Corvallis School Board Meeting (February 24, 2022)

001it's loading up right now the february 24th media to provide school board is called to order at 6 46 p.m i apologize to remember the public we're trying to watch the executive session runway previous to this meeting the first item on our agenda is the pledge of allegiance pledges to the flag of the united states of america one nation under god indeed [Music] oregon law allows public meetings to be held entirely online in the interest of public health and safety for all community members especially for immuno-compromised individuals and their families the corvallis school board will continue to hold its meetings online public comment is available at some of our meetings information about how to provide public comment is available on the corvallis school district website additionally the board agenda and packets as well as the

002link to the district youtube channel are available on the school board page on the district website public meetings are live streamed on the district's youtube channel and recording is posted to the same channel typically the day after the meeting i am grateful that this technology makes it possible for more community members to view and or participate in school board meetings given the flexibility of oriented law tonight we have two directors and attendants myself and director al-abderbah directors adams white bear jones baker and tommy are attending the audio and video due to technology and conduct connectivity limitations some individual participants attending may have their video off some or at all times the first item number i guess second item on our agenda is the resolution number two two zero two zero three the local option movie

003so we have olivia hi everyone um i don't have a any verbal presentation or anything for you last month you received a full report that provided a lot of background on the local auction levy and how it works and how we use those funds um the action requested tonight is to adopt a resolution calling for a measure election on may 17 2022 to submit to the voters of the district the question of authorizing a renewal of our local option levy for another five year period um the the resolution is part of your packet tonight and we also included um all of the as exhibit a all of the formal filing documents ballot measure language and explanatory statement language tomorrow is the last day to file the request for ballot title and so we plan to

004to do that tomorrow morning pending your action tonight does anyone wish to make a motion to approve this item the russian word i move that resolution number 22-0203 be adopted to call and measure election on may 17 2022 to submit to the electors of the district the question of authorizing a five-year local option levy renewal it has been moved by this and seconded by sammy um i will entertain final discussion so anyone have there was some extra information or reports that was there if we could amend it to the packets for tonight so if someone member of the community or the media uh are looking into the resolution they can see the background information that they're saying uh is that possible i remember correctly there was also information there right we presented information and for

005the reasons presented in the survey and the discussions we heard from the community more teachers and students uh the continuation of this study is very essential uh to conduct our business and we're very thankful for the voters for continuing to renew it and i do hope and urge the community to support it from may election does anyone else have discussion so it has been moved by vince and seconded by sammy that he says i'm sorry chase thank you you have to apologize sarah it's not like you were just in a long meeting with a five-minute break before going into another one um i just wanted to uh i guess reiterate really sami's point about the importance of what this levy allows our school district to do i also want to make a well first thank

006you to the community for the past support of this please continue to support it i also want to just make a comment that our community's ability to support this levy is fantastic and wonderful the need for local communities to supplement their school district's budgets in order to provide the services that these levies allow for us is still a significant equity issue in our state and in our country um i feel privileged that corvallis has a history of offering this additional support and privilege to be able to live in this community but i want to recognize in balance with that privilege that not all of the communities in our state have that opportunity and so um i i want us to support this i also want us not to take for granted um the opportunity that

007this affords our kids and um to the extent that we can um let's you know let's continue to raise this issue of equity um with our state so that they might bring a solution that um can truly deliver a top-notch education to the entire state thank you trace anyone else okay so it's removed by this in a second by sammy that we approve the um remove that resolution number two two zero two zero three be adopted to call a measure election on may 17 2002 to submit to the electors of the district the question of authorizing five-year local option love your world director jones how do you vote hi director adams hi now we have the presentation about our mckinney-vento and family family advocates and mental health systems of care so we'll have a report

008from staff yeah so as sarah came and presented not too long ago related to our student gave poverty and um that we also wanted to make sure that we had a chance to bring the team together to provide a picture of the supports that are in place for our kids as we've been moving through this pandemic and some of these supports are newer and the array of supports we're able to provide and some of them are long-standing and so to have a team to come tonight to present together we felt would be really valuable and and paint a broader picture so with that i'm going to turn it over to the team to go ahead and share thank you ryan good evening everybody so um as ryan mentioned uh sarah and i were here a

009few weeks ago and we did kind of a dip into the mckinney-vento version of this conversation and then eluded at that time that we wanted to come back and have kind of a bigger conversation about the services so just as um kind of an aside or a reminder the intention here is as our programs have grown in supporting students and families we're trying to move these conversations out of isolation into a much more comprehensive set of services which is a reflection of your health and wellness goal as a board as well as kind of the overall goals that we have around racial equity and the intersection with areas of kind of more marginalized populations and all of the services that we've tried to kind of levitate to make a much more comprehensive approach to how

010we're working with students and families i think the other piece to that that you'll hear and see in this report is our attempts to really continue to promote the neighborhood school as a focus for students and families to get their needs met and be connected and so um every year i think over the past five or six years i feel like we've made really critical moves to get us in the direction more and more where students and families are going to their school within their community to find what needs they need to be met instead of a kind of removed model where you might be accessing a service somewhere within the district or maybe removed from your building and this year the more significant move toward that in addition to mental health moves was the

011introduction of family advocates into a number of our schools who hadn't previously had that resource so um you can see that in the report but i want to be able to call out that that's a part of kind of not only our commitment to health and wellness our commitment to equity but also just this commitment to that communities that are connected and thriving as a unit tend to be much healthier long-lasting communities where people stay connected and get their needs met and therefore feel a part of their school and the community that's kind of connected to their school and that's one of the pieces that we're trying to emphasize so um i think sarah is going to mention a few pieces and joe as well and then we mostly wanted to be available to answer

012questions that you might have after a much larger report with a lot more information in it thanks sabrina hi everyone i'm so happy to be back again this evening and to be able to bring you a little bit more of that comprehensive mckinney-vento data but also that deeper dive into our family support program which is so much more abroad than that and i was really excited to be able to have an opportunity to get into a little bit more of the narrative and not only the numbers um so again so happy to be here and i really look forward to your questions uh the only thing i'd like to add before we get into questions is just my continued appreciation and thanks to the board and also to ryan and melissa the corvallis school district

013continues to be the only school district in the state of oregon that operates its own fully functioning behavioral health clinic and that is something that i appreciate deeply and i hope everybody here is proud of the work that has been done by the team because it is uh simply unique so we're happy to entertain any questions about all of the components of the report um feel free to fire away who has questions so i can i think i can speak for the board in saying that we are keenly aware and are highly proud of our behavioral sport clinics in our schools and uh you can count on us for our advocacy in that area um you know this is a wonderful report thank you so much for the data that was really exciting to read

014this report uh report clearly you're doing amazing work um however i found this report really troubling um because it paints a pretty grim picture i mean it um it shows increasing need even before the pandemic i mean i see i see a structural and an increase in in need and an intensification of need especially when i overlay our youth truth data over this it really paints a very very uh troubling picture and i'm really concerned there's mention of foundation funding supporting a lot of this programming and you know when i think about funding from the the foundation i think of that as funding for to fill in gaps and i think when we originally started this work um you know years ago that's what we were thinking but this is clearly that is not what

015is happening we are we're meeting a systemic shortfall we're seeing we're addressing a systemic failure and so um and maybe i'm just asking the wrong question i'm i'm i'm asking maybe i'm just processing externally here but i'm really i'm really concerned about our ability to continue to meet this increasing need and have the resources and capacity to do this work and how that's going to impact our our students progress academically as well and so i guess there's not a question in there other than maybe how do we see this work continuing how do we see us uh stepping up to this need this growing need that you know we're not clearly meeting it now but in the need is going to be growing as you know in the foreseeable future so how are we going

016to do that i guess is my question i think um i'm going to offer a couple of broad things and then i think it'd be nice to hear from joe and sarah in a more specific way um i appreciate what you're saying vince about you know some of this is predates covet right we're not talking about something that um comes just from covid but i think it's really hard to talk about what it looks like to move forward from this point on without talking about covid because coveted has so dramatically impacted our staff as well as our families and students and we certainly see a racial disparity in impact as well as how people have responded to the impact of cobid and so when i think about how do we maintain this work moving forward

017i think there isn't a way to do that without thinking about what we know about staff turn around in the next three years and staff impact from covid and how many people we will lose because of how intense working in schools during covet has been and what that leads to as a broad answer to your question is that we have to think about then who is going to be working in schools over the next five years when people have to step away because kovit has had such a significant impact and what does that mean about how that will impact what schools look like as well as the community at large right the county can say the same thing and so when we think about that in a broad way i think we have to think

018about these are situations that occurred prior to covid but who we are as a response group is so significantly impacted by kovid that you can only think then about what it means to respond over the next five years comes from who we are now and and that is directly from the pandemic um but that's kind of broad sweeping when i think about the nitty-gritty of like what does the mental health work look like or how do we serve students and families navigating homelessness and particularly students who maybe intersect as students of color or other more marginalized communities i think there is some specificity to that too that joe you might be able to add um yeah i can speak to a little bit of that i just like to hear from sarah too so uh

019in terms of mental health structure i mean i guess i would call out vince uh the mental health program is actually not funded by grant structures we're funded at this point 79 by medicaid dollars and so um the goal is to be on track to be 90 self-funding by next year and and i will say uh i use that number a lot i use it in a lot of meetings and it's important to me because uh three years ago people told me this was not feasible to do this and there wasn't money or staff to do it um and uh it it feels good that that was an incorrect assessment um and so in that respects i do think what sabrina and i see when we talk with other districts and other community members and

020folks at the oregon health authority in the behavioral health division is a shift in mindset and a shift in perspective that we knew there was no there was no reinforcements for this we knew the mental health system wasn't prepared to step up to this level of support and um i think we took the action to move forward on that so the hope is that we're now going to see systems that are responding to that and saying hey we need to make a shift in structure and that's what we're advocating in terms of where we situate services and how we structure them we're also engaged and i'm i'm really working with some folks at psu as well as folks in our district to think about to sabrina's earlier point what is workforce development in human services

021we don't have enough mental health providers and and at this point frankly uh the flip side of an integrated mental health educational model is how do we as mental health providers learn to train our own and where can we learn lessons from the educational system to build a workforce literally from our students forward and that's why one of the goals in our structure is looking at peer services which is the first development of how we're teaching students who are ready to learn those skills to be prepared for that and then where are we building partnerships with organizations across the state to ensure that those students have a pathway into education in the profession and specifically close to my heart is how are we identifying students of color who have the interest and we can cultivate

022to join this profession which is predominantly white um and that that's something that we need to shift in order to make the impact that we want to make so i think funding wise we're we're at the front of things so we're gonna have to push the system a little bit to catch up with us and i do think it will be some work going forward sarah what are your thoughts on mckinney bento and family advocacy work yeah i don't i don't have a ton to add but i do think while acknowledging of course we know resources are not adequate to truly meet family needs and there are lots of gaps in the community i do think one of the things that we've touched on in previous times that we've been here is that as our

023team has expanded and our capacity grows our ability to really connect with community resources grows too um you know we're able to know more you know we can attend more meetings we can you know have closer relationships with community partners that allows us to connect families to things out in the community and not rely only on our foundation funds to meet needs and that has also allowed us a little bit of time in the last year or two and this is still early but to look a little more upstream um in terms of developing relationships with like some housing developers and some new um housing you know affordable housing units that are going into corvallis hopefully in the next few years and developing some direct referral pathways for our families so i think that you

024know the more that our staff capacity grows the more that we have all of those other avenues to meet family needs that isn't just the funds from the foundation and then you know our ideal situation is we're using those funds only when there is no other way to meet needs and you know truly it's trying to fill as many of those gaps as we can which is not to say that we can fill all of them um but we're able to fill more when we work in that context of other community organizations perfect thank you so much for that very rich response yeah very it settles me a little bit thank you very much sammy thank you sarah uh i'm really impressed by the work you're doing uh truly lives and families being saved uh

025and brings uh uh not being missed and being able to really help kids uh to pursue their beliefs and uh be as well as they can be and it is really our reality to see how challenging your work is also it's very challenging and encouraging uh to see the leadership uh the names of the staff i see more names and i see more work being done also the snapshots and family support services the qualitative data that they're sharing around those specific things that you do and really speak to what sarah devon mentioned is looking upstream and trying to do as much upstream work as possible i support it when we fight fire we fight the fire but we need to know why fire is happening and uh um think about the root causes and there

026are so many social uh and health and employment and housing elements that are causing all these issues and our school staff family support services are doing this work really appreciate it um i would like to ask you actually about one element or aspect so when you help the family get on the waiting list for her and section 8 having assistance and if you have seen any patterns what is the difficulty of getting uh the second aids having assistance what kind of barriers are there and what can be done to eliminate those barriers whether within the district or outside the district that's a great question um so i would say a couple barriers right off the top one is that the waitlist typically is taking two to three years um so it's kind of a first

027thing that we do when a family moves to town is we will help them get on that list and then all of the affordable housing like through dub northwest but that is not a that's not an immediate solution and we know that um the other thing is that at least the last i heard and it's been a little while um the success rate of folks who finally get their voucher through hud is extremely low like much less than 50 because the amount of rent that is given through that is really low and it just doesn't match um the market rates that we see so it's an important thing we want to do it for everyone it's better to get on it and not need it in the end than to never be on it at

028all and it does not um get someone housing right when they're here in town and they need it so there have been some other um different kinds of vouchers that have existed like through csc and other places so those are things um that we've been able to fast-track some people into housing like much more quickly um we also are just always looking some of the barriers too are that if you have a voucher system you need to be able to be approved for an apartment that doesn't give you housing it gives you rent if you can find somewhere and so we'll also work on things like helping people take rent well classes and pieces that can address um eviction histories um you know poor credit the kinds of things that are going to be tricky

029for a landlord um so it's not so we again we always want to do it it's an important piece um but it is not a solution and it is not something that is just like this direct pathway into housing which is also why you know some of our abilities to have like memorandums of understanding and work closely with our affordable housing developers um they don't have the same kinds of requirements if it's a family that we're working with and we can often address barriers that might have to do with eviction histories and things like that and get people into housing more quickly that way did that answer your question or do you have any other pieces to that no it does it does really thank you uh i would like to you think upstream why

030the waiting list is uh there or what can we do about it like i i understand probably that's outside our purview all what we can do is help people get wait listed and encourage them to apply as soon as possible right absolutely and i think also just um you know the more affordable housing that we have in the community some of which is well below market rate and the more sometimes people can get into that housing without waiting for a section 8 voucher or at the very least when they get a voucher they have places in the community that they can rent with that amount of money i think the other piece to keep in mind too is when we think about moving into a community right and finding affordable housing that what we know

031about that as a sustainable option for families is that they also then have to have affordable food and affordable child care and affordable access to transportation and work and one of the things that we know about corvallis bearing my argument about why fred meyers in corvallis is the worst store ever is that families can't access clothing diapers underwear socks shoes easily in this entire community so when you think about getting a family solidly placed into housing as well as their ability than to access a neighborhood school helping someone to do that who then can't get child care or basic needs for their family me in the community it's better for us to set them up in a community where they can then afford the food or afford to get the things that they need to

032take care of their family and so when i think about barriers i think about both how do we even get people into housing but then i also think about getting people into housing in a community that isn't prepared to sustain them is not actually helpful either thank you that's really helpful thank you hello um oh my gosh sabrina thanks for bringing that up because it's really frustrating to hear like this really classist like perception of how to get your needs met when you have children in this town and saying like oh somebody can just drive to albany if they want something like target or walmart and i'm like what if you don't have a car you know what i mean or there's all our gas to get anyways don't get me started on that but

033it's one of my biggest um pet peeves about the community i love living here but you literally cannot buy kids like socks and underwears and shoes in this town and those are like basic necessities really right for a child to be clothed like i would think so anyways i mean some kids unfortunately don't have those but items but it is really frustrating so i feel for families who have even barriers stacked on top of that so anyways that was my little rant thank you for bearing with that to get to the question i was looking at the data um and i can't remember if it was i don't think it was in the last one do we have information about lgbtq plus students in the last data set that we got before because i don't

034i still have a lot of curiosity around that just knowing the trends of students that come out as teenagers especially and how that's incredibly linked to um into houselessness and homelessness for queer youth so i kind of had questions about that or if it's just not collected or if it's one of those instances where it's like we don't want to out students even further um so i just was kind of curious about that and i had another question about the data too because data yeah i i want to jump into the question on the lgbtq community uh luke because that one's really close to my heart for lots and lots of reasons um so it's it's difficult to collect because that information isn't sort of stored in in a traditional fashion and i know uh

035in the mental health team i'm working to collect that material um informally through the team members to sort of ask who we're serving and i'm particularly interested as is the whole team to make sure that we're careful with that because um actually just recently there's been multiple students who actually have come out to folks on our team for the first time and so we're holding very precious information and the population and as large as the numbers aggregate are when they get de-aggregated down to building level we could really accidentally out people in a way that's not okay and so um we are working on collecting that for mental health i think there could be some potential sarah this would not to put you on the spot potential for looking into similar kinds of things for

036um family advocacy but it would be definitely something we do non-traditionally um and i would be interested in looking specifically at um the larger queer community as well as folks who present as trans or genderqueer just because for mental health specific information those specific individuals in the genderqueer and trans community just have much stronger lifelong concerns and impacts from having to navigate trans identity uh in in a world that is is not necessarily trans friendly so i meet him i stayed muted i was just saying thanks joe i understand like protecting the data that's was like i don't necessarily expect to see it on the reports but i'm just i'm glad to hear that you all are doing that even if it's behind the scenes and i think that's important for the community to know

037too because there are a lot of things as you mentioned to consider with the lgbtq community what that um and there's just so many links to homelessness especially with youth and it creates some really dangerous situations um so thank you for doing that work behind the scenes um the best you can my other question um if it's okay has to do with now another question what is a question comment is the population comparison um i did like the quick calculation to see like kind of more of a per capita rate of like representation and notice some significant populations that are over represented even though they look really small in the data and so it's just like a data point can like since all the information is there it'd be nice to have that on there

038so folks can understand like just because the population is really small doesn't mean that there's not a huge need for that population so one of them has like a 20 percentage rate of that population set and so i just wanted to point out that small numbers don't mean like huge need for those communities um so i'm glad we can see this and not everybody's going to sit there and calculate that but i do but yes maybe some other people in the community do too i appreciate that thank you and thank you for calling that out i think that's really important thanks um actually lou just made a point that i i also uh did quick calculations over here and just for the folks listening in on the conversation this evening i think it's important to

039to just as a reference group um our largest demographic in our community is white students they represent two percent of the students that navigate um homelessness um as opposed to other um non-white um students who are representing anywhere from um from six to 21 of their population is navigating homelessness so those are you know that's a that's a big variation right if you're a community of um of students that has you know only 100 less than 100 people in your community identifying that way and then 14 of them are navigating homelessness that's significant to that community not just for the 14 people but for the the rest of the community um that isn't those 14 people but who are um who are linked in in many ways um to that uh to those individuals and

040so it's it's significant difference and um and just i only just gave those numbers because not everyone can see what we're looking at or um or we'll have the opportunity to you know to dig in and look at those numbers but i think that spread is is important for context so um i actually um wanted to i want to share um in vince's um concern that you know some of the numbers are just really hard right like they're they're hard um again um if if the people in the community you know are interested like this is really important information so please seek it out and um and if you don't know how to seek it out you know hey email a board member we'll help you do that um because it's this is really important

041for understanding the um this is this is a community process it's going to require community solution i had a couple questions um so one question is um for the students that fall under the dropout rate do we have any information about whether those students go on to complete a ged um or are they just they're just a dropout and so then our knowledge of them just just kind of ends there so it depends on where they continue on so um if they return to us so let's say they drop out but return to harding center for example and then get their ged then yes we track them in our data and they become a part of a different category if they drop out and move to albany then they are tracked in a greater scale

042of data but not necessarily in our data as completions and so it really depends on where people pop up um it's also as you know not uncommon for students to get their ged a number of years later not necessarily in the next year in which case that data doesn't get tracked all the way back to you know that that correlation especially if you're looking at five or six years later um i don't i don't know what the average year is now but i know that a number of years ago the average year for when people came back to get their ged was like six or seven years later it's it wasn't you know the next year and so it kind of depends lori who knows all things about all things might have a better answer

043to that um but i think um you know it really depends on where they show up in terms of whether or not we can reflect that longitudinally um thanks i had figured that probably we that we don't have a a clean mechanism for knowing that for all of the students maybe some of them so that that makes sense um the observation i'm just having about the academic outcomes is that um the it's evident that you know we've been within you know a point or two um it seems like we're a little flat on you know the the gains like right like so we've got about the same percentage of students in poverty that are are um are graduating over time um even a little bit of a dip this this past year um but um

044around close to um the same percentage of students that are are utilizing mckinney-vento are um are graduating and so it indicates that all of the um the things that we have that we are already doing we are probably getting all the boost we're gonna get from those on closing this gap and so my my it's an aspirational question it's not what i'm expecting anybody to have an answer to this evening um is what what thing can we do or what things should we do next um to try to move the needle on these numbers um just realizing that all of the all of the efforts of which there are many again community look at the effort that the school district is putting into this work it's it's really important work and a lot of collaboration

045um and also it seems like um we need to keep doing those things to keep these numbers and to sustain them but those things in and of themselves may not may not move as much further in on closing that and so um i guess that's kind of my my big question is what what do we do um what's the what's the do we have a targeted approach or how do we how do we get one what's the step what's the next step in in getting one um to to close that to close that gap some more um i'm sorry do you want to cut you off trees no please um i think uh there's a ton in there that's i mean it's a really good question around just how do we really center the achievement

046and success of our students who are most marginalized and so first off i would say i am not entirely sure um that we've maxed out on all things so like i want to i want to put some some some light into that discussion and say you know the last couple of years have been particularly hard um and the last couple of years we've also brought on resources that um that are that are pretty mighty and so when i think about the addition of family advocates especially family advocates that are rooted in buildings whereas lots of districts across across the state have those but they might have two or three they're located off-site they really target in specific things these are family advocates who were hoping to keep working in our schools in a community building

047long-term relationships and helping people to feel cemented and connected so that is going to help because relationships and being seen and being supported are a huge issue also helping to keep people fed and helping them to get on housing so that they can actually be stable is really important and so when i see the work that sarah's team is doing that's what i see running around i also really think that um you know the advocacy this board does related to issues that are you know right on the edge of your your purview in terms of you know educating educating and advocating for affordable housing and other kinds of resources are really important this conversation is important to raise that level of information in our community that you know i i smile but it's really true

048you know the conversation lou and sabrina was having like it really is almost impossible to get socks and underwear in this town and that feels really odd for a town who has so many phds um i mean yes it's just it seems it seems like an odd circumstance to be in and we're also a community that experiences really profound income inequity the community health assessment made this really clear that's been done a few years ago we're one of the most income and equal communities in the state and so really this report is highlighting some things that are really troublesome but i don't know that it means we can't do anything about them i don't want to want us to necessarily be paralyzed um by an action because we are this board has done that by

049supporting programs like this um like a family advocacy program our mental health program and i think we continue to really think about how are we putting this on the ground in schools not not real far away not real distant not with a lot of gateways not with a lot of barriers which is the model of many other community programs but right there so if you're a parent and you show up at school and you don't know what to do because you just rolled into town that school has somebody for you to talk to about what your need is and that over time that will pay dividends and make an impact so i think the other piece about that joe that you said is over time right so if we think about we introduced mental health

050supports to secondary schools this year we've only been in elementary schools for three years we introduced family and a family advocate only just four years ago and then we've introduced a whole bunch more this year and i think about as much as we would like that work to have an immediate impact on academic um accomplishment it's time right it's time that has to be put in repair and restoration of relationships and building relationships and building spaces that feel safe for learners and it will just take time before we see um that reflected in our data and and it makes a lot of sense to me too to your point there's like okay so we did all this and still like what does this mean and i think it's a fair question and it means what

051we know which is these things take time to show up in the data because the work is slow building relationships with family is can be very slow work well thank you both for that oh sorry sir go ahead it's okay i was just gonna say um you know i can say anecdotally when we've had this larger team even just for these past six months you know my perspective coming from i used to be the one that would be trying to put out these fires and meet these needs in a school but not being based in that school and not being there every day and so i can already tell you that i have observed as this team is kind of finding their footing and getting to know staff and staff are beginning to understand more

052all the things that they can offer to families that we have already prevented evictions um we have already learned a family needs much sooner than we would have if it was just me and if it rose to the level that they were like oh my gosh we better call sarah um so i am seeing that just left and right um that that you know that space within buildings is really allowing us to begin more of that upstream work and these are you know halftime people in buildings um and even that has just been you know phenomenal to see um kind of how a lot of that prevention is already starting to play out i appreciate you guys taking time to answer and it's like almost as soon as i finished out asking the question i

053was like oh my gosh wait we haven't we haven't had enough time for these things so um thank you uh for very politely reminding me um that we are doing some things that we haven't seen the results of yet um i appreciate that and i i my apologies for not actually thinking through um that it does take some time and saying that out loud so um it's amazing amazing work you guys are doing last thing i just wanted to say is on the point about um you know raising up our own i'm just wondering about um whether or not we have pursued collaboration with freeze yeah play over on this topic oh are we okay i'll send an email then yeah send an email okay i don't know i don't know what how much time

054we have for these things sarah don't we just talk until we're done isn't that our policy and we could the problem is that this is a topic i think we can all just sit here and have a discussion on all night long but um we have other things on the agenda and one of which is a data thing which we know we're going to go over [Music] so thank you um so much joe sabrina and sarah for coming and sharing this just critical work with us and one thing that pandemic did was show us the just essential role that schools play in our communities and in supporting our kids and our families and you know i've been really proud of the work that you and our district have been doing that in response to your

055need that was already there but it became more clear we've expanded our capacity to do that support and to to give our kids this you know the stability and care they need to to learn and then meet their potential so thank you very much for sharing this and for all the work you do for our kids thank you we're grateful to be here and i appreciate it and i i can't not say that if we didn't have ryan on the school board being willing to run front on this there is no conversation we joe and i are visiting with school districts all over in california and oregon washington and a dog who's also enthusiastic and i can say that no one is making progress who like this because the first thing they're saying is oh

056our superintendent isn't at this conversation or our school board isn't really ready to talk about this it's a huge thing to have this level of support and i can't say enough about that so thank you so we could go on that the next item on our agenda is another topic that we all love our on project and the pivx architecture additional services request for college health and harding center and so we have dale and kim joining us to talk us through that kim would you like to kick off or would you like me to go ahead yeah okay so um the college hill project was one of our earlier projects initially and as we were working through the design of that project on the mechanic electrical systems it did become apparent that a lot of

057work needed to happen in the older two-story portion of the building and it would have required lots of um opening up walls and ceilings and structural elements and so it presented an opportunity to increase the structural capability and seismic strength of that two-story portion we knew that that might be a heavy lift to fit in the funds so we put that part of the project on we put that project on hold and moved to other projects the hope was that as we approached the end of the bond program we would have identified you know sufficient funds to enable us to to pay for that project in fact last summer we had two two separate estimates that confirmed our our choice in that matter and then we released pivot architecture to execute that seismic design for

058the two-portion two-story portion of the building then um more and more pandemic impacts became evident um we bid through three or four or five other projects if i recall i can't remember the exact number and that expended some of our available funding to get those to completion and then also um the bids came in for this college hill project and unfortunately they did come in higher uh significantly than both of the estimates that we had previously received so at that point it was obvious we needed to shift our thinking and dial the project back to to eliminate that two-story seismic portion that required pivot architecture and us and the district personnel to come up with a list of items that would be removed from project requiring extra design effort the estimate has confirmed that we're

059on the right track we've gone through a process to pre-qualify general contractors and seven qualified firms were approved to bid the project the design will complete in about one month and it'll go out for bids and we anticipate coming in within our target and the work starting this summer but what i just described took a lot of effort by pivot architecture and the rest of the team pivot's contract did not include this scope of work so we need to compensate them for that does anyone wish to make a motion to approve this item converting the motions in our packet i moved to authorized staff to execute an amendment to the professional services agreement with pivot architecture for the college hill harding center renovation in the amount of 605 thousand dollars oh 605 614 dollars second

060is it so it's been moved by vince and seconded by therese now entertain final discussion well i just it's with a heavy heart i i made that motion it was really exciting to consider what was possible at the harding center but and i have every confidence that the the team did everything that they could to try to preserve that project and hopefully that idea floats around and maybe you know in the future the board in the district can come back to this idea of restoring the harding building and and uh having kids uh in that in that part of the building so thank you for all the hard work thank you to pivot architecture for uh helping us uh go through that super similar to what vince was going to say is just like i

061know that that can be really disappointing especially when you're like one on the lead on this project and so i just wanted to um thank you dale and kim and everybody else that was involved with finding a way to still have a positive impact on that school that fits within as much as possible fits within the scope of the budget that you had in mind and so i just wanted to recognize that i know that was probably hard for you all too and say thank you we're still going to make the bond promise here it was but it wasn't stretchable i have a question so i was thinking about this the idea of this potential basement you did in the future so i was wondering about the design for the current project and if that

062was being done with like so that those two projects could sort of blend together as those if the other building got renovated in the in the future so yes to answer that sarah we are um archiving the designs for the structural improvements and what we will be able to do in the future if we decide to go back and do the structural improvements we can just pull that portion of the design the layers that are structural related of course there will have to be some um architectural like finishes that will have to be replaced if we were to do that at another time but ultimately we're trying to do the mechanical upgrades the two-story portion of the building with this minimal um impact on the two-story on the surfaces and architectural design so that we

063can avoid doing that work twice in the future i also want to read what ryan said is that we will be able to accomplish all of our bond promises and in addition to that we'll be able to really accomplish a lot of the priorities that our design advisory committee laid out for us so some of the special design features that they really were excited about will still show up the project moving forward so yeah as disappointed as we were when this came up this is still a huge win for our bond program is that we are at the end of the program and still accomplishing all of our bond promises and in a way that's really meaningful to students i have a question kim and ryan have you highlighted that uh you know i i

064want to highlight the full side of the cup uh we that's this was the stretch goal it was not the promise and we were hoping to accomplish it within our our our capacity but one thing i know overall in the whole 199 million dollars is that there were some other stretch goals that were accomplished uh especially with the assignment upgrades uh can you highlight so what additional funds not necessarily college health that we were able to secure uh specifically with the seismic upgrades were there any opportunities where we received state funding or launching funds uh that's what that allowed us to do that because as i really navigate this uh unfortunately we couldn't do a stretch goal i want to celebrate the other accomplishments and concepts we did get other funding for seismic improvements um

065jill i think you might be better equipped to answer where the additional funding came from but we did get seismic improvements at all of the buildings that we touched with our bond program and so the only school that we didn't touch was linus pauling middle school and that was already seismically designed as a shelter and so we we are very lucky in our district to have a high standard for seismic stability at this point you know additional state grants were provided for this from the state seismic program for uh what were called the jaws schools jeff latisha carson catherine jones harrison and adams harrison and adams thank you and then and then also there was a grant for uh the muddy creek school but just about every one of every one of our projects in

066it that's correct whereas there have been some um and we can't hear you accomplish the whole building we still did an amazing job of spreading that equitably across the district you're um you know how sometimes your speaker comes in and out on your computer um that's how it's happening can you hear me now okay so um every one of our bond programs our bronze projects has seismic now no it's doing its thing kim was kim was saying that all the projects that we touched had some element of seismic work so there was an equitable distribution of work to stabilize these buildings thank you so it has been moved by events and seconded by therese that we approve the authorized we authorize staff to execute an amendment to the professional services agreement with pivot architecture for

067the college hello guardian center renovation the amount of six hundred and five thousand six hundred and fourteen dollars director adam's heavy vote vote i director al-abderbah [Music] and director jones how do you vote bye and director white bear co-chair white there you go hi and i mean okay good night thank you so the next item on our gender is the data presentation i'm sure it's just so you do you have a question i just need to be excused [Music] really start my computer so i just i'm letting you know i need to restart this real quick that's all sorry for interrupting but i'll be right back so i wanted to have a chance to make sure that we have a chance to hear from lee and lori tonight me and lori have been working closely

068together since the beginning of the school year i'm really focused on the assessment information and the assessment data that we have as well as how that information is used at the school level and so they are going to be pretending tonight some information around achievement data uh around heat truth the basically the data that we have available to us at this point in time um coming out of the pandemic and so really understanding that this is um for a lot of ways some baseline data for us knowing what work has has happened throughout the campaign and where we go from here so um what i would recommend chair is that they have a chance to go through their slides and then ask answer questions at the end um they have a pretty solid slide deck

069and a lot of data to share and that might be the most efficient way to move through it okay that's not okay yeah let's pull our questions to the end all right so then with that i'm going to turn it over to lee and lori thanks ryan um so i am lee santee and i'm actually coming to you as the research assessment and growth coordinator for the district okay um lori do you want to introduce yourself yeah i was clapping my hands while you were introducing and then all of a sudden my screen flashed and i thought i did something to it i'm lori corliss this is my 28th year in the district and i am so happy to be working with lee it's given me new energy um i still think i'll retire in

070a couple years but i'm having a lot of fun right now um so we have been pulling a whole lot of information together um really looking at different ways we can look at progress towards board goals um so before we jump in the only thing i would like to say is just um set the stage for you all because very often um we have been noticing we'll be talking to people about data and they're thinking oh you're gonna give us the answer we're gonna have an answer when we look at this um and i i hope to reframe tonight's discussion that um my goal here is that looking at this data will focus us into asking really good questions um and i i think it probably will raise more questions than answers and that there's

071not anything wrong with that um really there's always we want to go deeper and deeper and and i hope that the the data will allow us to do that um so we're going to jump in and um laurie and i are going to kind of go back and forth um because um we there's a lot of information here and some of it might fall out of my head some of it might fall out of lorries but we hope we'll get there okay next one um okay so i would just like to start um by recognizing a piece around equity awareness and data visualization so we recognize that the data visualizations sometimes mislead misrepresent and harm communities that have already experienced inequity and discrimination so we're making efforts to use design elements that don't limit or

072create judgment um but these visual design elements may include a color palette a chart placement on a slide or word choices and um so we just want to open it up and say if there's anything about the design aspects of the presentation that creates discomfort please let us know so that we can improve for future presentations okay you ready lori okay let's jump in next slide so we designed this to really align to to um the board's goals so the the first pieces of data we're going to look at are focused around student achievement and equitable systems uh we'll look at third grade reading um successfully completing algebra one by the end of ninth grade ninth grade on track four year graduation rate and um racially and culturally diverse staff uh demographics um some information

073about student experience and um you'll see in here we are talking about these two goals together because much of the data may address components of each of these goals together so we didn't want to separate them out okay next time so the first piece of information we're going to be looking at is um is star data star assessments so um as you all know we don't have um state assessment um scores for the last two years because we did not do state assessments which is often where we look to for that first step of looking at student achievement star assessments are shorter tests that um that we give in both reading and math um they're adaptive so they will adjust depending on how students answer um and teachers use that information it's nationally norms um

074they'll use that along with classroom data to learn more about what students already know where they're ready to go next and to monitor student growth okay next slide um okay so i i'm gonna give you a little bit of a guide here um on all of our slides you'll notice in the bottom left hand corner um it will give you an indicator of what what board goal this data is related to there you will also see a symbol um tonight we're going to be talking about both percentage data um which um so if you see a pie chart in the bottom corner that means that we're just looking at percents there are also some pieces of data that are counts counts of students or counts of staff and um you'll see tick marks if it's

075um and the reason we did that is just a lot of information and we just want everyone to get lost we lose you what's that when you lean back your voice cuts out okay so i'm getting closer so this first piece is around star reading english scores for third graders so the green portion of this graph is represents students that are at or above the benchmark on star third grade reading english scores presently 50 of students fall scored at or above the benchmark um 16 of students scored um on watch which is um we want to just keep an eye on those students eight percent of students scored in the range where um we need to be thinking about systematic interventions for those and 26 of students scored in the range of urgent intervention um

076so i know i'm um we mentioned in the board report um what we'll jump into next is actually star reading in spanish and i just want to give a little explanation but at this point we don't have a way to say a student is reading at third grade benchmark regardless of language we can show you how they're reading tour in english and how they're reading in spanish um but just because of the limitations of the assessments at this point um it it's it's difficult to answer the question are they reading at benchmark and and the reason i point that out is that in a minute you'll see that there are a number of students that are reading it up in spanish we don't this data does not show if these are the same students or

077different students than the students that are reading at or above benchmark in english so this gets a little bit muddy um and i just feel it's important to explain that because um really our goal is about students reading at benchmark in third grade regardless of language um okay next slide um this is very similar star spanish reading um and um in fall of 2021 scored at or above benchmark 11 on watch oh um 26 percent in the intervention range and thirty six percent in the urgent survey okay lori before i jump into disaggregating that data do you have anything you wanna add around star sports uh no i don't believe so other than just to clarify that the um students who took the star reading spanish were not just native spanish speakers so it was

078all the students in dli thank you yeah so all of our students this is third grade so all of our students at garfield and linkedin um took both star reading and spanish and star reading in english okay um so next slide uh this is still looking at percentages um and really what we wanted to look at here is um disaggregating this data by by federal race ethnicity categories so before i jump into what all of these pies say um i will just say that we are always talking about when we want to include data and when we need to suppress data um and this is not a hard and fast rule it is not an exact science um but we want to be mindful of if there are any pieces of data that are so

079small that they could identify individual students um we want to make sure that we are not unintentionally um putting identifiable information about individual students um out for for um for a presentation like this so what that means is um we we really use the number of 10 or fewer as our starting point so if there is a group of uh represented that is 10 or fewer students we really will have a discussion about whether or not we can include that data without unintentionally identifying individuals and that comes up a lot when we disaggregate data because numbers will get smaller and smaller what you can see on the left is a pie chart showing um all the third grade students that took english star all of the test takers um if we disaggregate the students that

080took tests and we disaggregate by the federal race and ethnicity categories um are our 100 of of test takers looks like this pot um and then what we did was we we looked at the group that scored at or above benchmark um and we looked at how that group looked when they were disaggregated by federal race categories and then the on watch group the intervention group the urgent intervention group um so there's a lot on this slide really i i would say um an important takeaway here is that um latinx students are under represented um on the above benchmark and on watch categories um so that would be the light blue slice of the pie and that there's an over representation of latinx students um in the urgent intervention category um so lori i just

081went through a whole bunch is there anything that you feel like needs to be explained about this uh no i don't think so um only in a general sense that this is as you said earlier this is a starting point we don't make decisions about what to do with kids based on one data point we always use more information so this is just a starting point for for buildings to look at great thank you okay next slide please um we ran the same sort of disaggregation looking at our star spanish reading scores um so the population of our test takers looks different because this is this is lincoln and garfield students who are participants in the dual language program um and you'll see that we have three percent of asian students who are in that

082program at third grade they are not represented when we group down because the numbers were so small that and we would have been identifying individual students um and um is there anything else okay um so i um next slide please and i'm gonna let laurie jump in on this one okay i think this is probably a familiar um display that most of you have seen before this is um our uh our chart of students completing algebra in other words gaining a credit of math in their freshman year um and this is a local metric this is not one that ode produces for us um however we do use many of the ode groups that you're familiar with um the hispanic latinx the white students the students navigating poverty students with disabilities emerging bilinguals and every

083el the ones that we've created internally locally are the students of color and the students of color not hispanic there's a gap in the ever el because that year ode did not produce a third period spring membership collection which is what all of these are sort of based on um and that wasn't one that we could replicate internally the other ones we could but this one we really couldn't because every el means going back potentially you know 10 years of data to find out if someone was an el at some point so um so that one we couldn't we couldn't produce before we go to the next one i wanted to talk about the students of color not hispanic i i don't know how many years now i've i've heard um concerns that we can't

084share data about um small groups and been thinking about that a lot and how to get around that without exposing student data inappropriately so one of the things that i experimented with actually today was how we might be able to combine years for some of those groups like um the um the black students the american and alaska native if we could somehow say okay well how did they do over a three year span because we could combine you know their numbers um and so when i did that um i combined the american indian alaska native for three years it was 1819 1920 and 2021 and they had better than 95 percent um that successfully completed algebra one um when i did it for the black students across that same three-year span they were 82 percent

085that successfully completed algebra one or higher um and with the native hawaiian pacific islander even after adding the three years we couldn't get to a threshold that we could report unfortunately um i didn't separate out the multi-racial um who is or included in that group of students of color not hispanic in part because this is the tricky thing about exposing data if i give you all of the little subsets you could kind of reverse engineer to get to how a small group performed so um but i'm also not uh not neces i'm not trying to hide anything but um that particular group is not considered in ode reporting to be an underserved group so and and we do share data about multi-racial students in many other reports so um and we could have here as

086well it just wasn't a group that the board decided to focus on so that was a lot of words sorry about that and i think we can go on to the next slide um this is the ninth grade on track which we get from oregon department of education and they did not report anything uh for this collection for the 1920 school year so there's a gap for every one of those and on track just means that they've earned six credits by the end of ninth grade um it does not consider the quality of those credits either in terms of the grade earned or the content of the credit that is something that the high schools do look at uh separately they will particularly look for did the student complete in math credit a language arts

087credit a social studies credit um but as far as this collection is concerned um it's just about you know how many of them got nine credits or six credits sorry um i don't think there was anything else to add about that lee did you have think you did a great job thank you okay and the next slide this is also one that i think you're all familiar with um this is our uh our grad rates uh our four-year cohort grad rates um and this is the one i think ryan refers to as a spider web and the with the target being the very center so we're moving towards the center and with some groups getting there a little faster than others um the uh there the there's an asterisk next to the el group because

088that metric has changed a little bit since from 2013 to 2021 in 2013 they used to call it ever el so they were reporting on any student who was either currently or ever el in their k-12 career and then they changed it to former els who grad who exited before they got to high school so if they exited by their eighth grade year and um part of the reason they did that is in their research they were finding that students who exit el services by the end of their eighth grade year have a much better chance of graduating on time when they get into high school if they're still in eld when they get to high school particularly if they've been in eld for a number of years their chances are are reduced um so

089um and then the other thing about this group the the former els they graduate at a rate higher than their never el peers which for me highlights the asset of that what these students bring so we can go on to the next slide this is really the same information it's just kind of illustrating what the impact is on students in terms of counts so if we were to apply the uh 12013 rate to our current students um or sorry how do i say that if we yes if we had applied the 12013 grad rate to the current number of students that we have we would graduate 91 less students so it's just a reverse of that um so it's just it's just showing it in terms of the count in instead of percent i think

090that's really i always really appreciate that because if you think about our graduation rates and the number of students that lead with the diploma in additional opportunity over over those years that's a significant number of students that were now preparing to leave with the diploma and greater opportunity so to me that's really that changing it from percentage to a number is really profound in that as we think about it that way may i add something sorry to predict that if i may uh uh rhyme and draw our comparison and uh the economic the impact of death the 91 students the difference between a dropout and high school graduates is 260 000 uh per um for their lifetime so that's um and earnings so that's uh doing the math real quick that's uh a lot of

091money millions of dollars that we're using 23 million and 660 thousand dollars in earnings for the local economy and for those high school graduates and for many people that's the impact of our investments in equity so when people say equity uh what's the utility of it it's giving our students those three calls but this uh amazing effect yeah uh the only thing i wanted to add was that um we're not focused on the five-year cohort but they're they're they're a success story as well they're just not part of the board goals this year so me personally i don't think there's anything wrong with graduating in five years i just think we want to graduate so um and we can go on to the next slide i think so we wanted to share with you what

092is happening with the percentage of racially and ethnically diverse staff um and these numbers may look different than what you've seen in the past and we changed the way that we um collected this information so in the past hr has done a great job of sending out the information the way that they have to report it to other organizations we really wanted to align the way that we were sharing this data to the same way that we look at this for our student data um so actually what we we can do is there is a collection from the state that has been looking at this so so right now that's why we have historical data um but this data actually includes teachers principals um library media specialists and guidance counselors and that's because um it

093it's this is from a validated question it doesn't include classified staff but we do collect that data you can't hear me can you hear me i think turning your head is a problem sorry i will stand right in front of the computer um so so um i i did pull the data for this year and um about 40 49 of our staff are classified staff and if we were to look at um at classified staff approximately 21 of our staff um our classified staff or staff of color okay um there's also a number of pieces of data from youth truth i know that all of you on the board are familiar with this but just um really quickly youth truth is it's a student survey that we administer to third through twelfth grade students um

094and we asked students to share their experiences at school and these are the categories um the main categories that we look at but um we pulled out some pieces that are very relevant to board goals okay next slide um so when we asked middle school and high school students when talking to adults at my school i feel comfortable talking about my race or ethnicity and what you see here is percent positive meaning um the percent of students that responded positively to that statement so overall 59 percent of middle schoolers 60 of high schoolers responded positively to i feel comfortable talking about my race or ethnicity when talking to adults in my school and then this is aggregated by the federal race ethnicity categories um that are identified through youth truth um okay next slide lee

095i would only add that on those um these were self-reported by the students yeah so so at middle and high school level um part of that survey it asked students how they would identify racially ethnically um and gender identity and sexual orientation so that's all self-reported by the student at the elementary level any data you see that is aligned to the to the data that we have when a parent registers a student um this question was when talking to adults about my at my school i feel comfortable talking about where my family is from um and again this is just the percent positive of how students responded to that um okay next slide um we also looked at that same statement i feel comfortable talking about where my family is from 70 of emerging bilingual

096middle schoolers felt comfortable and 62 of emerging bilingual high school students felt comfortable talking about where their family is from okay next slide um when talking to adults at my school i feel comfortable talking about my gender identity and again um at middle and high school level students self-identify um their gender so um this is disaggregated by how they identified um their gender okay and uh next slide okay that is the big huge chunk that really addresses the student achievement goal and equitable systems goal and we have some data now for real world learning um you can go to the next slide okay lori is that mine okay um and all of you are familiar with cte um we decided to put a definition up there uh for others who might be um watching the

097meeting um and also to really write down what the definition of a participant and a concentrator is for ourselves if nothing else because it seems like we have a hard time finding the definition when we need it so um we wanted to put it on the slide i think there's a third category as well and i can't remember what it's called but it's a more advanced version of cte something beyond concentrator and i wish i could remember the name but i don't um look and go to the next slide one of the reasons why um we wanted to make sure there was some common definition at the beginning of your section is because we knew some folks would watch this on youtube and so they'd have a chance to under better understand our data but

098also we knew that we would add it to the packet as a pdf so starting each section with some descriptors was meaningful um for those people who are gonna digest that data in that way right they didn't get to listen in so um so on the left is the the grad rate for the cte um students and for the participants um it was 92.8 last year there were 461 cte participants um and then for the concentrators the rate was 93.2 and there were 220 students that were considered to be cte concentrators over on the right are numbers that were from the 2019-20 school year and those don't match because the ode collections for that part of it for cte are always one year behind so i can't update those numbers until they actually give that

099information to me but that's what it looked like in 2019-20 and the programs at the bottom were the ones that were offered in 2019 20. um you can go to the next slide um and so this is talking about the oregon state seal of bi-literacy it was designed to provide a rigorous proficiency-based recognition of the linguistic assets and academic skills of biliterate graduates in order for them to um gain the seal they have to meet all the graduation requirements and they have to take an assessment sometimes more than one assessment um to demonstrate proficiency in reading writing listening and speaking there is currently a proposal before the state board which i think they might be hearing uh about in another month or maybe the second reading to add a seal of multi-literacy for students who

100demonstrate proficiency in three or more languages we've had a handful of students in the past who would have been eligible for that and they just received two seals of biliteracy for the multiple languages that they had learned you can go to the next slide i should say that corvallis was one of four districts who piloted the program with ode in 2014 and actually they didn't bring the program into bean until 2015 so those 2014 graduates were retroactively awarded the seal of biliteracy most of the students meet the requirements through an ap language test but some also use an assessment called stamp or actful or portfolios and sometimes especially in the last two years with the pandemic and the nature of having to deliver an assessment virtually in some cases they had to use more than

101one assessment so they'd have to do one maybe online and then have to do a portfolio for one of the other parts like writing or something like that and spanish is the top language that through which the students earn the seal the additional languages we've seen over the past three years were chinese french portuguese italian german japanese and korean and then on this chart you can see that there were 448 seals that have been earned over the past eight years you can go to the next slide so um going back to youth truth data one of the questions that we asked was um do you discuss real world issues that need solutions um with other students and or with your teacher um and so this actually just shows um we assessed we asked students in

1022018 and then we asked the question again in um and so you can see middle school students in 2018 27 responded that they discussed real world issues that need solutions with other students and 30 responded positively to that statement in 2021. okay next slide we also have some youth truth data that really pertains to health and wellness so we wanted to next slide um so student perspective so this is this is looking again at the growth between 2018 to 2021 the question the statement was when i'm feeling upset stressed or having problems i know someone outside of school who can talk about it who i can talk to about it my school has programs or services that help me um and there's an adult from school who ca who i can talk to about it

103so this just shows um how students responded in 2018 and how students responded in 2001. okay next slide um and again this is going to school and life outside of school and um so the question at elementary level looks like does your teacher ask you about your life at home um and at middle and high the statement is teachers try to understand life outside of school um and again it's a comparison from 2018 to 2021. okay next slide um this one um so you this is this is one that is is kind of an opposite slide we hope that this goes down because the statement is have you ever felt so sad or hopeless almost every day for two weeks that you stop doing some usual activities so this is one of those that positive

104and negative gets very confusing um so we our hope would be that students do not respond positively to this statement so um this was one where we would hope we would have a negative slope in our graph where it would it would go down and less students would feel so sad and hopeless um so it just you you kind of have to switch your brain when you're looking at something like that okay next one okay this is actually um as laurie labeled it our bonus track um so um i you you are probably aware that um in uh when it was winter of january 2021 a work group came together to look at how we had been identifying race ethnicity through our registration program um and um looked to see if we could expand that

105locally so the work creates indigenous people of color including csb staff health navigators delta community members family liaisons um interpreters translators um and um the the goal was really um to use they started using by using the equity land questions um and using the protocol from courageous conversations about race um to have a collective dialogue about how traditionally um our schools have collected race and ethnicity information um at registration and if we could expand how we do that locally lori was involved in all of this work so i'm going to let laurie jump in and talk about what came up from them okay um oh where to start it uh first it was a privilege to be part of that group it really was i i learned so much and learned about some of my

106colleagues and their lives and experiences that i hadn't hadn't known before so that was that for me was a big takeaway um we were aware of um a group in washington state that had it's called the cedars project and they had done some work at disaggregating some of their federal race ethnicity categories and we looked at some of that work um and then as the group as the groups were meeting several times um it became it was hard to narrow down in in a common way um in some groups they were sort of leaning towards countries as a way of of disaggregating and in others it was more um about traditions or or things like that culture um we finally settled kind of on regions in some cases even that wasn't perfect but our conversations

107kept going and we wanted to get something in place in time for the april 2021 registration period so we came to an agreement on the initial categories that we wanted to include um and you'll see those here in a minute um and uh so they the students that were enrolling knew in april primarily kindergarten um had those parents had an opportunity to um to choose those different categories and um then in the summer when everyone goes through registration re-enrollment um parents had the opportunity to adjust what had been set for their child before um i would say that probably not a lot of them did that they just accepted what was already in the system and moved on because if any of you have gone through registrar there's a lot of screens and a lot

108of questions and anything that was already in there that you had already answered you probably didn't pay a lot of attention to and you just kind of moved through so anyway you can go to the next slide this is what you are used to seeing with our race ethnicity groups this is our current uh enrollment um as of uh february 11th 6464 students um and it shows the breakdown by race ethnicity um and um quite often what we find is that under federal reporting categories students who might identify as are american indian alaska native also have checked the hispanic box and so they're reported as hispanic latinx because that overrides everything else the ethnicity of hispanic overrides all the other categories and that's how that cat that category under federal guidelines is reported if the

109parent does not choose hispanic and there are multiple races chosen that's how multiracial comes out so that kind of helps explain a little bit i hope about how the federal categories come from our data and you can go on to the next slide this is a screenshot that i took from our arsys this is an actual student um and these are the choices that parents now have when they register their child you can see at the top there's the hispanic yes no that's a required question that is separate from the race categories um and then parents have to choose at least one box in all of the little boxes below they can choose as many as they want they have to choose at least one if they choose boxes that are under a single column

110then their federal race as long as they're hispanic no their federal race will be reported as that that category so in this case if this student did not have south african check but only had white checked their ethnicity their hispanic latino box is no they have two boxes under white they'd be reported as white this student has a box checked under black or african american as well as under white they're not hispanic latino therefore they'd be reported as multi-racial um you'll notice um some redundancy in in some of the combo federal categories for example with black or african american there's a category called black or african american there's black there's african american it wasn't our intent to include the combined one originally but our esd pointed out that because of all the longitudinal data they

111had that was specifically linked to that category they had to leave it in there so we have a category called black or african-american and we have one called black and we have one called african-american yeah i think that's oh the other thing is that this particular family chose to include some information in the write-in box i've seen a variety of information in those boxes not all parents put something there sometimes they'll put guatemalan sometimes they'll describe they'll say well dad was this and mom was this i mean it's really a free-form box it's for them to to put whatever they want um and um leigh is there anything else to say about that before we go on no i think next slide sounds good okay is this yours or mine oh i can do this

112okay um so so um the pie chart is exactly what we saw before um so american indian alaska native under the federal guidelines um it looks like one percent of our student population identify that way when we actually looked at at the reporting information that we got with this new with the new structure there were 540 students that indicated at least one racial identity under american indian alaska of those 540 students only 42 were counted as american indian alaska native um for federal reporting 343 were counted as latinx and 155 were counted as multi-racial um so um we are really hoping to gain insight from this so that it can further inform how we are disaggregating data in the future and what categories we're looking at you can go to the next slide um we

113did the the same thing when we looked at um if we were using the federal definitions 92 students in our student population would have been identified as black that's one percent of the population but 324 students indicated at least one racial identity under the black african-american group of those students only 92 are counted out as black under the federal reporting 59 are counted as latinx and 173 are counted as multi-racial next slide um and we we also looked at um the native hawaiian pacific islander um and if we use the federal category the federal identification 23 students would identify in that category but 100 students indicated that at least one of their racial identities was under that group um and 18 of those are counted as latinx and 59 are counted as multiracial okay i

114think oh my gosh i think that so i think that we need to talk about the the so what now what part of this okay um and so so really um you know as laurie was explaining this is this is really new to us this just um we just started collecting this data this year um and our hope is that it really gives us insight because we often talk about disaggregated data um and we hope to have to to gain a better understanding of what we mean when we talk about different groups who are represented in those groups and is there more information that we can glean um by having a better idea of how families are identifying rather than just relying on the federal race and ethnicity category um so i think this is

115aptly under bonus track because there's more to come here and um i think this is just the beginning of the conversation but um it's really clear from this information that um that there is a much richer and deeper conversation that needs to happen than just relying on federal definition laurie would you add anything else yeah um two things and i hope i can remember them both um um one one thing that we have to look at and figure out is how to make sure this information gets in the hand of teachers so that they can really see the richness of the students in their class the diversity and then hopefully plan some of their instruction you know around around that and pull in different cultural aspects that would be relevant to the students in front

116of them and then the second part is our intention when we started this work was to um that this was a starting point um so for example you see that native hawaiian pacific islander only has two categories under under it um and in even some of the other ones this was really just a starting point that we could the group could all agree on um with the idea that in another year we would potentially expand it we would kind of look it over and expand it and um i think that that work is going to be put off a little longer because of our shift to synergy and a different student information system coming up in 2023-24 and synergy currently only accepts the federal race uh categories so we're um our esd knows this is

117important to us and so they're anxious to get their hands into the synergy programming so that they can bring over this data and we can still have access to it in in the new student information system i think that was all i was going to add okay okay and that that that's all we have to present i'm sure you all have a number of questions so um two things i'd like to share um one going back to those on the last few slides that we looked at another area that i'm um optimistic and hopeful around is that i think this is a great model as we look at as if we were able to take what we just were able to share with you and have it be part of all the other data that

118we're collecting um how rich that conversation becomes and so for me that's an area that i feel that as a board as an organization where we have influence and opportunity to talk about assessment and how to utilize this sort this depth of information i think it would be really valuable and that's why we wanted to share it with you um it's and also it leads to my appreciation for this team for uh lori and me working closely alongside one another to come and say hey what do you think about this this is what we were able to pull together from this registration information do you think it's something we should share with this group well absolutely and thanks for pulling it together because it really helps us to begin to think about this who our

119kids are in a deeper way so um with lots of appreciation for this team um i know that they'd be happy to answer questions but i feel like that is uh i think based on the conversations we've had over time i think this helps us to move in the right direction okay so lou let me start out okay i just want to just throw this out there that those last slides bring me so much hope because like literally i've been asking about this for like two years right um probably the first thing i engaged with with the board was a conversation about this aggregated data and that's what i meant with the multiracial category in the category labeled as hispanic just because i know what's in there is going to give us a different story

120not only for understanding the experiences of the students we serve but also to help shift our the way that we talk about students in more of a deficit model um where it's like the low numbers so we can't talk about it it's too bad and it's like very like erasive and i really appreciate this work so much you all don't have any idea um but i'm wondering um if there was indigenous people who involved with the conversations of developing the categories and stuff or if you like if you know specifically if they're if you don't have to tell me who it's just like if there was obviously i don't need to know who um so that's a question about that because it did say um black indigenous in people of color specifically yeah so marcian

121helped us um kind of identify who all had been involved and i know she was we had one of our groups was with delta and and the safe students and different ones i couldn't name the person um but i believe it was someone from osu it might have been me but because i need delta but i'm just being like i was just wondering because like there's some things that stood out to me from an indigenous perspective where i was like like the final review part like did that happen i don't remember seeing that but um one thing to just keep in mind that not all people that identify in the hispanic are latinx category identify as indigenous and if they then have to pick a category and then under the american indian alaska native there's

122like central and south america that could skew the data a little bit in ways that aren't salient to their own identities so if they don't identify as such so that's just something to consider about how that category is laid out um i did have questions or not questions it was i don't know how to use the star data right now because of all of the erasure that happened with the data i understand why but it's hard to like really understand what's going on with the students without being able to see what's reflected and so like as a board member who is like takes responsibility of like how do i advocate for things that help students and are we meeting our goals and stuff like that i can't really evaluate that with the data that how

123it's written and so that's why i'm seeing like this other in data hopefully in future years we'll be able to better evaluate the equitable systems goal because right now with it i'm like i don't understand like how we can um just because so much is missing can i speak to that before you go on sure because the other one was shifting to something else okay um so we will have um end of the year assessments as well um around with this star um there are times when we worry about the about assessment between smarter balance and the star in the spring but because of where we're coming from with a lack of data over time we're going to have that expectation for this year so we will have data to look at fall and spring

124with star in a way that's probably more probably more reliable and valid because of the the number of students participating in it so that's so i i want you to that's a great question and i'd like you to think about it as as a pre-assessment and rather than a summit at the end of the year it was our baseline for us to get started as we came out of um the pandemic thanks brian so i'll keep that in mind for like thinking about it like okay now we know where the starting point is and everything and thanks um in the youth truth data that was on there um i don't remember where i have like we have too many not too many we have a lot of meetings and i was like was this in

125what setting was certain things sheridan um but i will say that the um if i haven't said it before in a board meeting like this um that the data from middle school to high school um both with the specific racial demographic and gender demographic data showing that um not feeling like they can talk about themselves or feeling comfortable or connected that shift from middle school to high school um it going down specifically for racial certain racial demographics and then the gender uh certain gender demographics it really really stands out and tells me that we really have some work to do as a district and so i know you i'm confident that you have plans in place ryan but i appreciate um lee and laurie capturing that data so we can kind of check ourselves with

126our actions as a board in like what we're advocating for um with policy and other actions so that was more of a statement than a question i guess i'm just confident that you have a plan so i would think so vince oh goodness there's a lot of conversations to be had in this day well first i want to back up back up back up okay so global pandemic one of the hardest things because school board members we live in a board room we don't get to be in buildings we go to don't get to see kids and particularly in a global pandemic we you know we can set foot in the building we were in cdl for a year and then you know we've been excluded from i have not been in a school building

127for two years um and we haven't had data and it's been one of the most unsettling things so all y'all who work at the district office or in you know principals you know you guys get to see the kids you get to talk to your educators you get to have a sense of what's going on we have been flying blind and it has been really really unsettling so i have to tell you that getting this report and actually seeing charts of real data and outcomes for kids is just really really comforting even though there are tough conversations and tough questions in that data goodness we could spend the rest of the night talking about the stories that are in this data so but i'm not going to do that really i just want to make

128a comment and really ask you to think very boldly about these categories when i think about the history behind the census bureau's racial categories that is a very troubling history and it is high time to get rid of it so i want i really for this board for the district i really urge us to stop step back and think about how we want to navigate this data and how are we going to slice our data so it will serve us and serve our kids and i just want us to think very creatively about that i mean this what you've done is a big step forward but there is definitely there are other entities out there the united kingdom is one that that comes to mind where they do a really good job of capturing race

129ethnicity data for the for their population and it's the uk come on i mean they're not cutting edge um so i mean they're not i mean come on so i just want us to think really boldly about this um and so as you you know clearly it's going to be a couple of years before we really are able to settle down with this and um get what our categories are going to be and then have a data system to support that um but i just really let's take the time the other thing that i think i see you guys creating data products lots of data products um and there's a lot of labor tied up in that and i'm just wondering can we do a data dashboard can we can we do that so it's

130really easy for lori to just go i'm going to take this spreadsheet and upload it and then you're done you don't have to create those data visualizations it's there it's on the web and you can screenshot it and drop it onto a slide and we're good to go um i just see us we're i mean we're there so you know i'm looking at ryan because um you know i think we're it's time it's time we're there so i just wanted to i wanted to go back to your comment about the race ethnicity categories yeah um and when we were doing that work um a member of the team who was in an lbl esd um said that ode was interested in what we were doing um so our categories at when they go to the

131state they roll up to the federal ones because that's what the state will accept the state is also bound by what they have to report to the feds but in my mind there's no reason they couldn't do the same thing where we send up exactly what we have and then they roll it up to the feds um so there's potential there for movement i believe at the state level um it just needs some advocacy from people that would make a lot more than i do well and as i'm you know i'm thinking out loud here and i mean oregon school boards association spends a lot of money on forecast five and you know they're a national scale service that serve school districts all over the country so i wonder if i don't know i'm i

132guess i'm talking about my payday grade as well so um but it's i think we should have this conversation it's about time and then i'll yield back thank you so much right yeah i think that's i totally agree with you on that advance i think that's that's kind of the hope and the dream i have around this is that those like i said earlier about all the slides we shared to get to the point where we shared the enrollment information if again that that depth of knowledge and information is super valuable and i would like to see a number of platforms in that direction yeah good work bravo i'm really excited so i want to pick up on the last end of the conversation and say yeah thank you i was going to sit i

133was going to ask you if you would join in for a meeting with the oregon school board members of color caucus and present this work and now i'm thinking we have a recording i can share also i would like to do both uh if uh that brian would accept but really what i would say this is really important we need to share it uh maybe uh we can draft a summary of why this is really important and share it with the membership of the caucus ask osba or the leadership to maybe advocate for forecast five to include those categories and uh with ode as well so probably in terms of advocacy i would be very excited to to uh work with lulu and shawna uh and the rest of the board uh to really uh

134advocate for that i believe it's really important we have done uh lots of important work that we should be doing but we need support from the state and other agencies to make it easier and scalable um so that's my first comment uh and uh and i would love to follow up maybe offline about how how could we do this advocacy the second comment is this is phenomenal really great work the entry and i want to agree with vince in terms of thinking about database rather than excel sheets which i think is there but database management and dashboard interface and and that gets me to an important question the framework for the registration is still federal framework we're still fitting ourselves in the mold and we don't have to the box that combines two ethnicities uh

135it can be combined in the back end uh where if someone checks this box and a box or that box they can go there i don't go into the weeds or the details but my suggestion is two things about the registration form uh number one is think about what we're presenting and if it's have to be the way it's presented uh to comply with the federal recording do we need to put it in front of people or should we put it in the document the second question is yes there is a bias of skimming through or not checking the boxes and i would suggest that we ask people to fill it up from the beginning and say please fill it up and if they skip it we have it registered already for whatever they said

136before but they're more likely to fill boxes if we ask them to fill the boxes rather than they say this is what you checked and they they might skip it there's some bias there i don't know if that makes sense so basically really asking people uh one one opportunity to to start from scratch and say this is what i believe uh my real identity despite of the stamp that has been given to me or the mall that has been given to me we are um we are limited somewhat in the registration tool that we use but lee i'm i'm kind of thinking that we could ask lbl to add kind of a bold statement on top of that area and just say please review this carefully the categories have changed yeah um you know since

137perhaps since you filled it out before so that's the only thing i can think of that we might be able to get them to do i think that could be a good start okay beautiful another one i'm not sure if i have the right answer whether definitions or a question mark where they can cover and find out what's the definition for it if that's useful or we should leave it to uh the respondent to define it that's not my expertise but i'm wondering if uh presenting that or not presenting it is a conscious decision and we need to include that uh last comment i have is in page five of the reports the first graph on the top of the page about uh how people feel uh compared to their gender identity uh it this

138is a very important uh realization for us about the importance of the work that we need to do and uh compliance with the policy uh regarding uh discrimination uh uh based on gender identity and it shows where uh the work is needed where the market work is needed most as well so uh thank you for presenting it and my faith that is in our uh staff policy and and uh teachers and students is that we're going to close that gap as soon as possible um also i want to highlight the fourth row says middle school and i believe it's all students if i'm not mistaken uh so just want to highlight that and maybe if you cannot be the final report thank you yes that's all so thank you thank you thank you well thank

139you lori and lee um it's i agree with events that it's been hard to not have any data and feeling like we were in uncertain times with without the information we were used to getting so it's been really helpful and this the work on um really learning who our students are and um i think is is fabulous and everybody's already said a lot about that but i um vote back on my colleagues appreciation for that work and excitement about what that could do for us for really understanding who our kids are and how we can support them um so thank you very much it's refreshing to have data um so the so we do do we need a five minute break five minutes i kind of need a five-minute break so we're gonna have a

140five-minute break so we are in recess until 8 59. the next item on our agenda is the resolution number two two zero two zero four women's history month resolution does anyone want to make a resolution to approve this i know promotion to approve this item i'll second no i didn't hear the fur the who who moved whoever left they left there all right so vince was first vince was first well no i was kind of waving my hands trying to find the unmute button but i'll move i'll i'll happily make the motion i move to adopt resolution number 22.0204 acknowledgement of women's history month as submitted thank you and we have a second i'll see so it's been moved by this and seconded by shawna now entertain final discussion does anyone have any comments hello

141i just wanted to um recognize the importance of passing um if possible if i plan on voting for but should we pass it these um these resolutions and months are not just for show they're important to help recognize the experiences of people represented in them and also to help encourage the education that's called out for within these resolutions to happen and i know as a as a woman of color as an indigenous woman that has been underrepresented heavily in many aspects of society and throughout my life that these kind of resolutions don't just impact me they impact all women um and not just cis gender women as well and i think it's important just to pause and recognize the significance of passing these that we're not just doing them for funsies they're um they're written

142and developed to inspire and to encourage folk to uplift all members of our community thank you thanks sarah i i won't repeat uh lou made a couple of points that i um wanted to make so instead i'll just extend my gratitude to the board members who took time to work on this and i'm excited to be able to support it thank you vince i'd also like to express my appreciation uh for the authors of this resolution bringing it forward and i and i want to you know remind the board that while it's wonderful that we're adopted adopting these resolutions this year i think it's very important that these are stated in terms of of recognizing these events in perpetuity and so it's incumbent on us to come back to this next year and decide how

143we're going to celebrate this event next year thank you sean i'll just add to what other board members have shared what a wonderful opportunity with three schools renamed this year named after women in history and the and several who are were from oregon including leticia carson who was the first black woman recognized as living in oregon according to the u.s federal census because she was the only black woman to successfully make a land claim in oregon under the homestead act of 1862 and there are so many other pieces of her history as well as others that would be a wonderful learning opportunity along with those new school names thank you no further comment has been moved by mints and seconded by shanna that we approve the resolution that we adopt the resolution number two two

144zero two zero four the acknowledgement of women's history month um director adams how do you vote quote director jones have you vote aye right here um because of the importance of this acknowledgement um we will read the resolution into the record if you want us to start shauna no acknowledgement of women's history month whereas the corval school district recognizes and pays tribute to the significant contributions made in our community by all people who identify as women and girls which includes trans women and girls and whereas the corvallis school district affirms that students families staff and community members should be valued for all aspects of their identities and whereas women's history month created the local efforts in santa rosa california began by the education task force of the sonoma county commission on the status of women

145by establishing women's history week in 1978 for the sonoma school district and community and whereas international women's day has occurred globally since 1911 in an effort to celebrate the social and economic cultural and political achievements of women and whereas women historically have been denied rights to vote own property and serve in political offices and other leadership positions until the 20th century and whereas the trans women women's identities have historically have been criminalized and continued to be targeted by violence and whereas national women's history week was first proclaimed the week of march 8 and whereas women's history month has been proclaimed nationally since 1995 and whereas women have contributed to the history and collective future of corvallis in benton county oregon and whereas women's history month provides an opportunity to continue the district's growth in learning

146about the many contributions of all women to the nation's world and local community and whereas education is a necessary component for creating a more equitable and anti-racist community nation and world and whereas the corvallis school district has made a commitment to equity and anti-racism and whereas the corvallis school district has a responsibility to honor and respect the diverse histories of our community and whereas the corvallis school district believes each and every student must be celebrated and appreciated for the distinct and vibrant contributions made by sharing cultures language ideas beliefs and values within a school community therefore let it be resolved by the board of education of the corvallis school district that the board does hereby proclaim march 2022 as well as each march annually as women's history month in the district and strongly encourages students

147families staff and community members to to join in existing local celebrations and encourages all schools in the district to help highlight this month in great appropriate ways as well as to highlight the contributions of all women to the local community nation and beyond both historically and in current times adopted by the board of directors of school district number 509 j corvette ellis of benton and lynn county's oregon at its regular meeting today this 24th day february 2022. thank you the next item on our agenda is resolution does anyone wish to make a motion yes i move to adopt resolution number 22-0205 acknowledgement of developmental disability awareness month as submitted second from trees [Music] it has been moved by vince and seconded by terese will now entertain final discussion uh i just wanted to point out

148with this one because there's a couple of different disability awareness months and kind of just briefly touch on this one in particular is about developmental disabilities and we also included some language about folk with other disabilities as well to be celebrated during and recognized during this month just understanding the impact on education and some of the exclusions that have existed because of people's developmental disabilities especially in school settings this one felt especially important to highlight out of the different months because there's other ones like disability awareness and employment month i have that one a little bit off in october on the exact title but um i just wanted to point out there is a distinction of um of them and so that's part of it sorry it's getting late and also should this resolution pass

149which i hope it does and we read it i wanted to point out that there may be things in it that may bring up some things for folk as well in explaining the significance and importance of having a month like this yeah i want to really uh thank the authors and the co-sponsors for this resolution it's it's really important to recognize [Music] this resolution and its significance and where we are uh right now and the work that we need to do and acknowledge the history that uh we're there in oregon i i looked up one of the things that i want to elevate here the uh poor sterilization that occurred between 1923 until 1981 in oregon and was practiced for at least 2 648 people and until governor gets hopper at the time apologized for

150that and uh as the resurrection recognized the senate uh uh abolished it uh in 1983 uh we need to be conscious about the injustices that uh that happens in our community and it's a reminder that the justices uh happen uh in our lifetime and uh may continue to be around us so we need to be aware and we need to celebrate the value and the potential of every human being and when we see it somewhere we need to condemn it and when we see people we deserve to be celebrated we need to do that so with much appreciation there is a huge value in this in terms of learning building awareness and celebrating our folks uh community members who experience developmental disability very much appreciate this uh this resolution drawing our attention to this particular

151group um a group as sammy just said it's been you know historically marginalized um and you know despite all the work and the attention that this board and the district gives trying to meet the needs of these kids we are still struggling within a system that was designed not to meet their needs and so i just you know as we as we adopt this this resolution as i'm i'm sure it will pass um you know i want us to redouble our efforts to to work towards system transformation to meet the needs of each every kid without exception including kids with disabilities thank you so it has been moved by events and second hidden by therese that we adopt um resolution number two two zero two two zero two zero five acknowledgement of developmental disability awareness

152month as submitted director adams how do you wrote i vote i director how do you wrote i director baker have you wrote i director tommy how do you vote hi victor jones have you vote i director who vice chair um wake here how do you vote hi i vote yes i also the resolution passes and again because of the importance of this acknowledgement members of our community and students in our schools that have been historically isolated and um discouraged from participating in education i think we should read this resolution i'll begin then the corvallis school district 509 j acknowledges this with excuse me developmental disability awareness month with resolution number 22-0205 whereas the corvallis school district recognizes and pays tribute to the significant contributions made in our community by people with disabilities and whereas the

153corvallis school district affirms that students families staff and community members should be valued for all aspects of their identities and whereas developmental disability awareness month grew out of grassroots efforts advocating for human rights of people with disabilities in the 19th century and whereas people with disabilities have historically been subjected to institutionalization and eugenics practices in oregon and nationally and whereas fair have fairhaven training center in salem oregon was opened in as the oregon state institution for the feeble-minded through state legislation in order to institutionalize people with developmental disabilities including children and whereas the oregon board of eugenics was passed through state legislation in in an effort to sterilize people with disabilities including developmental and mental health as well as other members of society and whereas for sterilization in oregon occurred until 1981 and was not

154abolished by the state senate until 1983 and whereas whereas national developmental disabilities awareness month was first proclaimed nationally in 1987 and whereas people with disabilities of all kinds contributed to the history and collective future of corvallis and benton county oregon and whereas developmental disabilities awareness month provides an opportunity to continue the district's growth and learning about the many contributions of people with disabilities to the nation world and local community and whereas education is a necessary component for creating a more equitable and anti-racist community nation and world and whereas the corvallis school district has made a commitment to equity and anti-racism and whereas the corvallis school district has a responsibility to honor and respect the diverse histories of our community and whereas the corvallis school district believes each and every student must be celebrated and appreciated

155for the distinct and vibrant contributions made by sharing cultures language ideas beliefs and values within the school community therefore let it be resolved by the board of education of the corvallis school district does hereby proclaim march 2022 as well as each march annually as developmental disability awareness month in the district and strongly encourage students families staff and community members to establish and participate in local celebrations and encourage all schools in the district to help highlight this month in a great appropriate way ways as well as highlight the contributions of people with disabilities to the local community nation and beyond historically and in current times adopted by board of directors of school district number 509j corvallis of benton and lynn counties oregon at its regular meeting this 24th day february 2022. thank you all and thank

156you so much to our board members who drafted those resolutions for us the next um item on our agenda is consolidated action as a reminder the items under this portion of the agenda are for action does anyone have a question about anything and consolidated action yes i don't have a question will the will the chair entertain a motion i will entertain eruption i move to approve consolidated action it has been moved by mints and seconded by sammy i will now entertain any final discussion and see none who's been moved that we approve the items under consolidated act actions director adams have you vote about i directoral abraham how do you vote either i director baker how do you vote i hi and we now have one more i would just like to express appreciation for

157the chair uh you have conducted a very smooth meeting and it looks like you got your sea legs very quickly thank you any other comments can i build buster to increase the average [Laughter] meetings i would sarah i think you're like two for two on basically finishing the meetings on time yeah yeah so uh let's that's nice job thank you yeah i if this actually says on my sheet it's an adjournment at 9 45. and they're just gonna i was just going to point that out sir that we're actually early i don't know what's going on here who are we and we started 15 and it's later yeah i was up late with friday so um i needed to go to bed early tonight i have one comment and that is just that with the

158announcement today from oha about my asks and the uncertainty and the nervousness that the community is feeling around that i just um asked my fellow board members and our community to really show each other grace at this time when we think that taking off a mask or other people taking off their masks would be a welcome thing but i it's gonna cause a lot of anxiety so um let's treat each other gently as we do this thank you and with that eating this term