robin Hood characters of Robin Hood and Prince John >> Udali. Uali golly, what a day. Okay, we can go. Anyway,

008would you like to go next? Pam, would you like to >> um if you know me at all this my brother after gave my sister and I bears when I was years old >> and I've been collecting them ever since and you will always find a panda somewhere close to me. Um, and I do like this advice from a panda. Be lovable. Care for your habitat. Chew your food well. Live large. Take it slow. Cherries wild places. Make a little pandemonium. And it seems to fit me pretty well. >> Nice. >> Oh, nice. me. All right. I brought a ceramic bear that I made in seventh grade pottery class back in the day. Um the the glaze is different. I I screwed that up. So, it's like you can see the shiny glaze and then

009the not the flat. Um but my dad was really cool. I brought it home and he's like, "It's okay. I think it actually is better that way." Um so, thanks, Dad. And uh but yeah, I thought it was appropriate since we're all here in talking schools and school things. >> I very rarely follow directions. So I have three things. Um I have a gummy apple to represent my obsession with public school teaching and being on the board with public schools and uh returning to first grade. And there is very little I am more passionate about than teaching and education. Disney is a close second. Um, yes, obsessed. In fact, I will be there in two weeks. Um, third thing I'm probably most obsessed about is theater. So, if I'm not here on a Wednesday night,

010it's because I'm performing. Um, currently performing in a show and have worked solid for the last three years entering professional theater. So, it is um like two full-time jobs, teaching and performing. So, um it's a passion and a delight and a love and I'll talk about it anytime. So, I always have makeup in my purse. >> I brought If you talked more than five minutes with me, you probably not surprised that my kids are everything, right? This was uh this was taken a year ago when my wife and I celebrated 10 years of marriage last summer and uh because the kids weren't around then when we got married. We reenacted some of our favorite wedding photos and included them in. So this is the Brewery Rocks uh downtown even though uh where we u we

011got married downtown or had a reception everything downtown. Um, so that was fun. And so it's with that and every every decision that I make, whether it's as a business operator, residential real estate company and property management company, my service here, my service to Habitat, my service at Oregon Realtors, um, it's all with them in mind and how do I create a community and society and something that I'd be proud for them to to grow up in and and continue a legacy of service. So that's that's that's why I brought that. I clearly missed the memo and did not bring anything. >> What's that? >> I do have eye drops everywhere I go and and usually water or thermos. Hydration is critical. So >> you could have just lied and like I brought these eye

012drops. >> Uh sorry if I would maybe I thought faster on my feet. U but like will family is near and dear to my heart. So, if you go to my office, you'll find tons of pictures of family and my kids growing up and just always always surrounded by our why and contributing to community and our family and in service to others. So, that's what gets me up in the morning. That's what drives me is, you know, how can I leave things better than I found them and what contribution can I make to the overall success of the districts, our students uh journey or our community. So, thank you. in my life. Uh this is probably about 85 years old. She passed in 2012 at age 91. Um and a lot of her things were

013left in a house that burnt down in a fire on Maui. And I have a few of her belongings that I I brought up with me. And so I cherish them because everything else is burnt in ashes. Um but she used this to hold some of her she's very Buddhist. Uh some of her beads that she used when she prayed and I remember in the morning she used to there was just a routine. She woke up at the crack of dawn, washed the house, watered the yard, cleaned everything, um made it nice and fresh, and then came in and had a morning routine uh that she practiced. And I was always there uh sort of around the corner watching her. And um beautiful human being, wonderful, and instilled a lot of uh values and beliefs

014in my life that I hold dear to this day. So, I brought my reading glasses. Um, partly because I'll probably need them at some point during this meeting, but also um kind of at the start of this year, I realized I was just spending way too much time in front of screens between work and at home. And any reading I was doing was basically workrelated. And I used to be an avid reader, particularly fiction. And so, I just kind of recommitted like I'm going to read books this year. And I started in March. I have finished 10 fiction books since that time just reading for fun. And so just kind of making that conscious decision to spend more time um doing something that I love and I find really peaceful, especially during the summer. It's

015been great to just like sit in the shade at a park and read a book. So um but also finding that I really need glasses to do that at this point in life. So >> okay. Well, I brought a picture of this is a pew that sits in my front entryway of my house. It's a church pew, so I obviously couldn't bring it because it's about six feet long. Um, and what it is is my mother was an educational assistant in Gresian Barllo for a number of years. And um, she would help in they had remedial reading classes at that time. That's what they were called. And so students who were sitting outside of her classroom didn't have a place to sit. Um so she decided to work with my dad and get a couple

016um pews donated that align the halls of the school of West Gresham grade school. And so when she passed away a few years ago after that, they decided to donate a pew in her honor. And so when they were doing some remodeling, they called us up and said, "Would you like this pew in honor of your mom?" Well, yeah, of course I would. And so it sits in my front area right now. So my kids put their stuff there. I put my shoes there and every time I sit there I think her and a lot of the students that sat there too. So >> yeah, >> I missed or forgot the memo. Um but um I would have um brought something related to my daughter. And I guess I will share my tattoos on my

017left arm because these are all in honor of my daughter Zoe who is 15. And um one is this is a soundwave of her first cry when she was born. Um and that's the first time she wrote her name. Um Zoe O because even though we thought we were really creative, there were three other Zoies in her preschool. um a flower from the movie Tangled that was kind of very uh centering to her when she was little. She's a black belt in taekwond do. She's also a dancer. So I carry her in my heart and on my body always and she's my why. And um uh in everything in every decision I try to make um for students, I try to think of them as my own stepchild and what decisions would I want to

018be making. Um, I brought song lyrics. Is this I don't hear my own self, but uh I brought song lyrics. Um, and forgive my hub, so they're my own song lyrics. Um, but and they've been really they've really sat with me. I wrote the song a few years ago, but these this chorus has really sat with me the last few months especially. You're a flower growing in the darkness, a sanctuary in the eye of a storm, a cavalry of poems riding at the break of dawn, a fire burning bright against the sun. And really, the sentiment of standing up in darkness and being a bright point has been weighing especially strong lately. >> Um, well, my favorite things are my books and my library. You'll often see it in the background. Um, I love books.

019I collect them. My oldest one is actually from my great great-grandfather. It's from 1903. It's the commoner by William Jennings Bryant. Um he was a Pony Express writer and also uh someone who had worked for Wells Fargo to take the gold from the gold mines to the San Francisco Mint and stuff like that. And one of the things he was always proud of is he never had to fire his gun ever in his life. Um and then the second one is called The Far Out Story of Vortex One. It's one of the favorite stories of Portland history that I like to tell people. Um, back in the movements for Vietnam, uh, for peace in Vietnam, um, there was going to be what people thought was a big confrontation. It was right after Kent State. Um,

020and so here in Portland, there was supposed to be a very large demonstration, but the governor came up with an idea to do a free rock concert down in MacGyver Park, which actually worked very well and drew all the crowds out of the city and left a very few small contingent of anti-war protesters in the city. So very interesting story especially since my family features in it. So I like to tell people that >> um usually in these activities I like to bring something that's not workrelated but I have finished my 20th year in education um this last year and I see um education at least for my own mental health if not anything else. I think it's traditional for it to be a 30-year stint. So, I'm, you know, kind of thinking about it

021in thirds. So, in in that sense, I finished twothirds of my career. Um, and so I've been in a little bit of a reflective phase in terms of, you know, where I've been during that time. So, what I brought with me today uh was class pictures of um the ones that I've been able to have uh from when I was a teacher and then also as a principal. So, you can see here and I'll pass these around. um my first year as a teacher and then you can see um various years but you know I think about those students periodically and often um and think about where they've been and have been connected with um some of them over the years and think about the things that I did well and the connections I made

022and think about the face palm moments of you know now that I know better about education what I would have done differently in the classroom. So um just a reflective face for me and also thinking about how education's changed over that time period and you know this has been nearly half of my life now. So appreciate you indulging me. And before I forget um I also wanted to turn it over to John and his colleague. I'm sorry I don't know your name but I remember John last year shared his cell phone and uh I'm not sure if he has thought about a potential artifact for this year. Um Missy's gonna bring you a mic. Well, uh, I didn't get the memo. Actually, Noah was supposed to be here today, so um, I thought of the

023few things. I did my cell phone last year, and apparently that was memorable. Um, so I thought this year I would do something a little more personal. Um, is my wedding ring. And, um, sorry, it's very touching. Um anyway, my wedding ring is very special to me because um in the inside it's engraved my twoe husband's Maui 2022 because when I went to Maui with my not then husband but now current husband um we weren't supposed to. I wasn't able to tell my family. They didn't understand those choices in my life. Um so it was it was our our moment. And so we got wedding rings while we were there and I said, you know, we we can be husbands for two weeks. And then when we got back, we didn't take the rings off.

024And so, um, as things progressed, we eventually did get married. And then it came down to a choice of finding a wedding ring. And I wanted something very unique. And I said, "How about something like a meteorite ring?" And he goes, "Nope, not having that. Uh, I've done meteorites. They have bad juju." And it did not work well. So I'm like, "All right, well, scratch that idea." So, I looked high and low and I'm trying to find something that's just just different. And then I found these rings which the entire ring itself is compressed black diamond. And so they're very very strong. They're very resilient. You can scratch concrete with them and they don't scratch. And that was my thing with any of the black rings is they scratch. So, um, the ring is very

025special to me. And, um, I'm just I cherish it very much. And, uh, like I said, it makes me a little emotional. So, um, that's a little bit about me and something that, uh, I wanted to share. So, thank you. And, uh, now I'll turn it over to Brian. He's one of our our new techs and, um, he has something to share. I also did not get the memo, but, uh, hi, my name is Brian Demars. Um, so I suppose in place of bringing something, uh, I brought myself. Um, so I've been in the district for, uh, just about six years, I believe, in September. Um, I'm a newer member here at IT and uh I'm going to be here a new face uh reoccurring uh from time to time. I'll be shadowing John here

026and Noah as well as they come up so that way I can uh be on board to make sure everything runs smoothly for you. But uh yeah, I've I've seen a lot of you around here. Um it's been awesome to see everyone move around as I have. So I'm looking forward to continuing that with you all here. >> Thank you. I mean, seriously, >> I wasn't gonna have enough time with those, so I'll look at them later. >> Um, thank you everyone for sharing. I really appreciate um the touching stories, the um heartfelt things that you share and courage for those who didn't bring anything to just jump right in and share anyway. Um, I really appreciate that. Um, so next up we've got um the topic of board governance. We've got closing the loop.

027So there were several items that came up um as potential topics for um for us to talk about and so not all of them made it into the agenda. I kind of wanted to go through some of the things that didn't make it into the agenda and talk about next steps for those. Um, first off, the stipens. I think we all saw um, and I hope we all saw the email from Missy. Um, more guidance from OSBA coming next month. Um, so we're going to hold until we get a little more guidance on that. Um, board members, this is just a reminder, if you're going in the role of a board member and not a parent, please check in. We have a board policy that asks that you check in with James before you go

028to visit the schools. um reviewing board book in advance of meeting. Um so there's some really important stuff in there that we that you'll be that you vote on in the meetings and so really important that you read that stuff ahead of time. Um if you have trouble getting into your board book, there's also a public side which has the same information or you can reach out to Missy. Um uh let's see here. Student representation. So that came up and I I think that um I would invite folks to do a tiny bit more leg work on this one and engaging really getting the student voice. So we've talked about how we can have students more engaged at board meetings similar to other districts. Um and when I want that to like I want that

029as well but I want it to come from the students. I want the students. So, I think that if we as a board, I mean, we have a couple of student um leaders and I think that you've done a great job of going around student council, but I would love to hear from them how they would want to be involved instead of us just being like, "We want you involved." Um, but that's definitely something that we can um bring more up, but I today I'm recommending getting more student voice before we add that to the agenda. Um, so those were my Are there any questions on the closing the loop? Okay. Um, just a note of um, business, please take care of yourself if you use bathroom. Lunch will be coming at noon. And depending

030on how far we get through things, we'll either take a break for lunch or keep working through lunch. Um, all right. Next up, 4.2, Board Operations. So, in front of you there's all sorts of papers. Um, I'm going to ask you to pull up the board um operating agreement. Um, we have some new folks. My least favorite thing is going through and reading this out loud to people who are very adept at reading. Um, so let's take this a chunk a chunk at a time and um well what I would like us to do is let's take a couple of minutes read through these and then highlight this is our way of sorry I'm this is our way of self-reflection and really checking ourselves. How have we done on this over the past year? Are

031there things that we haven't done well that we feel like we could do better? Are there things that are missing? This is kind of our um how we root ourselves in the work. And so let's take a few minutes um to look over these and then highlight one or two things that you'd like to share with the group. Um or just listen however you feel comfortable. >> Uhhuh. Please. >> The board operating side, right? >> We'll do the board operating first and then we'll do operating side. Let's just look at the whole thing. Is it nap time already? >> Everything is All right, let's um jump right in. Does anybody have anything that jumps out at them operating agreement >> as good, bad or in different? >> Yes, I welcome the constructive. I welcome the

032>> positives >> over overall. No, I think it's pretty solid and um thank you to whoever originally put this together a couple years back. Uh there a couple I've dropped down a couple of notes here. Maybe is there more points of clarification than anything? Um five in the first section of roles and responsibilities says the board will periodically review their own performance. I'm not sure I experienced that in the last eight months or so. Uh and maybe that's done at some point and I just wasn't here to experience it, right? Uh and then towards the bottom is probably a note to maybe myself, but number 15 um under the last paragraph, the board of employee a variety of means engaging community. I just wrote myself a note that maybe this is an opportunity to develop

033one of our working committees around outreach and how we want to meet people where they're at. as Eric Newman mentioned at our last meeting and whether that's how we strategically engage PTAs, PTO's, other various community groups that are also engaged >> in the general work of the district and and whatnot. So, that was more just a general note out there. >> Um besides our communications department doing a lot of heavy lifting, right? >> So, that those are my thoughts on that. >> Great. And I will respond and say uh yes, that number five it does say we will periodically review our own performance. Um instead of putting together a full board self-re performance, this is our actual like our time of year to go over kind of what we agree to each other um and

034what we agree to the superintendent. Um I encourage anyone who is interested in doing some leg work. If if you want a more elaborate process, uh do some leg work. pull it bring it forward to the board and we can definitely talk about it please. Uh that was one of the ones I was going to mention. I've brought it up before um having sort of a >> evaluative thing. Talked about it last year. Still like to continue to talk about that. Um, and I guess just personally and more for me, I appreciate the the communication things laid out because I recognize that I miss more board meetings than the average human at this group of table does. So, I just appreciate the the laid out like connecting with each other, talking to each other, responding

035to emails, using all of the resources in that way so that I can manage both my passions in the way that I'm best able. So, I appreciate it laid out like that. Thank you. >> Please. >> Two things. One, I do want to second director Moring's call out to point 15. Um, same thing the board and I I know we've spoken about that a little bit um at our last meeting. I also I would be curious as we're as we're having the conversation here and going forward twice we took this uh operating agreement talks about student needs and student voice. U recognizing that I'm new to the board. I don't know much of how we are knowing student needs and listening to the student voice, but I do want to I'm curious to continue that

036conversation and listen. >> Great. >> That will definitely be on the edge lit is incorporated in almost every student right so I think that this is something you know I'm glad one of the things that we talked about is being able to celebrations and we do get input from our high school about facilitate information of that nature invited that nice I've got to see people just how involved Anything else from around the room, comments, thoughts? Let's go ahead and flip it over to the board superintendent operating agreements. Let's take a few minutes to read through that and again do the same thing with notes. Is anything jumping out for anyone comments, thoughts? Superintendent Owens, do you have any thoughts? >> Um, I have a lot of thoughts. I always have thoughts. Uh, >> oh yeah,

037about this. Um I feel like we established these uh operating agreements um four or five years ago now and refined them slightly, but I think we've reviewed them annually and I think it's been a helpful exercise to help um clarify expectations of one another. So, I guess my comments would be I just appreciate um from my perspective that there's adherence to what we've agreed to and I feel like we're following um what's been established here and as things come up and people have questions, I feel like people appropriately reach out to me and I don't feel surprised and um I feel like, you know, there's um each board member takes the responsibility um appropriately and seriously. So I just uh I guess my comment is appreciation. >> Thank you. Any suggestions for changes to either

038pages? >> Please. >> Not necessarily um changes but just a question under board expectations building. >> Start over again. I'm sorry. I apologize. under board expectations of superintendent building trust with community and in the district. Does that do you feel like that covers also the what the work that you've been doing with um community is such a broad word, right? Does that cover what you've been doing with City of Gresham and um our local legislators and um ESDs and things of that nature if that encompasses it super or do you would you like to see that called out a little bit more broadly? I hadn't thought about that, but I think community um to me just if you're asking me to answer on the spot, which you kind of are, um is encompasses anyone who

039is interested in or um is relevant to the school district. So, I think qualifying it might um somehow limit it. Okay. >> Uh in a way that we want to keep it as expansive and inclusive as possible. So I think to your question, yes, I think it does encompass um legislators or city of Gresham or anyone else who um has an interest or doesn't know they have an interest and should have an interest in um in what we're doing. >> Perfect. >> Yeah. >> And then um lastly on our superintendent expectations of board, you mentioned that you felt that we um we've avoided surprising. I think part of that is because you're so good at your Friday communicates that you give us an opportunity to think through something beforehand and the board coffees I think

040have been instrumental in that as well. So that's just an appreciation that of what you um you brought to help us with that. No surprises because you give us ample time to think about something that may be actionable at a later time. So that's I really appreciate instead of finding out like here >> well >> we're not have to respond. >> Yeah. And I was going to mention that too and just didn't or forgot um was I think that we've set up structures for communication with one another um that um are predictable but then also adaptive based on you know what the need is. And so I would just echo and reinforce that that um my communication is differentiated based on who the director is. I know director Lynn will send me lists of questions

041and inquiries and we'll talk offline and I think that's a great way to do it and I know we have board leadership and that's a meeting and we have um our board coffees that were mentioned as well and um some board members I talk to more often than others. So if you feel like there needs to be enhanced or or different communication, I would just encourage you to reach out and let me know what you'd like to see. Yeah, >> I um would like to just say that I also appreciate the um adaptability in changing the board coffees. >> Um I don't want to get a sub to come to a morning board coffee. It just isn't huge amount of work. So switching that to be late afternoons and evenings and I'm hoping that flexibility

042can continue. everybody has a different job functionality and things. So I think that that is um respectful of who is doing the service and who's doing the organizing and I think that that is a positive aspect of of our teamwork and collaboration. I'd like and hope that continues. >> Great. Next up is policy review. Um, boy oh boy, we got a lot of policies. Um, and a lot of them it's been a long time since we've reviewed. Um I'm not sure was this were we asking folks here if we wanted to review more this year? >> My my recollection of our discussion as we were planning the agenda was around um our current practice of the way that we've been reviewing policy. So we do the first read, second read format and there's the option

043to adopt if the first read is sufficient and then um the question of if a policy needs more work as we've had some that people have more questions about or would like to take more of an active leadership role as a district board in terms of the shaping of that policy. If we um want to stay with the status quo of having ad hoc committees of those who are interested in uh working more deeply on that policy or if we want to have a more formalized process of establishing a policy committee that reviews policies, you know, as a matter of course and maybe looks at more all of them um and has a standing meeting. Um so I think that that that was my recollection of the discussion. >> Thank you. That's helpful. Um, so

044yeah, just kind of opening it up to folks to see thoughts on, you know, so as James has said, typically we do first read, second read. Um, if something does require, we've asked folks who are passionate about that area to kind of come in and spend a little time working on those policies outside of the meetings to come and bring back to us. I think knowing that we have a lot of policies, um it was we were curious kind of the board's thoughts on do we want to have a standing um policy committee where we can start to really work through some of those ones um that don't even ha you know um they don't necessarily have stuff that needs to be updated, but it's good for us to to keep on top of them.

045Um, so I would love to hear thoughts one way or the other. >> Director Harden, >> I like the first read, second read. Um, way to go about it. Uh, we've been all over the no pun, but we've been all over the board in how we've handled these things. Some of them we have, it's been the first read. I thought it would there would be questions and debate and and no one had anything and we passed it through. There's been other times when it's like, oh, some flags were raised and some questions brought up. So, we brought it back to a second read or like everybody do your homework, come back, ask your questions, get them answered, and then we'll come back the second time and see if we're ready to vote on it. So,

046and knowing I don't see a policy committee, I worry that there would be a policy that was reviewed by that committee that they didn't view as that they passed through because they, you know, not inconsequential, but a minimal effect >> that one of the other board members that's not on the committee would have that feeling about. So, I think that's why I'm against a policy committee. I do like the first read, second read kind of thing and because then if we do have concerns they can be raised at the table and sometimes just the questions back and forth raises more awareness about it. So I'd like to continue with that >> director Morin and then >> I I echo Director Harden's comments on that. I think the current process works without kind of mudding the

047water a little bit. Um I'm all for studying topics more in depth when it requires it. Um but I also appreciate efficiencies uh in government uh particularly and um so far the the established structure I think has worked when there have been questions um we talk amongst ourselves um offline or we reach out to the superintendent to get more information on stuff. So I think that what we have is working. I'm not opposed to creating some sort of working group um if that's how the the group the majority group feels but I think that it's working as needed. >> Uh I also think it's working and it I as um unfun as sometimes reading pages and pages of policy as it's our primary function and I think what is very powerful are the multiple perspectives

048that sit around the table. So, um, I think a a policy committee would remove a lens that I think we would want to keep. So, I I like the ability to adopt after the first read and then have a discussion, whereas I might spot something that is very school focused, somebody else might spot something that is law focused or equity focused or community focused. And I just think that's powerful. >> I mean, basically, I don't have anything different from everyone else. My my experience on charter school boards and policy adoption was very much everyone has their blind spots and everyone has their things about which they're passionate and I could read something and totally miss a thing. Someone else might say, "Oh, well, what about XYZ?" >> I would like to disagree just a tiny

049bit with this side of the table only in this one way. We've had a couple of times where things have been so um so changed and and we've had a policy come to us that's been so jumbled it was kind of like oh could we just have a few people clean it up a little bit before the whole board sees it. And I'll tell you where my concern is and I mentioned this at our last meeting and it's our um it's our field trip travel policy. And the thing that is daunting about it is that it um it involves uh administrative regulations that touch on every school as well. And I was I volunteered to try to look at it and then I realized just how big of a task it was. And so we

050have had working groups as director Marin had mentioned and I thought that that if we could have like a working group on some things that are just big um and I don't know we would bring them to the board to find out if it was big enough for that type of um let's have three people that had been the work the way it had worked before like three board members just sit down together and try to get something going with it and then bring it and it go. It went back and forth for a while and I think we also might have a couple of board members depending on what we start hearing about the cell phone situation. Um, do we all want to do it together at all different layers as we understand it's

051going to be moving through a process that the district has already started or do we want to have a few board members, you know, sit and reflect and then bring it to the whole? Nothing goes not everything comes to the whole everything comes to the body. >> What I'm hearing is it's more of like an exception as needed as the rule. So we don't necessarily need a policy committee, but we would like the opportunity and the option to say this needs further nitty-gritty work. Could we in this instance have a subcommittee look at it? But not a regular practice. Yeah, I could get behind that sort of structure. I just think we would get bogged down if we did it wholly the other way. >> Yep. >> Yeah. I was going to say I think

052that that's what gets determined in the first read, >> right? >> Like it comes to the whole the first read and then we decide like see who's passionate, see what questions come up, see what issues arise and if we see in that first read there's a lot to this and a lot and certain people are certain passionate about it then maybe we can break off committee but like you said as needed. I don't think that that is the general policy or general motion. >> Great. >> I feel like we are all sort of in a in an agreement there >> to just >> um I was just going to offer we have our cabinet members here as well as well as another board member in another district as well. So, I don't know if there

053are any ideas from the folks who are developing policies and bringing them forward if there's anything that you want to comment on or see not to put you on the spot, but since you're here, wanted to make sure you had the opportunity. >> Board member attendance. Um, so this was a request from the board. Um, you'll see kind of the um the board meeting attendance. One of the things that we talk about um in our operating agreements is attendance at meetings. And so um I don't know if folks want to talk about this or not, but I wanted to we wanted to share this information um and allow for a conversation if anyone. I appreciate that we have this ability to look at it because it does say in our operating agreements that our attendance

054is expected. Um, and obviously as elected officials, the people who vote us in really get to set those expectations for us. But I think it's important that we do have the opportunity to just reflect and um on our own attendance and what that means and how we accomplish things as a group and just want to congratulate everybody on on having generally great attendance. >> Take many There's there's things that always come up in life. I mean, >> right, you heard my my sharing this morning, but I have my hand in like six different things and it's insane. Uh, and everybody has, you know, everybody has multiple things going on. Um, but, uh, but overall, and I think it speaks to the cohesiveness of our group as well and in working together and getting things done.

055So, Um, if I if I may, Miss Nancy, can you explain to us how you do you have to report attendance on on us for some purposes? Is that a is is that a correct memory? >> Yes. So, I do um take attendance at all board meetings of course and we have to report those hours that you are here in the district to our workers comp carriers. So it is for um board meetings. I also go ahead and record if graduation districtwide events that um you folks attend. Uh the data there you see is just for board meetings only. It does not include board leadership meetings. It does not include district uh events because those aren't mandatory necessarily. And so we really wanted to just pinpoint on board meetings in particular. Um but yes, we

056do have to report those hours to our workers comp carriers that you guys when you're in the district If I attend um an activity at the school like an after school activity, should I be reporting that to you for that purpose? I How broad does it need to go? Yeah, it would be helpful if you would, but I understand that that's not always feasible to do that, especially with the various events that are taking place in the district. So, if you can, it's great and I can record it, but the reality of it is I don't think we can always be able to capture all of those those events that you guys attend. I try to capture them the best that I can, but I don't always know when you guys are out in buildings

057and at districtwide events. So, >> I do the best I can. >> All right. Um, our last item under board operations is political involvement. I wanted to pull up um one of our policies. Can you remind me which policy? >> Does it? It's uh BI >> Microsoft Um, so there was also comments and we had a conversation about um involvement, board involvement in legislature and kind of um I was doing a little bit um of background research to help understand because like legislative area is is not my area of expert. expertise. Um, and so one thing that was pretty interesting, um, this policy, BI, a board legislative program, the board will represent the district's interest in legislative action to promote the welfare of the public education in the state of Oregon, or will direct those

058interests to be represented through its executive offer officer. The board will study, discuss, and weigh the merits of ending pending legis legislation and referendums for the purpose of defend sorry determining its official position through board action. If established, these official positions will be the stand of the district in the legislative process. Um board members individually or as members of professional organizations will not seek to represent any other positions on legislative matters unless it's made clear that such repres representation is not the official stand of the district which is a bit confusing. Um I you know um some of these policy words um I I think that for you know um really wanting to know how active to be um and where our role is in this. We hire um the superintendent and we have the

059district pays for some legislative work. Um, I would love to have a conversation and understand more um if folks have thoughts on furthering that or being more involved or Yeah, I just like the topic came up um and I wanted to definitely, you know, open it up to folks. I don't know if you have anything to add. Yeah, I mean I guess what I can add is I would ultimately want to know a little bit more of um the board's interest in this topic to be able to address what you might want to hear. But I'll in lie of that I'll share um kind of our current structure is as was mentioned by incoming chair vice chair Shields uh earlier um there's a lot of engagement that I do by virtue of my role with

060various municipalities whether it be legislators at the state level um mayors of uh respective cities have been met with this last year um council members uh for the county um or for the city uh and so forth. And for that function, I work as the officer of the district as the hired help to do that. Um as an administrator, I'm not a politician. However, um but part of my role is to talk with the politicians around us to help shape the conversation as it pertains to the benefit of Centennial and Public Education as a whole. We also have um at through the ESD, not at the ESD, through the ESD, and I'll just clarify that distinction in a in a minute. Um a uh legislative administrator who interfaces on the East County School District's behalf,

061not Portland public because they have their in own in-house uh but but for East County um school districts as a group. um developing a legislative PA platform in the legislative session, reviewing that with the school board so that the school board is um understanding and comfortable with what that platform is and then using that platform as you know a group of 80,000 students that we represent in East County uh to help shape legislation as well and drive the legislative session. Again, that's done administratively through the um government affairs administrator that's through the ESD, but works for the school districts, not for the ESD. Um, and that is done administratively and not through the board. So, you know, I guess part of the question is does the board want to take more of an active role

062or how do you want to see that shaped in your relationship with the superintendent and the structure of the district in terms of how um interfacing with uh various governmental agencies and um politicians um how how you want to see that's the current structure. it it works effectively enough, but I also understand that board members may want to take a more active role in that um in that uh venue. So, that's my understanding of the issue. I could have it wrong, but that's what I have to share right now. Um, so at this point, I'd love to um open it up to hear from anybody that um or if you feel like this is a topic that you want to address individually with the superintendent, I'm fine moving on to, but does anyone have anything

063for the um please, >> one thing I would say is I want to be supportive of James. I want to be supportive of the community. I want to be supportive of the of the Centennial School District. And if my involvement in those areas will be beneficial for the community and for our district, then I'm all for it. I need to know that though, like, or not need to know that, but I need to know when those situations are where you're like, I need your help, Jess. Yeah. >> Can you guys come with me? Um, you know, Maxine Dexter is coming to the high school. I need four board members. Who's coming? >> You know, those kinds of situations. a little more assertiveness in in letting us know where you need us to support you and

064support the district because I think we're all about it. >> We all want the best for Centennial >> and for our community and that's that's why we're here. So, um that's I would appreciate that personally. >> Yeah, I would absolutely second that. When we see invitations come through that are optional, to me that means optional, but it would definitely mean a lot more if you're like, I really need somebody here. >> Yeah. And I think this topic was also raised just in general of um being more engaged in advocacy and um some of our neighboring school districts have been a little more outspoken in issuing statements and proclamations with current events that have taken place since the new uh presidential administration has been sworn in. And uh that I think if I'm recalling correctly and

065I make sure I have everybody to correct me if I'm wrong. Um and I also would like to hear Director Glenn's thoughts on this. I know that he's highly engaged in these matters. Um and whether or not we wanted to take a more active role as a board in some of those things. Um I think there's merits to waiting into those waters. Also merits in perhaps being focused on what we can control in our own district um as well. But that might be something that we build out of the uh and I'm putting this out there. I want to establish that outreach committee. Um maybe that's something that we build into that programming is if we are going to make additional statements that reflect on current events that are happening much more broadly and not

066u that are obviously impacting us locally but happening on a broader scale. um what is the process for doing that to make sure that we're accurate we're accurately capturing everyone's voice in that and we're not just taking it upon ourselves to say well because we said so uh so to speak but um again I'd love to hear directors Lynn's thoughts I know he's you know again highly engaged in in these matters of advocacy on all levels and um and previously you know you had some some comments too and we've had some offline dialogue too about engaging and what other districts are doing I'd love to learn more about what other districts are doing and how they're handling that as well. >> Yeah, I'll continue to see what decides to do otherwise. >> Okay. Um, moving

067right along. This is the section where we're going to board report structure agenda items. Um, this is where we're going to talk about school involvement, hearing from schools, hearing from kiddos, student recognition. We've done it a couple different ways. Um, in my time here, uh, two years ago, we had every school present um, at a board meeting. Um we've had um last year we asked instead of it to be uh each individual school but more student recognition based which I think got rolled out at the high school but didn't trickle down to the elementary or middle schools because we didn't get a lot of student recognition at that level. Um I think there's a lot of different ways we could incorporate this. Um, and ultimately, you know, um, it's going to be up to, you

068know, board leadership to make decisions going forward on the agenda, but I wanted to open it up to see if other folks had other thoughts, ideas, ways we could um, incorporate uh, schools and youth more in our board meetings. I just wanted to offer also um I was asked to prepare um something I did not get it together in advance for read ahead but it's available here now. So, in your stack of various papers, there's um I think a couple with the Centennial logo and the Road Map 27 logo, but it's one of those and it's a one pager, but it's really a two-pager because it's backtoback and it encaptures um the background as was relayed by um Chair Solowski uh in terms of where we've been with school reports. Um and I see the

069discussion on the agenda here 5.1 and 5.2 to being kind of coupled because I think this year we did um student recognition kind of in lie of uh doing board reports and so um to me it's not one or the other but it's how you want to handle both of those topics together um as it pertains to the two pager that you have here the way that this is structured and I would offer uh you know as a part of the discussion or maybe even before the discussion to kind of depending on how you want to do it Chair Solowski it's has um some background it has some guiding questions for board consideration in terms of you know what is the purpose here what are we trying to accomplish and on the back side it

070has five options I think the options in general are endless but it gives you five kind of tea off points for uh ways to consider this and we can shape it however we'd like it doesn't have to be one of these it could be a hybrid or it could be none of these and something else um and then just some implementation notes so chair I'll turn it back to you but I just wanted to offer that this resource was available for um supporting the conversation. >> Thank you for putting that together. >> I think one of the I think one of the things that I I hear quite a bit um is could we do board meetings at individual schools? Um, and I think that, um, where we've come up against that is a little

071bit about more of the IT infrastructure that's needed nowadays. Um, to stream the meetings. Um, I'm not saying that's an end all beall uh because I know that they've made it work at, you know, back when we could do it offsite. Um, so I think that that's an interesting question. Um I'm curious people's thoughts on the matter. >> Yeah. Uh if we can if we can do it. I know we have rules and regulations on how we do those. I don't know if I don't know if it would be I I love to hear more thoughts on how we how we can from a logistical perspective do that. So maybe that's a district question or John and or Paul >> rules and policies it's possible other districts do it offsite that I don't think is

072our stumbling block. I think it's technology and that's totally a good conversation. I would like to just discuss number five, student voice panels. Um it's on that little sheet you guys call. Um I'm going to make a little plug for that just because um that would be our primary focus in getting more students here. Um, many of the elementary schools have leadership programs and things that the upper elementary kids are doing and that would give them an opportunity to experience what some of that is like. Um, I would like to combine that student voice panel with the five and five. So, it's student voices from five schools one year and student voices from five schools another. So, we have that rotation going like looking for some morphing of some of these. But it could very

073well be a way to get more kids actually talking about what's happening to them um by them instead of somebody for them. >> Yeah. Um so I'm looking I'm just looking over the things here and I think uh I look at number three. I do really love student voice panels and also looking at number three students as teachers really as an empowerment moment to the students if they can come to us and and teach us what they're doing. I think that's a really lovely idea. Um not on this but something that I just want to throw out and if we if this is a later conversation that's okay. Uh, I've been I kind of inspired by some of the town halls that have been happening from our legislators. Can we do something similar? This would

074not be the entire board going to say a parent teacher association meeting, but two, probably not even three because we want to be aware of not being an imposing presence, but really just can we taking questions, hearing hearing the community talk what does our school need? Um, and to be able to bring that information back here when we're talking about policies and making decisions. >> Thank you. Um, I will note I think that that is a fabulous idea. Um, and it can get a little sticky with doing board work not in a board meeting. Um, so it'd be really important one that we don't have quorum and two that the individual people's wouldn't promise things out at that point. Um, but I I do think that it's a great way to hear um from folks.

075Director Sh, >> I've been at this for a while and I was here on the board when we did full board or school reports um at each regularly scheduled board meeting and some of us also will remember that we were hitting up against the 10 p.m. time frame and I think director Marin when you were mentioning what kind of you know what it would be right we have to recognize that when we do that at a board meeting um then that shortens the amount of time that we're doing our own business now we also though have work sessions which have more flexibility because we don't usually take a lot of actions during that time and then the other whether we you know any of these are good like there's something about every single one of

076them that's positive and we'd like to engage engage in and that would be is the board willing to come together at different times other than scheduled board meetings for the purpose of the town hall type of approach. Um as long as we could get it on a calendar and this is where a challenge I think we have to recognize. Every school already has their calendars pretty much set for what they're going to be doing next year. Um and so we would want to to take into consideration what their schedules are and the five I think director Stanley you mentioned five you know five and five so that if whatever we decide um that we're really giving individual schools enough time either to come to us or us to them um because it's a big deal

077and it's a lot of time that they spend and so the questions that um that we have the guiding questions for our consideration on the front side of this. I think we need some sp some time on that. It's not a feel-good I mean it's a feel-good moment too but there should be something a purpose for it but within the limitations of don't make promises. board members show up and they they can be seen as you're here so you're advocating for my idea, right? Or you're advocating for my position. And it's tough because there's so many needs and we have had um presentations, if you will, devolve to individual requests, and that's tough because it's the budget committee's responsibility to review all things. um in the totality rather than just that school is asking for

078that or that student group is asking for that. So just be mindful and I think we really have to be careful and think through these guiding questions as we look at at each of these proposals and give adequate time for the schools to um be able to respond and the technology. I have no idea what it would take to put a board meeting on at Park Lane, Pleasant Valley, etc. And so before we even go into that discussion thinking that's a great idea, I'd love to hear the impact on our IT department in something like that because we might think it's great and then when we find out the reality through director Sutherton and his his team that this is this takes hours and hours of time which means it takes hours and hours away

079from our classrooms um and other functions. Maybe that isn't in the best interest of having it at the school, even though it feels good. But having a premeating at a school, having us, you know, show up at 4:30, 5:00 and then come on over here for a board meeting, you know, that's something different. Um because we as a board can go out and visit. We're not a quorum because we're not doing business, right? We're just there to visit um with it. But I want to hear and the um the time and the uh economic impact it would have for us to take the whole team as a board meeting to any of these outline areas. So I'm sort of looking at director Sutherton if I may. >> Yeah, I'm happy to give a quick answer

080on the spot and then more detailed research as needed. Um, so to meet the statutory requirements, we can do that at any site via virtual meeting because the statutory requirement is that you need to have the same public commenting and the same streaming ability as you do for a virtual meeting. So we or you all as a board meet, you know, work sessions virtually typically, right? And we do that via Zoom. So it would be the same as a Zoom meeting if we were in another school. That would be the minimum, right? If you would like more than that as a board, for example, if you would like multiple stationary cameras set up, if you would like to have, you know, opportunities for voice amplification or other PA and speaker systems, then that becomes more

081of a production that we would need to look into and work with the IT department. But as far as meeting minimum statutory requirements, being in compliance with those, I believe we could achieve that the same as if we were all meeting or you all were meeting virtual, right? everybody would bring their laptop and have their cameras on and microphones alternating and things like that. So, I don't believe there's a statutory or regulatory reason that would prohibit it. It would just mean is the board satisfied with that level of production for a meeting or would you like something more similar to what we have here which then would require lots of notice and maybe the purchase of some additional technology to be able to stream um effectively stream with a mobile camera and microphone system versus

082the fixed camera microphone system that we have now. Is that helpful or answer questions? that they would like to give on any of the options. >> Uh what do the schools want? Do the schools feel like they're not connected to the board or that they don't have a way of communicating to the board? Would the schools appreciate us to be at their buildings more often? Would they appreciate, you know, do they want to do the reports? you know, does anyone have any insight into what the schools want? >> I'm gonna defer first to Dr. Katsuda to see if she has any thoughts here. Um, I can respond to that, but I just want to give you the first opportunity. >> Any uh communication from any of the schools that they request for the board to

083be there? Um, nothing explicit. >> Yeah. How I would respond is um I think that it depends on the administrator and the time of year and when it's brought to them and kind of all of that, but it's not about the adults. So, let's just kind of focus on uh the students first. Um I think it's good to feature the work of the school so that the board is hearing more than just from um the superintendent in terms of how things are going. Um and so I think that there's a benefit. Um, I think that sometimes, uh, the presentations become, um, carbon copied to the point where you're hearing a lot of the same, uh, and, um, it doesn't kind of allow for the customization of what's happening at the school. And so, I think

084that's part of how we set the parameters for that. um if you talk to administrators, I think it's kind of across the board in terms of um gosh, I don't like public speaking in front of adults and this is an extra ask and you know all of this. Um and so I think sometimes there's a like when they heard last year that we weren't going to have to do it, there was kind of a collective sigh one less thing that we have to do. and you know it's not just about um tasks and responsibilities but about the functioning of the school district and what information helps inform the board to make um good decisions. So um there's that aspect of it. I think um you know again I I hesitate to speak for others but

085I think that um as a district we've been really trying to uh incorporate more student voice and so I think um the stand and deliver from the principal um has had its time and I think that our evolution may be into allowing more opportunities for students to be able to speak to their experience and potentially as some of these options um suggest past here be able to um not only share their experience but then connect it to the strategic plan in terms of immersing the board in some things that they're working on at the school that are connected to the priority areas. Um so the ability to synergize that way. Um and then finally in terms of um having schoolboard meetings in schools I think you know there's there can tend to be hey it

086would be great to have the school board in our school which is a good notion and I think it's worth further discussion and consideration. Then the question becomes who actually showing up to those meetings at 6:30 at night and is just because we're having it in the school and that's great. Are additional people, community, students, families showing up by virtue of the fact that it's happening in the school. We've had board meetings in schools before and it's been the board sitting in the room at the school, but there's nobody from the school community that's going to it. So, I think it may be a feel-good thing to do that, but then I think it goes back to the guiding questions about what we're trying to accomplish, which then could feed into what sort of u

087promotion and uh outreach that we're doing um in combination with the board being at the school, if that makes sense. I don't know if hopefully that helps. Yeah, >> your point on having been having done board meetings at schools and nobody showing up. >> I also think it sometimes feels like um other duties as assigned and when you're in this school field that's a common phrase, right? Um, and if it is something that we could be more be as much forethought as we could provide and guidance we could provide about what we're seeing coming from that and calendar input. I just I know I appreciate knowing way ahead of time when my dean is showing up, right? And we're like the principles or the deans showing up in the schools. So I just really like

088whatever we choose to be um build a calendar after we make some decisions build a calendar towards that and maybe give it a year or two of implementation and then evaluation of what we thought were really good ideas and within that structure consider that our work sessions which we have had as zoom meetings which I have appreciated so don't get me wrong you know it's nice not to come to the building twice a month, but it may also ask for of us to come to the building uh for some of the work sessions to be here physically present when we ask um schools or students to be physically present. >> I guess just the last thing I want to say is when look at all the questions the big things I circled where main purpose

089what role should students have and go beyond traditional. Um, and then the only last thing I want to say is I don't want to spend any extra money on this. So, if it takes you buying more equipment to go and do it, I I don't want to support that in a deficit situation. So, >> all right. Um, anything else shared to take into consideration? Yeah, this was super helpful. >> Thanks. And I appreciate the parameters with which to develop it. It helped. >> All right. Um, I am going to go ahead and turn it over to Superintendent Owens for the road map 27 update. >> Um, did we get what we needed on the student recognition portion? Were we liking that format and do we want to continue it? I don't mean to back us

090back. My thought was that we would give a bunch of input here and then board leadership could make some tactical decisions. >> Understood. Okay. Thank you. >> But if you if other people have so if if we have structural proposals or ideas, we could just send them off so we don't have to keep Okay, great. Those are a lot of incomplete sentences, but thank you for understanding. >> I got you. This is a as far as the uh road map 27. This is a point of personal need. I need to hit the restroom for a minute. >> Let's take a five minute. >> Recording stopped. All right. >> Voting in progress. >> Um he will join us uh when he can. Uh we will go ahead um and keep moving uh with road map 27.

091Our lunch looks like it'll probably be delivered in about 20 minutes. Once we um we'll probably take a break after the presentation and before questions. I think that that timing might work, but we'll just kind of take it by ear and see. So, at this point, I'll turn it over to Superintendent Owens. >> Thank you, Chair Silski. All right. So, one of your many papers that you have in front of you is a paperclipipped one. And this time for our cabinet members, I've distributed around the horn as well as as well. So regrets from last time. Um it is seven eight pages and so that's a lot to digest in this setting. Um and again it's one of those things where I could have provided it as a read ahead but really this is the

092initial time to review it. Um and then you have until September to be able to provide some feedback on it so it isn't pressing and I can keep this as high level as possible. So I'll initiate what I have to say as high level. um and then I'll dig deeper if that's what u the board would like. So um the first four pages comprises of three goals um that I have drafted for the year. You'll see the draft watermark across the document. The final pages that you see are the rubric for the superintendent evaluation that's been established because the work plan is um coupled with the evaluation process for the superintendent. So the guiding questions that I have before we dig in are are these the right goals that you'd like to see for me

093for the year and then if so within those goals are these the appropriate tactics and strategies that you see uh me doing to achieve them. So now let's talk about the goals specifically. I'll hit each goal first and then I'll dig into the degree of depth that is warranted. So the three goals that I have uh drafted for the year is first uh roadmap 27 strategic plan implementation. Um I would assume that the board would like me to focus on uh the teaching and learning aspects of the district and the strategic plan that we've developed. Um goal two is long range facility planning and I can dig a little bit deeper into uh that momentarily as well. And then number three is a continuation goal from last year because we didn't finish contract negotiations with

094our licensed um bargaining group. And so that is um detailed in terms of completing that process. I'll take a breath and then I'll go back through each goal just kind of one by one and give you a little bit more. So uh back to the first page for roadmap 27 strategic plan implementation. In a nutshell, what you'll see here is a lot of staying the course in intensifying in particular areas. So the goal isn't very much different from how it was established this past year. It outlines in the initial part of the goal kind of what the structure is as an orientation to the strategic plan. If you're interested in more detail about the strategic plan, I believe each of you have been provided a hard copy at some point. I have additional here and

095then also we have it available online. So just let me know if you'd like a hard copy. Um as far as what the actual goal encompasses, um we have worked as a district in our administrative team and this will be part of the next presentation uh which you see reflected here on the screen that we're not quite ready for. So if that's projected, let's take it down for now. Um so that the audience can see the the board meeting in progress. Um what you'll see reflected is us continuing the strategies that were established this year in terms of focus on literacy, focusing on um components of belonging, focusing on engagement and attendance. So, we're intending to continue um with what we've established because I don't think we've gained the necessary traction in those key and

096important areas. What you'll also see is a transition from doing the work around structuring the profile of a of a graduate to actually implementing what's been developed. And that'll be part of the next presentation as well. I'll pause there because I know I could talk all day on any of this stuff, but I also try to be concise where I can. For goal two, long range facility planning. I'll say a couple of things at the outset. Director Sutherton and I met with DLR group yesterday, Karen Montabino and her associate Robert and Esau. Robert Esau. and we met with him yesterday to talk about the broad outline of our engagement together. That contract is for the board's consideration today. Um I've provided an update at the previous board meeting, I believe, in terms or a board

097email, I'm not sure, of u our intended engagement with DLR. Um and um this goal basically encompasses that cooperative effort uh that we're intending to pursue. Um going a little bit deeper in 2028 there is a planned step down of our bond rate. Um and a previous board had established that as part of an intentional strategy of demonstrating um the work that the district was able to do with the initial 2020 bond and then considering whether a continuation bond um would be appropriate um eight years after the passing of that bond. And so backing that calendar up even though we're in 2025, you need some lead time with all of that process. So that's what's intended here is to develop a long range facility plan. We did one seven or eight years ago in preparation

098for the 2020 bond. Those uh that work that was done at that time was fresh as of that point and as you know there's been a lot of work that's happened since then either the construction work that's happened by virtue of the bond and so our needs are different based on what's been done with that. And then we've also been behind the walls of our facilities and know a little bit more about their needs based on the work that's been done as well. And so um this will involve a community engaged process um that we'll detail out further. Uh our intention and I'll talk with board leadership about this is to have a deeper dive with DLR at the September work session to talk about what the year-long plan is for that. So I'm not

099going to do that now. Um, and basically that's the uh the over uh what you'll see here is a really broad brush on the action plan in terms of what that engagement would be. Um, not necessarily committing to specifics in this action plan at this point, knowing that that is still left to be determined through our collaboration with DLR, but it encompasses the main points of what should happen within that process. Hopefully that's clear. Um, I'll pause again for a moment knowing that um, I'm sure Chair Solowski will ask for questions at the end of all three. The third goal uh is outlined as license contract negotiations. Um, we uh, spent time bargaining with the uh, Centennial Education Association this past year. That contract um, was not established because there's more bargaining and topics left

100to consider. And so the action plan that you see reflected here indicates the work that still needs to be done to accomplish that process. Um and then my role within that um as somebody that's not at the table but is also providing strategic guidance um with the team um outside of the table. So that's the third goal. Again, as I said at the outset, this isn't intended for you to digest on the spot. I'll follow up via email as far as these goals are concerned so that you have more time to sit with it. Um, but as I outlined at the initial, are these the right goals to start with? Um, and are there any initial impressions that you have as we talked through it or or you saw it? >> Um, note of just

101just a simple note, I did accidentally switch up items six and seven. Um, so we went to the superintendent's work plan first versus roadmap 27 in case anybody else was confused. Um, >> oh, that was me then. That was me. Okay. Sorry. >> Um, questions, thoughts? I think that, >> please. Um, I think that there are immediate things to work on and long-term things and longevity things there. They seem like good goals. um that's not just focused on the next current year, but the longevity past coming up with the bond. I think that shows foresight and I think they look like they'll be one of them real real hard and um one of them essential and two of them long-term planned. So that's good. >> And knowing knowing what the chair just said, we may

102have other thoughts after the next presentation, especially as it pertains to the first goal. I think that um my question I I will I'll say ask it now but then we'll look kind of forward to probably hearing a little bit more about it in the next portion but when do we start we talk we have you know it's 27 when do we start talking about rolling forward um strategic plans do we are we looking at wanting to incorporate a whole another um strategic plan process. At the same time, we're doing long range facility planning. I think that there's some just some thoughts that need to go in there. Um but I'll be interested to hear more as we talk about the strategic plan, your thoughts on going forward there. >> Would you like me to

103respond to that? >> Um is it part of your presentation for later? >> No. >> Then please respond. >> I'd love that question. Um because I've been thinking about that as well. So these strategic plans when they're established, destination 2023 was a 5-year plan and that went like that and then COVID was in a part of that and now we've got roadmap 27 and it always seems a far way away and then it is here before you know it. And so we're in year three of a four-year plan. Next year is going to be year four and then after year four then the roadway runs out and where are we going? So, um you have to kind of onboard onramp to use metaphors related to it. You have to on-ramp um your next moves while

104you're doing your current moves and that's just kind of part of uh the work organizationally. So, that being said, um before we sunset our agreement with Lauren, and as you know, Lauren took a job with the school district, so she's not available to us in the ways that she was before. But I asked her that question. and I said, "What do you suggest that we do going forward?" Ultimately, and this isn't her comment, but I'll insert her comment in a moment. It's the board's prerogative as to what you want to see going forward. Some districts don't have strategic plans, and I kind of wonder how that works for them, but some districts don't and they operate a little bit differently. Roadmap or uh destination 2023, I believe, was the first formal strategic plan that the

105um district had um in its history. and OD is requiring strategic plans as a part of aligning for student success. So there's enhanced requirements in terms of having uh more direct strategy. So that's that. Then as it pertains to how light or heavy of a touch to take going forward, that's the board's prerogative based on what's been developed with destination 2023. I think the fork in the road was we didn't get as much traction as we would have liked because co um consumed a big portion of that time period. So then is it a matter of rolling forward what hadn't been done or thinking a new and the board's prerogative at that time and I would credit um director Andrews for some of that direction as well was we need more of an overhaul and

106a rethinking of where we stand now that co has taken place and the landscape of education is different and so that's where we went and did an in-depth process that encompassed an equity audit and so forth and so we took a deeper dive than you know I've seen um minus destination 2023. But that was a deeper process. When I asked Lauren about this, going back to that point, you know, this plan that we have established here is, as I just mentioned, it came by virtue of uh a deeply engaged process in an equity audit. The plan itself neatly is 27 pages. And so um it has a lot. And as I talked about, we talked about focusing for another year on four specific areas. There's a lot more in here. So, you know, if I

107was to answer the question and you said, "Give me an answer in 10 seconds," it would be that, and this is what Lauren shared as well, that we would do a lighter touch and strategic planning knowing there's a lot of ground that didn't get covered uh in here. Um, and also um modulate engagement to reflect that, but then also do diligence in that process, but not do as heavy as a lift as we did before. um so that we're not consuming year four with strategic planning, long range facility planning, pre-bond planning uh and doing this at the same time. That may I think we've done done a lot of establishing in the work that we've done already and it may be a lighter touch going forward. That was a long way of saying it may

108be a lighter touch going forward. >> That's very helpful. Fully answered my question. Thank you. Other questions >> on pages five, six, and seven. Those are the ones that we have pulled from the evaluation process that OSBA had created um for evaluation and uh sometimes they some of them feel when I'm doing them or going through them they I feel like they're not quite as aligned with what we are doing. So I would ask board members to you know this has been boilerplate for a number of years and so we may need the boilerplate to be reviewed. based on what and how we operate. So that's my concern. >> I I have a couple of comments on that. Um which are number one, a couple of years ago when we were revamping the process, we

109looked at the previous rubric that we had used as a district and I don't know the genesis of that rubric, but it wasn't the one that OSBA is currently um advising. So the one that is here is OSBA's cooperative effort with KOSA to develop this rubric and that's where we landed a couple of years ago when we were looking for the rubric. The second piece I'll say is that I got an email within the last month um indicating that there will be a revamped rubric that is expected from the state going forward for administrators at least. I don't know how that pertains to superintendent um but there will be a revamped administrative rubric. So, we might want to look on the horizon to see um how that might have implications because a lot of what

110you see in um the rubric that's here echoes uh the administrative standards in general. >> All right. Now, let's jump back to road 27. >> So, were people I mean didn't hear from everybody. Are we good? Are we >> Does anybody have anything else to add? >> I'll send this out via email at the end of the week. I intend to send um some of the documents here for further digesting um for lack of a better term. And um then I'll establish a time frame within that as to when I'd like to have some feedback so that I can have a final draft to coincide the start of the school year so that we can be working the plan that was established as the year begins. Um but like I said, I'll follow up via

111email and we can go from there. >> All right. Thank you. And so, um, some of this work plan would make more sense if you knew a little bit about where we're intending to go for the year. I kind of gave it to you in a nutshell, and I apologize for the for the, uh, conflation of the agenda, but nevertheless, we have roadmap 27 update. Dr. Katsuda has done some work u with our administrative team um, and then showed me what we were intending to share today. Um, so in lie of saying what she's probably already going to say, I'll just go ahead and turn it over to Dr. Katsuda um to go ahead and lead us through uh where we see ourselves going uh this upcoming year and then I'll add lib as appropriate.

112>> Yes, please. Um this is a little bit more than a 20 minute uh presentation. I noted that you said 20 minutes before. So um I we may chunk it up if we need to. It's >> Yeah, I think lunch is going to come at some point and we can determine if point I might say this is a good moment to pause um because there are uh some data there is some data for you to look at in conjunction with this uh presentation as well. So you should have two documents there are the two documents that are hyperl in the slide deck that I'm going to be using to present you will also get uh like this slide deck will also be uploaded to to board book after the meeting here for your uh access

113as well. Right. All right. So, it's my pleasure to uh review roadmap 27, provide the end of the year uh board report review um u provide you information on the priorities and focus for our strategic plan. All right, looking back to plan forward. So, as with all of our improvement efforts, our planning is grounded in a clear understanding of our local context, uh, informed by feedback from students and families and staff and driven by analysis of multiple sources of disagregated data, uh, both quantitative and qualitative. And I believe you've experienced that as we've shared out information with you at every trimester board report is to some of the work we're engaged in across the district and many various kinds of groups uh as we go through this process. So over the last three years of

114implementation, educators across the district have engaged in ongoing improvement cycles uh at the classroom level, school and district levels. Uh this includes uh work within professional uh learning teams among school and district administrators and through our trimester data summits. Um data analysis remains central uh to our strategic uh planning and improvement process. It provides critical insight into students experiences and outcomes. uh allowing us to design and refine systems that support differentiated practices to support increased and responsive uh equitable instruction for all students. Right? So, it's important to ground ourselves in that because that is the driver to all of our improvement efforts. >> And I just wanted to note that since the last time I saw this slide, you added a sports car at the top. So, that was a nice additional touch. >> Lauren

115and I have this ongoing joke. She includes a lot of uh icons and various symbols in her um presentation. So I have some of those later on. I was wondering if someone would see that sports car. Uh so here you'll see uh just an overview. You also have it uh in the data set if you like to see a more colorful version. The goals are highlighted at the top of each section. Goal one, goal two through goal four, right? Or and uh through goal five. Um I'm just highlighting grounding us in the goals uh because it can get lost in the midst of the data. Uh we have uh to some degree consolidated one and four because the concepts there are similar uh building strong foundation prek3 uh post12 and ensuring equitable access to highquality

116academics. Right? And in that we uh look at and review ongoing measures in English language arts and math. Um we particularly focus on those I should say we look at all all of our outcome measures but um in terms of very strategically monitoring the out um the impact of our work related to goals one and four. We look at ELA and math star and state assessment. The report we're going to look at today uh shows the state assessment which is an annual assessment not the star data which we've shared with you in the uh trimester board reports. You've got those at that moment. Um and then goal two is supporting every student's well-being and inclusion. We look at a variety of student questions, survey questions um and um juxtapose that with attendance rates at a

117disagregated and a disagregated way. Goal three is centering student voice, empowerment and leadership again pulling from numerous student survey questions um and analyzing that in a disagregated fashion across all uh uh students who are surveyed in our districts grade 3 through 12. Right. and preparing every student for their future. Uh for that we had identified nth grade on track which means that students should uh have six credits by the end of their ninth grade year which is proportionately setting up the amount of credits they need to have in order to graduate. Um and we look at four-year graduation rates and fifth year completion rates. We don't have the final data for that uh from OD. We won't get that until November. So the data you're looking at here is uh not fully updated just yet.

118It's sort of preliminary, right? And then in the future for goal five, it is our intention to include uh more qualitative measures that are closer to student learning. And a lot of that will be connected to uh student presentations uh and products of their learning through profile to graduate um efforts uh in improving our practice. Right? So that just gives you a highle overview. Uh I am going to orient you to the data uh that you have in front of you which I believe all of you already have in front of you. Uh again uh four and fiveyear graduation rates will not be updated until November but I wanted to give you um a couple moments to look at the data and then provide some highle uh summary statements. So, uh, if you're like me,

119I like to read the data and not have people talking while I'm trying to absorb numbers and such. So, I'll give you a couple minutes and then I'll check to see if we're ready and and we'll we'll talk about the data. seeing no hands. Um uh so as you see here uh in the data in front of you uh for goal number one um we see in ELA grade three we have increased uh in in our achievement there achievement ratings there as well as grade three math uh ELA from 26% to 33 math from 26% to 32%. So uh that is I I would say considered significant growth. Anything over uh at least 3% with the numbers of students we have at that grade level uh would be considered growth. Anything in my sort of

120statistical analysis that ranging within a 2% range generally is considered sort of flatlining that in and given the mobility in the district it's really hard to to measure that. So a lot of our um percentages you'll see are really close uh in terms of growth or decline and generally speaking that's just saying that we're kind of uh maintaining achievement at the same level. Right? So for the second goal elementary grades three through five. You'll see there the survey responses show uh that there were somewhat flatlined hovering between 80 and 86.4% over the three questions there. Right. 84% is considered a somewhat high uh rating um in response to uh survey questions in in general. Um the schools get this information disagregated uh which allows them to drill deeper into the why which then allows them

121to uh develop some strategies or approaches specific to meeting students needs. Right? So what you're seeing here is a very highlevel overview of the district not disagregated for the purposes of understanding general growth across the district. uh school levels get much more actionable data right um I will highlight secondary has seen some growth in goal too that I would consider uh significant right uh increase from 44.7 to 52.5% 56 to 58.1 42.4% to 51.8% 8% some areas, right? So there there is some some some growth there which we would definitely hope to see. Right. Overall with the district still um overall average being 54% uh uh positive response rate to those three survey questions there. Right. Um also seeing uh district regular attenders uh increase from 57 to 59%. Our excellence target, I'll remind you,

122is 6 67.5% for the year of 2027. I won't go in in tremendous detail on the other uh uh data sets. Um but I will say uh for goal number four, ELA, you will see the far left bar graph for all grades combined, right? showing a dip by 2% in ELA for GRA uh goal four for overall all grades and to the right of that far left bar graph you'll is uh you'll see varying levels of achievement uh between the grade levels right and for math again the far left column shows somewhat of a flat line of math achievement uh as reflected by the annual state assessment And again followed by all the bars across the way showing you um how we are progressing by grade level. Uh again the fifth goal is ninth grade

123on track. Uh showing a dip by 3% so far in data. Uh we do spend some time in the summer cleaning up our data uh because at the end of the year it comes at us in significant waves. and Greg Roar, our our data analyst on staff here, uh collects all that data and scrubs it up for us. Uh so for goal five, uh between the graduation rate, completion rate, and the ninth grade on track rate, we're still working on the final revisions of that data. Are there any questions about the end of the year data report as it pertains to our excellence targets? >> I have one on under goal one you have it disagregated here I'm curious so that for both of both both English and math that is a bit of a

124a statistically significant um change did you notice in the disagregated details were there um still communities that were lagging behind not growing at the same rate with the general >> I'm gonna jump in here and let Dr. Katsuda take the first run at this. Um, and not to surprise the report and not to put Director Olsen on the spot, but as we were meeting today, we have the accountability detail reports and I don't know if they're embargoed at this point. I assume they're are they? Um, so that might not be something to to publicly share then. So, never mind. Dr. Katuda will share. >> Um, we don't have a finalized answer to that because the state's still looking at some of the data and cleaning it up. I will say the trend across the board

125has remained over the last several years that we underserve our uh multilingual students whose language is their second or third or fourth fifth language uh and uh students who are are experiencing disability right so and we continue to work on our ability to differentiate and provide supports and services to to those students there's a lot of deep complex work that's happening But those two student groups remain to be uh we are seeing in the pattern of our data. Um I don't have the final report on that yet to be able to speak to that with evidence, but that's a good question. >> I think this is a good time to take a a break and dish up some lunch. Um so quick show of hands. Do you want to dish up and come back to

126the table and continue this? Or do you want to dish up and take, you know, 20 minutes to eat? Work. Keep working. Take a break. >> Go for both at the same time. >> No. >> Keep working. Raise your hand. >> All right. Let's Let's take just a few minutes to to >> recording stopped. Okay. Um, everyone >> recording in progress. >> Everyone has been able to fill a plate and uh we're having a working lunch and continuing to talk about the goals in our road mapap 2027. So, back to you Dr. Cassuda. Q. Um before and so we just looked at the data. I wanted to make sure we uh answered any questions um before we move on to the second part which is highlighting some of the work that will be taking place

127around profile the graduate. Any questions on the data the report >> on the data in any of the goals that any of the goal statements goal areas? >> Yeah. >> May I ask um as it relates to goal to the regular attenders >> that just seems to be a challenging nut to crack, right? Attendance. And I know it's been the forethought, if you will, our schools. Will you be sharing with us um this year any other strategies that we might be thinking about, you know, things that >> absolutely >> we've learned? Yeah. >> In the process, >> that's a that's a great question. Uh we definitely can um we can go deep into the weeds. We could provide more broad strokes. uh but there uh every school uh is engaging through our multi-tered systems of

128support which is you know as you speak again for saying that we have a variety of approaches to serve students uh who are showing up at various levels or you know portions of the the school day or year right so um we can bring some of that information back to the board if the board is interested I know we can collect that from the schools in terms of some of the actions they're taking to support student attendance. Uh there are there's a lot happening in schools in terms of uh trying to or working on establishing more authentic partnerships with parents so that we're really communicating around some of the barriers and obstacles uh to supporting their students getting to school. Um attendance rates right here highlight students who are attending at least 90% of the

129time. But we have also noted in the district we have significant number of students who are showing up tardy which is disrupting disruptive to their learning and their learning in the classroom but their learning process as well. So uh there's a significant amount of work around communication around supports and partnership with with uh families on that. So if it's of interest to the board, uh we can bring back some of that information so you know what the actions are behind um this work in the school. >> And just one more comment about that. I was um was sitting with a different board members, different districts and all of us are having the same concern. This is not unique to Centennial. It's everywhere. >> Correct. But our conversation turned to the things that we cannot control.

130>> We cannot control poverty. We cannot control lack of child care, especially when our older students are having to care for their younger students. And so sometimes I think we need to also reflect on the fact that some of this is not it's not our fault necessarily. this there are some societal issues that we're up against, >> but the just the idea that you are bringing back to us how each of our dis our schools are trying to impact even those those societal issues that you know like what kind of support do you need? >> Yeah. And I I appreciate knowing those things because a number gets out there >> and without any explanation then people just say well that doesn't look good and say but do you know that these are the things that

131that are impacting and creating that number. So I appreciate the knowledge just in so I have it for part of those conversations that occur outside of this room. >> Absolutely. Um and it's a good thing to bring up because um the theory of action behind establishing attendance as a excellence target or a metric that we're monitoring is that students who attend will learn. Um and so we're monitoring that trying to increase that. Um there are also other schools of thought for students who are experiencing a variety of barriers outside of their control that prevent them from coming to school. When they do come to school and we are providing the supports that there's learning that's happening, right? So we ch we choose attendance hoping that it's a supportive variable to learning, but we have to

132recognize it's not the only variable. So when a student does show up in the classroom and in a classroom environment that is set up to support a sense of belonging that's academically rigorous and all of that, then we should be able to see growth, right? So the attendance metric is chosen with the assumption it's going to support that but it should not be viewed as an outcome like the outcome that we're shooting for. Of course, we want students to attend, but it's a distal measure, right? And so, it's often challenged because people say, well, we see it's a distal measure. If we're providing engaging instruction, that will encourage students to attend more when we should recognize that some students aren't attending not because they don't want to, but because of various things happening in their

133lives, right? And so um it's good thing to bring up and always view with the critical lens because you're right, we don't control all those variables and we are going to continue to work on influencing them because we do believe students attend then they engage and then they learn, right? So yeah, absolutely. All right. Any other questions on the excellence target and report? >> All right. So we're gonna Oh, you do. >> Sorry. Yeah. Absolutely. Does this data lead you to uh change the excellence rates or the targets? >> Uh right now, no. Um as Superintendent Owen said earlier, we're starting to see more traction from our efforts. It's um and we're going to hold on to these goals. We have set excellence targets for uh up to the year 2027. So the targets you

134see reflected here, the green dashed lines on the graphs actually represent the actual goal at the end of our strategic plan, right? >> Um and as far as I see so far, we have not met them. Um we've seen some growth and we're learning about what's working and what's not. And so we're hoping to stay the course. >> Okay. >> Yeah. I would say that if we hit the mark and we reached an excellence target, then it's a whole new level of learning and work for us, right? But we haven't we haven't gotten there yet. Yeah. >> Thank you. >> Yeah. Any other questions? >> All right. No pressure. All right. So, uh now I'm excited to share a little bit about some of the work we have uh moving forward. uh we are going

135to continue as I just shared um uh in response to your question um some of the priority or the priority areas in terms of our action plan. Uh so this uh chart on the or this page on the left side of the screen you'll see highlighted in colorful bars belonging literacy engagement attendance profile of the graduate all the goals that we were priority goals that we were looking at just now. Right? We are going to continue uh to focus on those areas. we've decided not to establish new priorities in the year uh as we're starting to see traction, but we have not arrived and and we we're uh learning more about what is uh making a difference and improving outcomes. So, we're going to stay the course and further examine our practices um and in

136doing that really focus on some of the systems we know uh could use some more development. So, I had mentioned before uh multi-tiered systems of support That is a systemic framework designed to support differentiated instruction and pro uh and provide uh escalating levels of academic, behavioral and social emotional support based on uh individual student needs, right? Um and uh through ongoing professional learning and data informed decision-making, MTSS or multi-tered systems of support can ensure that every student receives the support necessary to thrive and succeed. Right? So um in our schools we have a variety of of teams that meet that examine data and based on uh whatever data they're looking at whether it's engagement data, academic outcome data, they're they gather and plan what their their response is going to be in instruction or in

137action or supports. Right? So we'll take attendance uh as a example since we were just talking about that if a student has attendance that is below 90% and in fact they're not attending as much as they should uh that team gathers uh based on whatever level of attendance they have and devises a plan in terms of communication and outreach to families and supports in and out of school uh to to increase the attendance for that student. Right? So multi- systems of support is a critical structure we have in our district and every single school and it provides levels of support depending on the levels of need that students have. Right? In conjunction then with that we're going to strengthen our professional learning communities. Professional learning communities are foundational practice across the district bringing educators together

138to form collaborative teams. uh these teams uh like I don't know if I mentioned this earlier are organized by grade level subject area or uh relevant groupings of of staff um focused on uh students in a classroom or groups of students right um down to individual students right we and the practices and collaboration uh amongst staff enhance instructional practice and improve student outcomes. So in these regularly scheduled meetings, staff engage in collective learning together about some of the best practices and strategies to use in teaching. They examine student work. They then uh continue to look at data after they've improved and adjusted instruction uh for students. Um when implemented with fidelity PLC's promote a culture of collaboration uh strengthen the instructional effectiveness in the classroom and lead to measurable gains in student achievement. PLC's are

139used across the nation probably the world and there are uh when implemented with fidelity there can be some significant gains uh for our students. So, um, we are orienting some of our attention to ensuring that some of these structures are more solidly in place in our schools, right? We're not, uh, orienting away from our prioritized goals and actions you see to the left there, but we're paying more attention to the how it happens. And we recognize that uh collaboratively engaging in some of these improvement practices and constantly looking at data that informs our next step uh is high leverage and doing that collectively increases our capacity uh amongst all staff to be able to respond to students. Right. Any questions about that? >> I have a question. >> Yeah. Um, so does the MTSS pro

140process take into account the individual needs and the needs of the classroom that the individual is in? Because >> one thing that I hear is that when a student needs extra support in the classroom, sometimes it can be a detriment to the rest of the kids kids who are then spent like waiting while they're clearing a room or doing something, you know? So like how do we how do you balance that? >> I think the key to that is the word tiered, right? So um the way MTSS uh in its ideal form should work is we're looking at uh data for all students and we're really focused on solidifying what we call the core uh in uh solid instruction that should serve all students. Right? There are students who might present needs uh complex needs

141or needs beyond that and the data will show those who those students are and in that case then there are uh specific team members or staff members in a school then who will look at that data and figure out what the response should be depending on academic or what have you data that they're looking at. And from there then what they do is often design a small group intervention or a small group response of some sort to whatever the need might be whether it's instructional social emotional etc. Right? There are students who present uh highly complex needs and in which case when that shows up in the data then there is a a group of very specific people with certain skill sets that look at that data and then design a response to that. Right?

142So um the concern that an individual student's need will supersede or influence or negatively impact the whole uh in the concept of multi-tered systems of support is not the issue. Right? The the tiered system actually addresses the fact that there are differentiating needs and needs of a student at one point may not be the same needs they have later. Right? And so supposed to be uh a responsive system where staff are continually looking at data, but it really um is rests on the foundation that all staff are able to look at all data and they have data and assessment literacy enough to when they look at that data to be able to see the strengths and the needs uh within their instructional practices. Right. >> Thank you. Super helpful. >> Yeah. What data is shared

143with the student themselves? >> That's a great question. >> I mean, I sometimes I don't know where I am. >> Yeah. >> And if I was judged on my math ability in a particular grade at a particular time, I might have been either encouraged to do something different or discouraged by by the fact that I wasn't doing so well. I picked math because it wasn't my strong suit. But but having knowledge, a a student having knowledge about where they are and what they're doing. And if we're student centered, how do we or what parts of these things do we want our students to be aware of and shared with them other than in the IEPs or other kinds of >> That's an excellent question and I would even say that a student should know their

144IEP, >> right? IEP is about them. They are they are the most critical partner in their IEP. Um, so, uh, that is a great question and when we talk about profile of a graduate, uh, I'll expand on it more, but for now I will say best practice is students should know where they're at in their learning. They should they should know the why of their learning. They should understand uh the goal of their learning, the outcome, right? And we set up uh administrator observations of student learning with this in mind that there should be clarity around uh for students around their learning which means they're engaged in understanding the why the how and the the ultimate goal right so there are look fors when we go into a classroom to see if that that is

145happening right I would say in best practice is students are very aware of that and I've seen some teachers in practice um and in fact common formative measures actually rely on that right students should understand that intricately. So at the the end of the class period or the end of the week or what whatever you know u kind of cycle of of feedback to the student is about their learning when they see that they understand what that that outcome means to their growth right I I actually improved in my practice or I declined and then that's when a great conversation can happen between the teacher and their students or student to to talk about okay what what what do we need to do differently to improve or increase your learning what did you learn about

146your learning and how should we do this differently right to engage them because the ideal is eventually students don't need us to prompt third learning as individuals creating that autonomy and independence right so I'm talking about the ideal and this is something that we're trying to grow in the district it does happen um but what our ultimate goal is that it's happening more systematically that students truly are partners in their learning and when you see it come up in profile of a graduate you'll you'll see that pop up everywhere So we want to engage students and it's academically and you know personally respectful to talk to someone about their learning and where they need to go. Right? So we really um are focused on figuring out how to partner with students on their learning. Right?

147So that is a really great question. Thanks. All right. Moving forward. So now profile of a graduate. uh when you get this slide deck uh it is uh the title is hyperl to this uh document that I provide you do a hard copy of but in case you need it in the future you can access it digitally as well. Um again uh for our folks uh new to the board uh profile the graduate is a guiding vision for our educational system representing essential knowledge skills disposition and interpersonal competencies. Um it uh is a guide to ensure that students uh develop the knowledge and ability to apply 21st century skills, critical thinking, adaptability, collaboration, right, etc. Um we as a district worked collaboratively with our constituents, students, families, staff, community partners to develop the profile of

148a graduate that you have a hard copy of in front of you. Um and after we developed that profile, uh we uh pulled together a design team and that design team then uh continued to work on the development of what does this look like in real practice uh in the live sense, right? The design team also uh collected information from staff members, students, uh family members uh to further refine not only the profile but then also uh the action plan. Right? So what you see here in front of you is a highlighted timeline or highle timeline of the development of the um what we call the progressions of the profile of a graduate. uh certain uh um skills, knowledge, dispositions that we want students to have at the primary level, the intermediate level, the middle

149school level, and the high school level. Right? So the design team uh gathered in January three times. Uh we also uh uh circulated the uh what I would call the look fors or the uh knowledge, skills, abilities, etc. sort of the progressions through ad council which is our administrator group to get feedback on what that looks like and then continued with repetitive feedback back loops with school staff. Shared that out with them as well, right? Um so uh there were themes pulled from staff in terms of what it means uh to enact or actualize a profile of a a graduate, a vision for teaching and learning and implications and next steps. Right? So this is a wordy uh a slide here. U but what elevated from all of our conversations is we need to move

150from traditional to more transformational uh kinds of practices in teaching and learning. Right? Traditional is a I'll just pull out a couple examples from this slide. Traditional will be teacherdirected. That's where teacher stands in front of the room. Students are in the tables often in roles. Teachers are telling them what to do. They're doing it bit by bit. There is very little room for students to cognitively engage with content or a process. Develop critical thinking because they're just doing what they're told. Right? We would like to move towards learner directed. That means teachers are facilitating a process providing them with instructions to engage in whatever material or content they have in front of them. Right? In that process, students own more of the process. they'll be able to say, "Hey, teacher provided me a couple

151options to learn about this particular topic. I learn better this way." Right? So there there will be options in this uh particular scenario where students will own more and be able to influence how they learn. Um and uh maybe even express what they want to learn more about within that particular concept, right? Um and then also that students have more opportunity to express uh their learning and then also obviously within the process of learning reflect on that right u and so that's just an example of sort of a continuum from traditional to transformational and you'll see u the design team recognize six areas of traditional practices that uh we feel are highly necessary to move away from in this day and age where students need to be prepared for a future we cannot even imagine,

152right? Um and so you'll see there the green column represents uh the ideal of what we want students to be to be doing and really the best practice is we're not it's important what the teacher is doing but ultimately the most important thing is what is the student doing in the classroom right teacher can provide really explicit um highly effective instructions and be missing the mark somewhere and that still may result in students not doing the learning right. Um and so the green column represents what we hope what we are aiming to see students actually engaged in there right um and there's a lot again on this this slide and when you get it if you have uh questions welcome to uh reach out I did hyperlink um I would not consider it the ideal

153but in talking with performance fact I said there are a couple of outcomes that are very tangible for our staff um and we'll be talked about them in a second I said but give me give Give me a sample. If we if we want to see students who own the process engaging in real world issues, like what they're learning about is actually happening in the world, not just sitting in randomly theoretically in a in a textbook somewhere, right? Uh we're adapting. We're less focused on how quickly or the pace that students are learning and and facilitating learning at their rate. Um we're less about completing a task and more about the purpose of learning. And we're we're using measures to inform learning. like if we're engaged in all that, what does that actually look like

154from the student uh from the student point of view? So that uh performance-based assessment here at the bottom is actually hyperl to a sample of a student being videoed presenting their learning and uh in a district east of here uh students who are engaged in uh learning that was aligned to their profile had to do an activity where they were introducing themselves. So really low uh not uh super complex topic um but they were assessed on their uh all sorts of skills academic skills around reading, writing, speaking etc. Um but some of the more 21st century skills, right? So this is a videotape sample of that kind of learning, right? >> Absolutely. Yeah. How much of the teacher training programs and especially with our new faculty that'll be coming in regardless of the faculty that

155we already have still center on the very first column of teacherdirected individual tasks etc. and following a rigid curriculum. >> Did you read my notes? Oh, sorry. Yes. Whoa. Sorry. I mean, and then we have and I don't know that it's rigid curriculum, but we are directed in our curriculum by the Oregon Department of Education and other resources, right? >> But if if you can't bring in somebody that's already in column, you know, B, I mean, it's a learning curve, right, for our our faculty that we work with now. >> Yeah. Yeah, >> they're they're going to be moving from the first column to the second column. >> Yes. >> And we have influence there. >> Yeah. >> But do we have influence on teacher training programs and are we having to always help new

156faculty members >> come to that middle ground or the middle column I should say? Yeah, I think um I don't know that I have uh definitive information to be able to to respond to that, but I will say um seasoned and new staff members run the spectrum from traditional to transformational right now. And I believe uh and I don't know the teacher prep programs up here in Portland, but I do know uh down south at University of Oregon, not to promote any university um and even OSU and not to promote any university, their teacher prep programs uh have some very transformational components to them, right? there and I'll say it also probably depends on their university professors and universities professors span the the spectrum right so it depends on who you have and what they

157promote um but I was personally involved in UFO's teacher prep program and there was a lot of work around the science of human learning which is very much the green column there right and the fact that traditional column is based on the traditional notion of American schooling and American schooling wasn't necessarily designed to educate all right and so It's all often rooted in the history, right? And so they do a lot of, you know, instruction around all of that. And so I I don't have an answer to that. I I do know um it's not out of question that there could be a conversation between teacher prep programs. And we have had them when we uh agree to u provide practicum u advisors for student teachers. It's like here's what we do in the district.

158What what preparation are they getting to be able to engage in that? um we have a lot of work to do in our own district. Um and yeah, so I don't have I don't know about necessarily there's a one answer to that. >> Yeah. >> I want to follow up. Is there space in PLC's or in different places to have those conversations? Yes. Because I think that even teachers who are very much rooted in the green could be faced with a situation where if we're talking about real world stuff, the students knowledge may be greater than the teachers and then control of classroom comes into point. So like how do we allow for um growth in in our in our staff and our students throughout this process? >> Absolutely. Absolutely. I I do believe there

159are many students who probably run circles around us in terms of language technology. In fact, many of our students have seen the world are from the world and are you know have so many intelligences in so many ways right and move rapidly. Um so uh yes I say PLC's are a perfect place for teachers to engage in this practice. what will be challenging uh or what I shouldn't say challenging because I don't know yet but what our work will entail is what does this look like in terms of what the teachers need to do educators need to do to result in some of these practices in our planning in what we know well how do we prepare ourselves here and here and here to be able to do this work right and so PLC work

160is this work right and I'll say um probably some of the more significant shifts for someone who trained in a traditional fashion is to let go of control to know that you're the facilitator, right? And that you can't control every variable and that a quiet uh somewhat static still classroom of students staring down at the desk isn't necessarily what we would consider learning, right? allowing the airtime, giving airtime to students, uh creating deep, rich um opportunities for deep and rich discourse between students, right? Providing them more rigorous content, realworld content, so students are solving the world's problems versus a theoretical one, right? And so there's a lot of work to be done. Uh and it's good work and I think our teachers are embracing it. They've asked for it, >> right? And so yeah, >>

161the one thing I would one thing I would follow up and ask of the district is to provide uh staff with the psychological safety to say, "Hey, I did this wrong or I could do this better." How can we all have a conversation where people feel safe to talk about how things are struggling for them? Um I think that that's that is if we really want to get to the green, um that's super key. >> Yeah, agreed. Agreed. The vulnerability piece is important. I think in PLC work, I don't know, April and I were talking about this the other day because we're she's reviewing the seinal text around professional learning communities and the fact that you know the foundation of professional learning communities is everyone is doing it. No one's excused. You're not the teacher

162working on a problem or working on a dilemma because you have a student. everyone's engaged and it requires a level of vulnerability and it requires creating a culture to say I don't know how to do that yet or I'm growing my practice in doing that yet. That's very hard often, not always, for someone trained in a traditional model where you have to be the person who knows it all. Right? So, some of that is letting go of control, being able to be vulnerable like as a teacher with your students and your colleagues, right? So, I I I agree with that. >> As you can imagine, I have a lot of thoughts about all of those things, but I'm going to limit myself to two questions comments. Um, you use the word PLC's with fidelity. Fidelity

163is so hard in PLC's. So um my question to that is is the cabinet superintendent group of principles going to come together to create what fidelity looks like with PLC's question and comment one. Question and comment two. Same group of people. Are you going to come together and create an ongoing safe walkthrough system, rubric system, collaboration system where your teachers can feel like it isn't punishment, but it is encouragement. Becoming a guide on the side is so hard. Um, and I want our teachers to feel, as you can imagine, I want our teachers to feel that they are able to do this as an ongoing growth, not an immediate you must be like this. So, I'm just curious about those two pieces, the PLC, yeah, fidelity and what that walkthrough rubric encouragement process will look

164like for our educators. I'll respond initially and then I want to uh ask April to weigh in because we've been this is the exact conversation we've been having. Uh so uh yes uh to the work of PLC's and I'll let I'm going to ask April to speak to that in a second. I'll also say uh the intention behind learning walks is that they're learning walks. We're learning about learning. We're learning about the best practices. We're observing what we are hoping and intending to learn. That shows up in practice, right? That takes a level of humility. And the best learning walks engage as many practitioners as possible, not just administrators. So this past year, we got there a little bit more. We started learning walks with just administrators. Then admin we're at administrators who felt ready

165asked a few of their leaders on staff to join them. Eventually, the idea is that we're not necessarily the leaders of those learning walks at the district level. That staff have identified their goals in their school improvement plan. They've identified the practices and the student learning they expect to see in the classroom based on their goals and their PLC's. Then when they're doing learning walks, they're learning about what it takes. Is it happening? Is it not happening? And what are what might be the next steps, right? But they're they're doing that with each other in a sort of a feedback rich way that doesn't rely on a district or you know pinpoint on a principle to lead and facilitate and I like that model better. It's a very flat model that implies that everybody's learning,

166right? So, if we're doing our work and evolve that practice, that's the hope eventually is that it's not unusual for teachers to be in teams observing each other in their practice, right? And then the PLC uh do you need do you have a mic? Oh, you do have a mic. we do have um you know essential elements of PLC's and Centennial document and I think where um where it seems to me um that um fidelity to all of those elements at once is very difficult. Um so we'll be working with administrators uh next week at retreat um to really kind of hone in on what are the critical pieces of those essential elements that um we want to u focus on this coming year for to look at that fidelity piece. Um, my my spidey

167senses tell me it's going to be co- uh co- collaborative instructional planning. You know, where teachers are talking about the instructional strategies they're going to use for first-time instruction to as to ensure mastery of the skill that students are supposed to attain during that, you know, lesson unit, whatever. um and then how are we measuring that that common formative assessment piece. So if we can get really good at those two parts of the cycle um this year then um I I think that will move the the the needle a long way toward fidelity um of a teacher learning team. I was uh told in a district that shall not be named. Uh that the the word the word fidelity was not a great word to use. It had a lot of implications. >> And then

168we started using the word integrity. Uh and I know people don't like to word smith but the nuance of that because fidelity the word fidelity uh come you know some of the negative connotation is really around rigid rigidity of practices in terms of how we implement a curriculum right. Um, director Shield, you spoke to a district adopted curriculum in in reference to the rigid curriculum row there, right? I would say district adopted curriculum that's researchbased and so forth is solidly foundational and essential in professional learning communities. You need a viable curriculum, right? That supports this notion of a viable curriculum. And I would say that the way just because we adopt a curriculum and we're implementing it with integrity um that it's not rigid that a a teacher with a critical lens is looking at

169that curriculum, adopting it and adjusting it. Uh some of the curriculums written by national curriculum development specialists who don't always share a culturally responsive lens. There's a variety of things that happen and it's the critical lens of the teacher that says, "Oh, I know what the standard is or the learning target is for this lesson, but I'm going to modify it so that it's more culturally responsive or more differentiated or what have you." But the curriculum serves as a foundational tool in order to meet the standards. So, it's not meant to be used rigid with rigidity um but with integrity. Right. So, yeah. All right. >> Very important. >> Yes. >> Yeah. Because who wants to be part of a rigid system that needs to be flexible for our students, right? And so we it's

170up to us as practitioners to take what we have to bring it to life in the classroom, right? So >> can I ask a question? >> Oh, absolutely. >> Uh is there evidence or data? I hope I I assume that there is that moving to this method of learning has positive results for the students or are we just trying it out just to try something different? >> Yeah. Um yeah, that is a great question. Uh I would say a lot of what you see in the green column adheres to much of the model around projectbased learning. Project-based learning is probably the most effective uh structure of of learning uh for our students in terms of 21st century skills, right? Um, and so I'll say there's a lot of there is research that backs up these

171practices based on what I see through the research of project based learning. >> Yeah. Yeah, >> it is tied to so many things are connected, right? And so um again shifting the role of the teacher and the role of the student from traditional to transformational. Uh you see here reflected teacher facilitator. They're designing learning experience. They're not directing students to follow instructions only. Right? Instructions are are fine if they lead students to engaging in content. Right? Uh but not eliminating students engagement is not good. So emphasis on curiosity, problem solving, having a problem solving approach to instruction and really having problem solving being a driver to instruction uh also promotes that level of engagement, right? And again role of students. We've talked about this in the last couple of slides in a variety of ways.

172Voice, choice, authentic, right? uh profile of the graduate design team said that if we were doing all of what we had shared before in terms of shifting our practices ideally and these would be again uh in a more concise uh sort of uh frame our goals is that in student learning is culturally and linguistically affirming. uh if we were to use some of our canned, highly traditional structured curriculum, they would not necessarily be culturally, linguistically affirming, right? And so again, uh adopting that researchbased and and and critically modifying it as needed is critical in this. It's studentowned. So if you think about project-based learning, often students take the the root or the heart of what they're learning from a dilemma in the community and then we attach curriculum and standards, content standards to that, right?

173And students then see a problem that they develop the capacity to solve and it's very motivating to them as learners, right? again feedback rich connected the community all of these things they they view as sort of the gold standard of what we would want our students uh to be engaged in to develop those uh 21st century skills that are reflected in our profile. So recommended next steps. We engage with our leaders in the district around the framework that this framework that I just shared with you and the shifts in some of our practice. We use the framework to focus instruction for the year. We select one or two areas for administrators to PLC on. So what does this look like for students in practice? What then? What does that mean for the teacher in terms

174of what they need to do? Oh, based on what the teacher needs to do, what does an administrator need to do? So, administrators are engaging in the same uh so problem based cycles of learning as well, right? Engaging with staff. So, staff will have a chance to look at the progressions that I talked about earlier. What does this look like for learners at the primary, intermediate, middle, and high level um in terms of some of these particular uh elements, right? their staff will uh select one quality to focus on to engage in and learn more about and um it is highly recommended that they choose academically prepared. Um it just gives us a focus and again uh these aren't necessarily things we're not doing already. Uh and it's a it's an area of high uh

175uh it's an an it's one of our priorities, let me put it that way, right? in terms of academically prepared uh elements, the bulleted answer there. Um the idea is even though all staff will be learning about the progressions, what this looks like for students in the classroom and digging in more to the profile elements and seeing uh some of the produced work. We're we're actually working with administrators to identify some pilot uh staff or pilots in the district, right? And that could look a variety of ways. uh a grade level at a school could say, "We're going to pilot and design instruction that promotes some of these elements, 21st century skills based on whatever grade band they're in." Right? And we're going to be really explicit in our planning and we're going to form

176our PLC around that, right? Um there are some considerations that performance fact uh provided for us. Consider elementary and middle school pilots. I already know the high schools expressed an interest to pilot within a department. So, one of the departments at the high school is going to really be digging into the academically prepared and designing instructions to promote this element in the profile. And then the idea of course with the pilot is you grow the practice from there either uh expand it across more elements and staff members in the school, right? Um how do we do this? What are some of the outcomes of this? So they're going to build out one element of this uh academically prepared and within that students will have um there will be some support uh for them. So students

177will have portfolios um and we will provide some supports for them to assemble these portfolios of learning. Students will engage in studentled conferences. Students are engaged in the pilot where they're then driving the conference uh when their parents come in or family members come in for conferences. There are a variety of ways students are going to demonstrate and be the ones expressing their learning. Um, I'll share a little bit more about that in a second, but we're going to build out one of these elements uh into instruction with uh pilot uh staff in the schools. Um, oh, I didn't include those details on the next slide. I thought I had another slide. Um, and so actually, I'll leave it at that because I may have already uh covered that. Any questions? high high level >>

178like there's like a running bet on which ones I'm going to ask questions on, right? Like somehow you guys all talk about this and you already know. Um are there systems in place to support the teachers that choose to pilot with um additional like um subs planning um team planning these kind of things for them so that their workload doesn't >> that was that was a slide I thought I left on here but I was uh encouraged to take it off because there was a lot of detail. >> I'll own it. I >> She had the implement she had the implementation slide. I said too much. >> Yes. So there is a much more detailed plan where we are providing time for teachers who are agreeing to pilot to get together and plan at their

179sites. Um there's also a plan to support sharing out of what the pilot has meant to them in terms of their practice and their learning at our quarterly data summits to promote the learning and expand the practice. Right. um there'll be work with principles around how to support teachers engaged in that. So there there'll be time and supports some of the district level uh elements of the system uh going to work with the instruction department to to build out so that uh pilot teachers aren't needing to spend their time doing that. So if you've ever been involved in some of the I would call it lowhanging fruit of the profile work is studentled conferences. There's a whole structure for effective student le conferences that is a a logical element of profile of a graduate where

180students are sharing at critical moments about their learning. Right? Well, we at the district level can easily put together some supports for that, a package for that. Right? So, those are some of the things we're doing at the district level, but the pilot teachers themselves, we're going to support them to the best of our ability in terms of time and all of that. So, >> yeah. Yeah. >> Are there I'm thinking more this almost goes back to your first slide with all the but but this is can apply to everything there. Yeah. >> Are there any concerns with this approach or with >> kind of almost some different metrics that we're measuring by how they might align back to state standards, state assessments and is there board support that >> Absolutely. So, uh, I would

181say there's not a concern in terms of how it lines up with our metrics. I would say the state assessment is a lagging data point. It's actually more of a byproduct of great learning and practices. Probably the data that is most telling in terms of uh, student learning and outcomes would be our formative measures and our ongoing measures during the school year, not that once a year one. But we rely on our benchmark our some of our quarterly measures as well as the annual. I would say the student survey data would be directly impacted by this. So I I I would say we're leaning we're moving towards uh this concept of more transformational learning uh knowing that it'll have direct impact on on our outcomes. Yeah. And I would also preface by saying we're not

182saying that instruction will no longer follow adhere to state standards and standards of learning, right? Whether it be content standards or uh skill standards, all those will still be in place. It's standardsbased design. Uh however, standardsbased design has been very I don't know what didactic in the past, very adult, you know, driven. And now what we want to do is empower remove ourselves from directing as much and and really work with students to be the ones engaging in the doing of the learning. So >> we have the implementation slides added up to the board book or as part of the Friday. >> Do you do you have the implementation slide now? >> Um I I do but I'm going to go off off screen uh here. But you're looking for that. One of the challenges

183is kept in the loop as to what the project is. The pilot is the importance of the pilot and might be quiet because that goal set of understanding everybody pretty critical because it starts getting by the other fac I'm watching that happen along where you are and I'm And I'm quite processing process. I love the idea of the letting the pilot people share how it impacted them. I volunteered to pilot because then I well I just do. Um why not? Um but and that's a piece I think that is not standard practice across everywhere is to allow a lot of that actual honest how it impacted me, how it changed my practice, how it didn't change my practice, questions I still have. And I think that is going to be a very valuable piece to

184onboarding other staff and other teachers because in my personal experience, and I'll only speak for me, I listen to teachers more often than I listen to principles. Shocking. Um, so that's that's the people you have to hook hook in to do the transformative change. So, thank you for including that piece. And I think that's awesome. I I would like to add one more thing and that is ensuring that there are multiple ways that that happens. Some people get like some people will sit in a quarterly data summit and feel really connected with that. Somebody else may need to see it written in an email, right? And so ensuring that that feedback from the teachers is given in multiple methods. >> Absolutely agree. And I'll say um just be honest it uh the communication that you

185had mentioned earlier is one of our challenging parts because the few of us are so busy planning and trying to do it that we often don't leave enough time to promote and communicate coordinate with Christine etc. So u that's going to be work that we're going to engage in but that's often what falls off a little bit because we're so busy trying to do it right. So and I do agree we need multiple ways. Yeah. Um so what you see here is again this is very high level. There's a much more detailed one because we love our docs. Um but you'll see here um there's a pilot plan that's hyperlin to academically prepared um progressions. Um but fall, winter, spring, there are specific dates where we have uh pilot folks coming together. They're they're engaging

186it's the second row there. uh engaging in professional development, reflection, collaborative planning for implementing uh profile of a graduate approaches to learning, right? And they're going to the hope is that they're and we haven't yet set the specific dates, which is why I say hope, but this the hope is they're doing that once once a month, right? And that feels supported to supportive to them. We'll collect feedback. If it doesn't feel supportive, we'll figure out how to make it feel supportive, right? So, and then this concept of again there's so many ways where students own and take control uh have power to express what they're learning, reflect on their learning and so forth. We chose one that we feel is not uh super complex and outside of some of the existing practices in the district,

187but we want to elevate it and ensure that it's high quality is the studentled conference. Right? Students involved in the pilot will have an opportunity at their fall and winter conferences to actually lead their conference. This is what I'm learning. This is why it's important. Here's my next step in learning that I've I've developed based on my reflection and looking at information. It's part of that goal setting you were talking about. When do students know about their own goals and whether or not they're actually making, you know, taking steps or meeting those goals, right, towards uh and then high school conferences as well. uh students involved in the pilot will then lead their conference and they'll be a supportive sort of frame or package that they can use. We've used digital portfolios. I've always done

188student le conferences as a principle in all the schools at all the levels that I worked at. It's very effective. Um but we've asked the students to put together a digital portfolio which is snapshots, audio, often they're filming their externships in the community. There's all sorts of things they're pulling together to express what they've learned to whoever, right? And then the trimester data summit practitioners will showcase uh their their products, the reflection, their learning that what they view as the next steps in in sort of evolving or growing their practices around uh ensuring that students are learning in this particular way. So um and the last but not least um there is a goal to develop a districtwide profile of a graduate student learning summit where students who are engaged in the pilot across the

189district prek 12 post12 can come together in one spot and we'd have organization where there's venues for them to actually present their learning to an audience. Right? In project- based learning, students present to an authentic audience. So if a student's doing a project on saving the watersheds, then they're presenting to researchers, right? That kind of thing. Uh authentic audience. So if this one's not maybe not authentic audience, but the community about their learning, whatever it is that they were learning and they'll be really explicit and transparent around here are some of the goals of the learning that are identified or through the profile. So that is high level of some of the elements. We're trying to keep the pilot small. That's hard for us to do in Centennial. We like to superersize everything. And so

190yeah, so you'll see uh this we're trying to keep it very small, but in the future uh I mean as we grow this, if we're successful here, as we see success, we'll continue to grow. And obviously the goal is to not be piloting that we're all engaged in this and growing this practice. Absolutely. It should be pretty fun. >> So, I'll offer for the record. You were You were right. I was wrong. >> Is your microphone on for that? >> The green light is on. Everybody got to hear >> um That was a lot. >> That was a lot. Can we take five more minutes to like stretch, walk, breathe, >> do what you need? >> Recording stopped. recording in progress. >> All right, we are back in action 136. Um, next up on our

191agenda is board committee representative assignments. Uh, one of the papers that you have in front of you looks kind of like this lovely rainbow colored one. What this covers are the different committees and things that board is involved in or has been involved in over the years. So you'll notice there's some current ones and if you you know you jump to the back there's a lot of things that um we don't need to have this year. Um some of these additional opportunities here um I mean I don't know if that a athletic boosters thing is even still happening. Um, however, take a look at this. We are hoping to um get folks who are interested in any of these things scheduled to them. >> I ask for a clarification about long range facility planning. it.

192Um, right now it says monthly January to May of 26. Are we going to get it done in just this singular year? We think. >> Good question. It uh unfortunately director isn't here to back me up on the question, but nevertheless, I can I can take it on my own. Um, there he is. Uh, question there is with regard to long-range facility planning. We met yesterday, as I had mentioned before, with representatives from DLR and went through some tenative scheduling that they had done, knowing that we were trying to backwards map. If the board decided that they wanted to go for a bond in um a continuation bond, let's say in fall of 27 or May of 28, for example. >> Yeah. >> Um how do you plan backwards and are we too early in

193the long range facility planning process or not? And it was determined that we're at a good place. this is a good time to start it and it gives us some breathing room. Last time we went through it was a little bit more condensed um in terms of time frame. >> So, as we talked about this um some of what we talked about was potentially um they walked in with a draft timeline potentially pushing some of this back out where if it's not fall spring this year, maybe it's spring fall next year. Um so to directly answer your question as it pertains to the community-based workshops and the community listening sessions what those look like right now are as per the draft of the um template that we got yesterday monthly Jan and this is for

194the community based workshops the six specifically January February March April May for the six and then two community listening sessions spotted in there that could shift a little bit probably not by much and there may be the incorporation of two more uh community- based workshops and those could extend into the fall. So um that's hopefully to answer your question that schedule is still um in pencil um and yet to be completely finalized. That's why you see it not um committal on that red cell there. Then if people are considering stepping up in that um it's for sure January through May of this year and potentially some additional time in fall next year for continuity. >> Yeah. And I'd love to actually provide a little context to the sheet on a whole beyond what chairs shared

195here which is and to director Harden's point earlier being explicit around where we need board members. what I see and I'll kind of go per each one. On the long range facility planning, we don't know when those workshops will be. I'm assuming that will be somewhat similar to the traditional scheduling parameters that you see there, one per month, um, which is the way it's sketched out now. Probably something in the range of 5 to 7:30 and rotating between schools. As far as board liaison, it would be this is my vision for what this would look like is as many board members as can participate actively and consistently in long range facility planning the better. So period stop and it would be good to have one or two dedicated liaison that are saying this is my

196thing and can be kind of the point people for that uh project. I don't know um Vice Chair Shields if that tracks because your tenure on the board predates my involvement at the district level. Um but that's my that's my thought there. Does that track? >> Yes, absolutely. >> As far as the district equity committee and I'll lean on Dr. Katsuda here as well on this topic um to clean up anything that I miss. What you'll see here is a list of dates and this is established as a um as we had talked about in the spring and the board approved the roster of individuals who would be on this committee. This is an evolution from the equity committee efforts that we've had over the years to now the statemandated one. Not that we're doing

197it because of the state mandate, but it needs to conform with the requirements of the state requirements for district equity committees. And so the the kind of essential question here is do we want a board member liaison to the equity committee or do we want an equity committee liaison to the board? So that's kind of a nuance question that Tasha can kind of fill in a little bit more but it's really up to the how the board wants to structure its engagement >> with the uh district equity committee and that format does not require a board member to be on it. So it's kind of a how we want that format to look. Do you want to offer any additional comment to that specific point? >> Okay. Um, as far as the budget committee is

198concerned, you see it in yellow. It actually continues onto the next page. This is just for reference to um, reinforce that the entire board is involved in the budget committee. And so the budget committee comprises of 14 members, seven of which are the board members, plus seven community members which comprise the committee. And this is just to kind of keep everybody's outside the board meeting involvements and engagements in one contained place being this sheet. Um the additional opportunities I rolled forward um as chair Silowski had mentioned some of this could be outdated. Um but I didn't want to miss anything and so um I'm seeing this is you know you could put a draft watermark across this too this being a draft and then we can discuss what's still happening and relevant and if anything

199needs to be added. And to the point that was made, I believe at the last um board meeting as well, the legislative policy committee for OSBA is reflected with director Lynn's involvement um identified as well. And then as chairs mentioned on the blue portion here, previous opportunities just for reference. So, um, we know that in the future, you know, let's say next year, we have some strategic planning, as I talked about before, not as robust as before, but we'll probably have something going that'll make it back up into the upper cells for representative there. That's what I got. Um, one thing I would I'll say is that this athletic boosters, there was a group of folks who were meeting from the community um to further athletics. There also is an athletic a like the high

200school booster committee that happens, right? Um, and so I'm not sure if um if there's more communication that we want to have there or not. Um, I think that the the Yeah, the original like greater community athletic boosters thing has definitely um fallen off. >> Yeah. And there was the ideal athletic committee. Um, >> that's what I was thinking that was >> we had Kevin Bryant. Yeah. As the athletic director and he had that and that I think was separate from this. So, to be honest, I don't know. I just kept it there because it was there before, but I don't know. >> That's gone away. >> Yeah. That's that kind of went with him. >> Yeah. Yeah, >> but knowing that there like similar to um like the district equity like there's already a

201group of people doing athletic boosters. Would we want any communication between the board and um that group? I don't I don't know. >> I'll kind of leave it to the board to determine how they want to see their engagement. >> Um does anyone Let's see. How do we want to do this? Does anybody want to like throw their name out there for long range facility planning? >> I do. >> Great. >> Well, since all of us should try >> Yeah. >> My understanding try to be if you can, but one will be like >> Yeah. >> And one >> two. Yeah. >> One or two. Yeah. Ideally two, but >> I think the idea of two is good in case could pick it, but you've always got a board president. This thing is incredibly important,

202>> right? It just has no dates. I can't commit to something date point in time. I was like, can't do that. >> Fair, fair point. >> One thing I would say about the long range facilities planning also is this is just the start of it. It actually won't be done till 2028 when we go to the vote. >> Like, and even after that, there's bond oversight. So, it's never actually it's going to build and grow. So if if you're like hey you know that >> so >> I think we're good with one knowing that more people like as we get dates and stuff will probably be able to commit >> uh district equity committee >> is this the one that you said could have a liazison from equity to us versus us as an >>

203yeah by by statute the way it's organized is as a budget committee vacancy comes open, there's somebody from the uh district equity committee who join who is appointed to the budget committee. Um that's not the board obviously, but that's an idea for how that format works in terms of having that crossover. So, it's really up to the board to decide. Do we want to have somebody commit to being present and um contributing to the meetings or would you prefer to see somebody from the committee provide, you know, I I don't know what even that would look like, but provide periodic updates to the board or that committee provides updates and that person's kind of a lead person to do it. This is something I'm pretty passionate about and since I won't be having board leadership,

204I feel like this is something I can commit to um if folks are open to that. >> Do it. >> Taking things off. >> Um all right. Any conversation about any of the other ones need to happen? question about will and don't hurt these are these dates already on our calendar. I mean I accept things you see I accept things all the time from the but but budget comes from Paul's I just want to know do these calendar >> you you need to approve the calendar today >> and then it'll it'll go onto your calendar after that >> will be Wednesday. Yeah, we will figure that out. >> And the date should be on your calendar anyway because it's a board work session. So really, I'm just going to be extending the calendar invite to

205include the budget. Yeah, we So, but it does need to be separately. So, >> yes, >> thank you. Appreciate that. >> Uh, the Arts and Music Foundation. I don't know if that is happening or that the district is involved with this specific foundation. I think that there's been a >> split. in different. Yeah. So, I don't know if that's going to be >> May I bring a report back on that just to see where we are with it because it did split um and there's reasons for it and there's rules on either side and so we just want to know what structures I could come back with >> I think that would be fantastic >> structures are and then a decision about >> so there's two separate groups now >> there's not enough clarity to

206No, there is not at this point. >> I mean, yes, I'd like to stay involved with the art side of things, but um >> do those Can you in your report, can you let us know are any of those like official 501c3s or anything? >> One is I don't know about the other. >> It would be it would be good to know that. >> Okay, got it. 501c. There you go. >> Anything else? >> Just David, can you tell us what are you interested in continually or or what it involves if you're not interested? Because don't we all have somebody on the ESB budget committee? Does everyone? So, what does that entail? It was a quick open and shut meeting. Oh, it sounded like they already had a chair decided on beforehand and they opened

207it and we all voted. Takes about 15 minutes. So no other structured >> is the east Portland tax >> uh it is not been staffed yet. Uh I don't think Prosper Portland was giving any difference to school districts. >> So you don't need to have my name on there. I apply it to apply as an individual and if I serve on it, it'll be in my own individual. >> Thank you. >> Great. All right. As more comes um from that, uh we'll just keep everybody in the loop. All right, moving right along. Confirmation items. Um, confirmation items have been submitted in board book. Um, can I get a motion to approve the confirmation items in mass? >> Make a motion to approve the confirmation items in mass. >> Second. All those in favor, raise your

208hand and say I. I >> Oh, all those opposed. All right, we have six uh approved and one opposed, action items, new business. Superintendent Owens, would you like to introduce this item? >> Great. So, uh, Director Sutherton and I, as I've mentioned a couple of times during this, uh, board retreat, met with DLR representatives yesterday, we have the, uh, approve awarding contract for facility planning and community outreach, um, up for the board's consideration. I will let Director Sutherton provide a little bit more detail as warranted here. >> Great. So, as Superintendent Owens uh, stated, we are recommending award to DLR group. We had uh five respondents. We interviewed three of them. Um and DLR was uh highly rated and selected by the selection committee. Members included uh several members of the district administration as well

209as uh Rod Bcher who's a longtime participant in uh long-range facilities planning and uh the 2020 general obligation bond campaign. So um the total award is for $174,435. It's estimated to be just under 1,200 hours worth of work over approximately uh 12 to 18 months including uh extensive community engagement and uh stakeholder and staff engagement. I welcome any questions you may have. >> Yeah, the copy I can send it. All right. Motion to approve awarding the contract for the facilities planning and community outreach with DLR. >> Second. >> All those in favor raise your hand and say I. >> I. >> The eyes have it. >> Future agenda items. >> Tell update. in April, right? I mean, you guys have been meeting, right? So, we'll hear more about >> Would you uh be willing to

210uh give us just a high level uh primer in terms of the efforts that you have been making uh with Mr. Miller? Uh last week we took advantage of having students around for summer school and did some listening sessions uh at the high school as well as at the middle school uh with students and at the high school with um with staff. Um got some um good clarification with students on, you know, where there were decision points um and where there were not. Um and um a strong desire from the staff to to have some kind of um um consistent uh little P policies in place uh in the fall so that we aren't trying to change things up mid year um uh so that implementation can be stronger. Um so that's where we are

211now. Um I am in communication with um the rest of the secondary administrators about what kind of um further outreach we'll be doing um in the fall um as we're ramping up and we're still awaiting a sample policy from OSBA as well. >> And there was a group not to take us too far off track but there was a group uh convened via the ESD uh related to some um engagement. Can you speak to that? >> Yes. Friday uh morning I'll be meeting with um I can't remember the name of the group but they they um do like rapid um input uh a process procedure that we can learn about and then facilitate with um with our stakeholders in order to um get further input. >> Thanks. >> Sorry, I just figured we would tee

212it up a little bit. you're talking about the staff input about something in place as we begin the school year. >> More like just consistent expectations around how we're enforcing our current policy. Um so that um it uh which is often away, >> right? >> Okay. More to come. >> Yes. Um, are we anticipating any budget implications or additions because of the cell phone policy? >> Uh, we're trying not to. >> Okay. >> There are options that, you know, would have a budgetary um cost. Uh, there are pros and cons to some of those options. >> Yes. >> Great. Thank you. >> And we have till the end of October to actually craft the policies, right? >> Uh to adopt the policies. by the end of October. >> We'll be adopting new policy by >>

213and then January for full implementation. >> Thank you. >> We also have the introduction of our new Centennial Middle School principal. We have our standard slate of reports with our new student reps as well as the superintendent report. And then we're also scheduled to have the integrated programs annual report. All right. Uh, anything else from the from the board or administration on future agenda items? >> Anything for the good of the order? >> I just want to say thanks Rose for being the chair. It's your last meeting as the chair. >> It's been really fun. >> You've done a good job. Thank you. it I I I like to joke a little bit about when I came on the board that uh the only thing that the board could agree on was that nobody knew

214anything about me and there so there was like I was uh I feel like one of the things that I um that I am proud of is how we have come together as a board even though there's disagreements and you know differences of opinions. Um, we are very we're a very professional board. Um, and I appreciate each and every one of you for showing up in that way. Um, and I'm looking forward to being a board member. Any else could order. >> All right. We are adjourned. 158 >> recording stopped.