FGSD School Board Meeting

001okay mark you're good to go okay thanks good evening uh we've got the uh 2022 budget hearing here first this evening the public uh budget hearing for the forest grove school district district is called to order in accordance with ors 294.430. opportunity is for public comment regarding the 2021 2022 budget approved by the budget committee and referred to the school board for adoption in accordance with district policy public criticism or complaints about district personnel is not allowed um david warner uh i okay i say we're going to wait until 5 35 so we actually started at 5 33 so we might need to wait till 5 30. okay got it and there are no public comments in the budget hearing okay not at this time we'll give a few more minutes and then um we're

002past 5 35 mark so you can adjourn that and start the regular meeting if you like okay i was just wondering if we uh dave mentioned that we had to wait five minutes and we started well we just we just say the regular meeting will start at 5 35 so we don't have any comments okay all right okay so this concludes the budget hearing and public testimony regarding the 2021-2022-4 grove school district budget and the budget hearing is adjourned at it's like 5 36 p.m we'll open up the school board meeting the regular school board meeting so the june 14 2021 forest grove school district board of directors meeting is called to order at 5 36 p.m we'll do a roll call of board members present i'm mark everett present kate grandusky present um brad

003befero president val valerie ingram here and nor say rodriguez okay narcy will probably be joining us here momentarily and then miley vernon is uh she'll join us later she's at practice so she'll come in in a little bit after six uh and we'll do her uh report when she at a time when we can once she joins us at a break there so the school board will hear public comment for unscheduled public appearance received through the designated email address which is public comment at fgsd.k12.org.usb and is on the district website comments will be read by district staff at the appropriate time on the agenda and will be limited to three minutes this time would you join me in the pledge of allegiance i pledge allegiance to the flag of the united states of america and

004to the republic for which it stands one nation under god indivisible with liberty and justice for all hey mark well um narsay did just log in just so you know we've got all foured by all five board members here now okay great so nurse a you're you're with us okay um let's do introduction of audiences of audience and staff so um see if i can go through here so we've got uh well mr o'neill john o'neill assistant superintendent thanks john eileen eileen kloot business uh kevin kevin marine director of human resources thanks juliana juliana kelly assistant principal at nams okay christy good evening christy freeman language arts teacher at neil armstrong middle school next year assistant principal okay welcome uh and kim kim shearer director of student services and then it looks like ted ted's

005there principal and neil armstrong for about one more week and uh let's see i think that's it that's all that i see enrique enrique okay uh it manager okay thank you and david warner and david communications and anybody else angela okay angela gray okay sorry and uh summer program coordinator thank you thanks everybody i'm scrolling across and i i miss people i guess so thanks thanks very much um okay let me get back to the agenda here so um next item is the approval of tonight's agenda um is there a motion to prove tonight's agenda i move that we approve tonight's agenda as presented second okay moved and seconded uh we'll do a roll call vote so i'm a yes um uh kate yes narcy uh narcy think she's on mute we'll go to brad

006yes and val yes okay nursey are you maybe she's i don't know if she's on meter okay her photo's been popping up but she may be having some audio problems okay all right okay well that that passes so um we go on to correspondence and celebrations and calendar notes recognition and generally the superintendent report so i'll turn it over to you dave at this point thank you so we're we are in our last week of school today was the last day of in person for our a day students tomorrow will be the last day of school for our b day students wednesday will be a day for us to get back technology turn in and curriculum and everything else it's been about a year and a half since we've seen a lot of our technology

007so it's important for us to get it back and kind of assess kind of where we're at so wednesday is a day for that to happen then thursday and friday or prep days and then um we are out on summer break before i do that i just want to take a moment and i've been saying this in my uh meetings with staff but just take a moment to thank number one all of our employees they've really been the heroes here making all of these changes that seemingly happen week by week it seems like since last year we've been things have been changing so i just appreciate all that they've done to kind of make this year um okay to our parents i want to um thank you for working with us and in some cases

008sitting side by side their student as the class is going on all year long it's been a really interesting year for us as we've actually done school in people's homes so again want to thank them lastly i want to say thanks to our students you've definitely shown your resiliency and your optimism you've come up to speed with the technology in some ways faster than other parts of our organization um the you've been present you've been engaged next year looks to be a return back to a more normal schedule and a pattern um while we still may have some health and safety guidelines in place certainly we're headed for better times and then the last um kind of comment for us is summer is the summer programs our staff are working feverishly around trying to get

009all of this organized this week we should have information going out to students with sign ups and what's available but just the amount of things that are going to be available this summer is really fantastic and now it's just a matter of us getting the word out about it so look for that this week and with that i'll turn it back to you mark okay thanks dave um unscheduled public appearance is the next item on the agenda the board appreciates community members sharing information during public comments public comments should be submitted through the designated email address and will be read by district staff public comments will be limited to three minutes as is the protocol during in-person board meetings public criticism or complaints about school district personnel are not allowed at this time and are

010there any comments that have been received yes we have three so i can go ahead and read those now the first one reading through the meeting minutes as posted at the fgsd website from may 24 2021 i am dismayed to see reference to programs that address issues well beyond the purview of the district school system three items in particular the first is found on pages 14-17 in the section titled educational equity i posed a question separately to chairman everett while asking for his stance on critical race theory prior to the recent election to which he responded quote the district does not have an adopted curriculum for critical race theory nor 1619 project close quote the reference pages in the meeting minutes indicate otherwise i'll paste some of that here for reference in order to achieve

011educational equity for each and every student the district shall provide every student with equitable access to inclusive culturally responsive curriculum support facilities and other educational resources even when this means differentiating resource allocation the district shall provide materials and assessments that reflect the diversity of students and staff and are geared toward the understanding and appreciation of culture race ethnicity national origin language proficiency socioeconomic status mobility sexual orientation orientation gender identity and students with this abilities that contribute to the uniqueness of each student and staff member later there is reference to the national equity project which from my brief perusal most certainly is focusing on race as an issue that is very much a driver in the recent social upheaval our nation has seen apparently schools are intent in driving a wedge between the various races instead

012of simply teaching our children how to read write and cipher by highlighting our differences schools are enhancing the barriers to integration in the same set of pages there are also appear definitions pulled from the trevor project incredible that you the board would consider this as a subject worthy of presenting to children the acceptance of the very flawed kinsey studies of decades ago has led to the current fixation on encouraging the very impressionable among us example children to question their gender and sexual orientation why would the board approve that do you suppose that if in general known generally known parents would approve of such topics being presented to their children for those very few that would such study if it has to be made available should be an opt-in course not opt-out still further in the

013minutes on page 34 and 35 a planned course statement for ethnic studies is presented i'll copy the course over here here again for reference focus on mesoamerica given the demographics of fgsd but also including many units to survey the lgbtq african-american native american and asian american communities the course will explore the artistic historic and cultural experiences and contributions of each of these groups as well as current day issues and challenges they face a central unifying theme would be identity the aim of the course would be to especially increase awareness and pride in the ancestry of our latinx community links to the expressions of that home culture here in the u.s will also be part of the class well this certainly sounds like critical race theory wrapped tightly in a social justice warrior training kimono it

014is unclear whether this is an elective or a required course either way in my humble opinion it has no place in our public schools teach children excellence give them the classics to read and understand teach them proper grammar how to write how to spell teach them how to prove a theorem based on logic and deduction teach them the laws of thermodynamics in real biology leave social engineering alone harold hutchins forest grove father of five now fully grown children number two yeah go ahead so i just have a couple of comments about that um that um public comment there's been a lot of local and national media coverage about critical race theory and its relationship with our public schools in oregon there are no set content standards that require oregon school districts to teach critical race

015theory in k-12 schools in the portland i mean in the forest grove school district we value creating learning environments that ensure that our students experience identity safety our teachers and their staff are committed to cultivating classrooms where students can learn from the experiences of others and share their own experiences in our schools we teach standards um some of the things that have been labeled critical race theory exist in oregon standards they show up in standards for language arts they show up in standards for social science and in our day-to-day conversations about safe and healthy schools for instance critical thinking skills related to an author's point of view often involve a critique of how an author of color might write a novel compared to an author who is white students from a young age are encouraged

016to use encouraged to use storytelling to express themselves in social science we discussed the history of european colonies and slavery which eventually leads to critical thinking about the privileges that white people around the world have had today because of the color of their skin and their nations of origin here's an example of a social science standard hs dot 53 explain how power and privilege influence where people live and how they interact with their environment at the inner group and institutional levels and how they have been affected you see this is um built into our standards and part of making schools safe and educating young people within our diverse community is being honest and engaging in critical thinking about the issues of race racism privilege and point of view we support our teachers in this work

017by providing professional development on a monthly basis on strategies to engage students in critical thinking identity development and cross-cultural skills so i just wanted to you know have a second to make those comments that um we support our teachers in beginning to look at how race is impacting our students and we aren't going to back off with that so thank you thanks dave okay two more yes two more okay um number two dear fgsd board members i support the district keeping the relationship with the police department and the sro program it is my opinion from 18 years around law enforcement that this is vital to creating a community where the citizens know and truly believe that their law enforcement is there to serve the needs of the community law enforcement officers are walking talking blessings

018to the community and we have seen them villainized for a year now and it's dangerous for everyone look at the cities that are quote defunding the police for example the violent crime rates are soaring i am in support of better defining the role of the sro and using this resource more strategically i also like the idea of starting to build the relationship between kids and law enforcement much sooner elementary students love when the k-9 units come in and speak to them my husband is a lieutenant with washington county and it aches his heart when he hears parents teaching their kids that leos are their enemy i know these people well and they love the community they serve thank you jennifer weston mother of four number three i have kids in elementary upper elementary and high

019school all in forest grove school district i'm also a 2004 graduate of forest grove and all my encounters with officer ferris at the time were great i still tell stories to my kids of the positive impact he had on my life and also people close to me kevin dowell that's it thank you dave um as always we appreciate public comment um uh coming to board meetings um so thanks for those uh thank you to those that submitted comment this evening under the consent agenda the consent agenda is made up of routine non-controversial items to be voted on under one motion are there any items within the consent items a board member or the superintendent wishes to discuss separately okay hearing none um is there a motion to approve the consent agenda i move we approve

020the consent agenda as written second moved and seconded um thank you do a roll call vote uh narse the technical difficulties val yes brad yes kate yes yes as well so that passes thanks very much okay next is uh we have one presentation this evening and this is a follow-up to a conversation from the maybe it was the may 24th board meeting and this is about the neil armstrong middle middle school class scheduling this is um i believe juliana and uh and mr ted zaire are uh presenting this evening yeah and if i could just start it out mark uh before we get there um the last time we were here there were questions coming up kind of about what what we are doing with scheduling then two kind of what the data was and

021what are some of the um equitable um thoughts around this so juliana and christy and ted have put together this with um this presentation that kind of goes through what the data says and then they're gonna start talking about what they've what they're working on and some of the information that they found out about kind of what's best practice for schedules and with that i'm going to turn it over to juliana to kind of get us started thank you and i appreciate being back here to go through this presentation um and hopefully answer your questions on the thoughts behind this and i invited christy here um for two reasons one because she'll be my assistant principal next year and she's been helping me look through this but also she has 22 years of experience as

022a middle school language arts teacher and um she had a lot of questions about changing our schedule and so her perspective i think is a really good one um and then of course ted is here because he has a wealth of knowledge and experience through um hillsborough school district when um they went through this transition as well to not have honors anymore so i'm gonna share my screen um and before i get started just a little personal a little personal something and it's funny because uh oz is always telling me last year he's like share your story and i like i don't have a story um and he's like everybody has a story but the truth is like i don't i don't like sharing my story um so and he knew that about me but

023i'll share a little bit and that is um i was a kid who my mom is puerto rican and growing up my dad worked full-time and my mom because she valued her culture and her language even though the doctors told her to only teach us english she drove us across town to a bilingual school and she was a great advocate for us as much as she tried um but i was a really quiet kid i was going through a silent period where i was learning two languages i was a terrible test taker still am and i had undiagnosed anxiety and um i if i were in middle school right now like there's no way i would be putting honors there's zero chance that anybody would have put me in honors and when i went to

024high school i went to lincoln high school they were known for their ib program their ap program i was never in those classes because i didn't know to check them i didn't know to enroll for those classes or forecast for them and i was told by the college counselors that i wouldn't get into the colleges i applied for and same with my brother and it turns out that i got into all seven colleges i applied for i got into middlebury which is a very rigorous school my brother got into mit and so we had what it took so we we just didn't know to take those classes and we didn't have people my mom tried to advocate i'll tell you what she tried really hard she's four foot nine and feisty and not everybody would

025listen to her and then make comments about her accent so anyways the personal story behind like one of the reasons i'm super passionate about this because i really want to advocate for those kids who have what it takes to be doing honors level work but might not know to take the class or might not test into it for whatever reason especially with like our dual language kids who might not they might be that high in spanish but not in english so that on the side little personal note why i'm passionate about it um we're looking at rigor for all for nams and i don't think it's a secret that um and i have data here but that our test scores and dams are not great and we need a boost we need to work on

026our core um so i like to have the maxims here because this is what we're always coming back to um so here's some of the questions that you had at the last board meeting and i'm not going to read every slide i don't think i need to read all the slides right because people can see this from home okay so i'm going to try and go through all of these things along with some other notes that i took and if other questions come up at the end we can answer those so um belonging matters these are a couple of quotes that come from and i put all my resources on the very last slide here and you'll have a copy of this in the in the minutes um this is from um mtss leading with

027an equity lens i don't think that's what it's called it's something like that um and this is what we're looking at as we pull all of our resources and look at mtss as a district and look at our programs so are there some students who are segregated based on label race funding source discipline or something else and have we promoted equity in our access engagement and opportunity for each and every student that's what i'm looking at here because and it's not about like uh not having the kids who can advocate for their honors get honors it's not about that it's about making sure that all of our kids can access that level of work not just our kids with honors and i know there are questions about numbers that will be addressed so here's our

028data dive and i'm going to go fairly quickly through these slides but you can see this is back in 1718 and you'll notice um there are numbers here and then demographics the numbers are numbers of students in each group so it could be for example if we're looking at this migrant column here that some of these 23 students are repeat and other in other subject areas so 16 students in u.s history it could be that some of those kids also took honors english that year and you'll notice this title honors changes to accelerated for language arts on future slides because our language arts department really did try and change their practice so it wasn't just student selected honors classes it was also teacher selected looking at data but what you can see down here with

029the demographics is that on this particular year we had 56 percent hispanic or latino and 38 white and you can see that the numbers represented here don't necessarily match and you'll see that on all the slides the other thing that i asked for getta to do for me which by the way brigada is amazing and she's very very busy and she whipped this data together for me so quickly so i super appreciate her but i purposely asked her to add in um our ell monitored and ell prior so our ell monitored or kids who um passed the alpha or exited the program and they're being monitored for a certain number of years right now it's four years and ell prior are kids who are no longer monitored so that's the difference between those two but

030those kids this number looks okay but it should be more than that and same with um current yellows our high ells the kids who are in our highest ell classes should be accessing honor level work they can do that work and they're not represented and then i just think that the numbers of kids who have a special education qualification that's crazy to me that there are so few kids because you can have a special education disability in an area and still hit honors english i totally believe that so um you'll have three slides in a row with data that are similar just so you can have that as a resource um we don't have this year um obviously and then s back this is the historical s back data because we asked about that as

031well um and you can see you can see for yourselves what these numbers look like here but we've got some work to do we've got some work to do across all boards here okay so i have a couple of quotes through here so this one i'll just read it out loud um equity and education demands each and every student in a community be invited welcomed and given a sense of belonging in a system of exceptional teaching and learning that is fluid responsive and dynamic and that uses all available resources matched to each student's needs so this is from an mtss book also and um at the last board meeting i started to talk a little bit about what we're gonna do with advisory but also our teachers are beginning to develop their lessons to to

032match this so that kids get what they need at the level of rigor where they need it so um and it's fluid meaning like they're not stuck at one level or another the whole year so if kids are now ready for honors level work they can access it at any time and then in our advisory time we will look at our extension and intervention within advisory as well which is um just on wednesdays right now which leads us into the plan so this long quote is from the emily website which is the association of middle level education i believe is the e so this is from an article that talks about honors and i really like how they talk about honors um so one of the questions that valerie had last time was do what

033does this look like does it just mean that the kids who are ready for honors work have just more work or another assignment and that's not what we're looking at we're looking at different assignments that are more rigorous for those kids and for all of our kids to have access to those i really like this part right here that advanced courses should provide students an opportunity to learn something new every day provide experiences for productive struggle and invite students to engage authentically with content at deeper levels that should be happening everywhere and then in that same article i loved this as a framework what does honors stand for i don't see anything on here that should just be in an honors class like this should be everywhere right okay so what we're looking at are

034lessons that are rigorous for all students um enhancement and intervention during class and advisory which i spoke about um last time i i talked about smaller classes for ela so they will not teach electives instead they'll have all of their kids disbursed throughout all their six periods that they teach so their class sizes will be smaller we're gonna strengthen our data teams and i have a slide on that um we're just we're gonna get back into like a really tight data team cycle so that we can be looking at all of our kids with frequency and then our district is rolling out mtss and we need to do it somewhat slowly so that we do it well and when i have spoken with cassie kenny at the district level she recommends that we start by

035looking at our data through panorama so when you're asking us about what data we're going to use panorama looks at behavior academic and test score data among others so we can really use that to look at our data as well as the data teams will show our formative assessments and how kids are doing on those assessments so within our data teams these are the questions from du4 what do students need to learn how we know when they've already learned it and how we respond when a student either has or has not learned it and i think that's really important right there is that have they learned it and part of our data team is to make sure we have a pre-assessment so if we have kids who already know their stuff we don't need to

036teach that to them again make them bored what are we going to do instead so we'll be looking at our common formative assessments so that looks like teacher created assessments as a team and then in program assessments so for example our go math has assessments and the aleks program also has assessments our progress monitoring tools so in the district we use star and iap um iap is an indicator for sbac and star has that as well as star has more segregated data that you can look at to really fine-tune what kids are missing and what they still need and then of course our summative assessments that can be unit assessments or aspect i put oaks in there because of the science one is technically oaks and then the alpha test and in year one of

037mtss we're going to be looking at universal supports so that includes our sel rollout and academic and behavioral we need to come together as a staff and build a common vocabulary around all these things and again we're going to be using panorama to look at our data and of course there's always the question about money so um most of this we're building right into our late start wednesdays it's going to happen through data teams it's going to happen through our pd on wednesdays but also our teachers are jazzed about this they're very excited and eager um and want to do some scope and sequence work and so we're going to blue time sheet them for some days this summer to work on this and some of them have already started the work before the school

038year's out that's it so i do have some quotes from our staff because i know that some of the questions that came up were around whether or not our how our staff feels about this so i have a few questions questions quotes from our staff here and i got permission from from the staff members to put names on it so dr peters is one of our counselors and she says i am excited that we are going to focus on rigor for all next year honors classes created many scheduling restrictions and students in honors were not always able to access our program electives now students who typically would be in honors will have unrestricted access to leadership dual language classes spanish performing arts and avid as a counselor who oversees student scheduling i'm hugely relieved and

039grateful for the opportunities that this change will provide students the next one says this year i changed how i assigned accelerated work instead of creating a separate dock i added the extensions within assignments this meant that every student was able to see the optional extensions and choose whether or not to complete them there was a core group in some of my classes who i specifically talked to about needing to complete the extensions but more students than i anticipated completed the extensions on many assignments in prior years these students may not have been in ala which is accelerated language arts and therefore wouldn't have necessarily even seen the advanced extensions but because they were offered within assignments in a low stakes way students were willing to rise to the challenge i love that offering accelerated work

040this way made it so students were not tracked and those who maybe wouldn't have applied for accelerated still accessed and excelled on ala work and that one is because this year we couldn't do honors because we had a five period days so we didn't do honors this year we had advanced math but we didn't do honors in any of our other classes um so that was a teacher who already embedded it within her language arts and then miss lousma as a language arts teacher she said in my seven years at nams we have not created a system for placing students in honors courses that results in honors classes that actually reflect our school population students do not learn to respect value and treat their peers as equals when they are kept separate from each other

041in the school day with honors classes students are robbed of valuable interactions with fellow students whose linguistic cultural social socioeconomic and racial backgrounds differ from their own we can't say that fgsd values equity if we continue this inequality practice um so that that's the end but as i as i'm finishing up i meant to mention also um i've had some questions about tag um and our tag students we have about 20 tag students per grade level and we will be grouping tag students together um in classes so they can get extension beyond beyond what we would offer and that's separate from the honors conversation i think those are all the things unless ted or christy have additional comments which they might because i went pretty quick i think i would just add that um when

042juliana first sent an email saying we think we're going to cut honors i believe i can quote myself as saying i respectfully and wholeheartedly disagree that that was my knee-jerk instant reaction because um it's what has been and then i dug into the book that mr garcia posted in the chat and that juliana referenced with leading equity-based mtss for all students and what i realized not only in my own practice but i think in nams as a whole is that we need to focus on building our universal supports so that we are providing the rigorous education that every child who goes through fgsd deserves um and i think that one thing um that was impressed upon me was that um i when i interviewed for the position for next year for assistant principal i said

043i believe nams is on a path to greatness and then i i repeated that quote in the in the what do you call that the press release because i really truly believe that nams is on a path to greatness but i don't just want six percent of our students on that path and with the honors program that's what we do we take six percent ish or one sixth i'm sorry one sixth this is why i don't teach math um we we we take one sixth of our students and we provide them greatness and that path to greatness and for me um fundamentally every student in our school deserves a path to greatness and we do have an ela team that is eager to provide that to all students we've talked about the fact that we

044build rigorous curriculum and then we scaffold thank you mr garcia 1-6 um and so you know they they are we've spent two of our previous department meetings talking about this challenge with a little bit of nervousness absolutely because any change creates a little bit of nervousness but at the same time there is excitement and that's the power of the staff at nams they are excited about the opportunity to serve all students at a rigorous level um so that's those are just my additional thoughts juliana thanks christy i'm gonna stop sharing my screen so i can see everybody's faces so questions or comments from the board yeah i have a couple of questions and comments um you you put up a slide about equity and the first thought i had was that we're providing workshop classes

045for some students to help them because they're at that level so would it not be equitable to provide classes for students who are achieving at higher levels so i have a question maybe okay so here's what here's my thought on that because the kids who get workshop also get a core class so it actually that takes away from their elective so would that mean then that our honors kids would get regular language arts and then honors instead of an elective yeah if they wanted right i mean so it's not what i just don't think you guys keep using equity as a word and your philosophy about this but it's just not quite it isn't equitable for the kids that are higher level yeah so i would i would jump here and i would say the

046fte that we're providing those support classes is actually um intervention that's paid for out of um an esser fund it's because we don't believe it's going to stay it's going away currently because of the the level our current level of math at nams we've pushed in this esser funds to support this but it isn't a long-term goal for us those are going to go away because of we don't believe that they should need that we need to have a rigorous map instruction and kids need to be learning in that main class so i don't think that exactly fits at least in my mind respectfully um another another comment you had a quote from aslasma talking about different socioeconomic and cultural groupings but then you also said that you're keeping the tag students together so isn't

047that kind of like having an honors group no there's a thing called cluster grouping and it's actually best practice with tag which is what they want you to do a tag is basically um schedule into regular classes but cluster groups of brown six students that's where they find they actually the kids kind of i i'd have to i'll have to go get the the research report on this but actually that is a best practice for tag is to what they call cluster group schedule them um another question is you know how are the teachers gonna have to be doing more work so if you have five kids that are gonna need a little bit more more work do they have to have different assignments to challenge them a little bit more then are they grading

048that and are you not grouping those kids together either right they would they would be all be spread out so i might have three in one class and then i might have five in another class and i might have to give two of those five different assignments to challenge them more like how how is the teacher gonna do that and then also be teaching the 28 k kristy did you want to answer that up based on what you're starting to work with the ela team on absolutely so it's it's about going back to the basic line of how we are creating our lessons and so rather than building something that that is for um one set of students we billed for the high and we scaffold for um we scaffold down and so that the

049assignment within it the one assignment and this is what um our seventh grade language arts team this year which i i honestly am not on that team but i've witnessed the development of this this year with with great pride um they have done an amazing job this year of integrating and redesigning curriculum and that's what it's about it's a mind shift uh change mindset change um but it's not more work just like it's not more work for the students it's different work it is different work for the teacher but it won't be more work will it be potentially on the onset yeah that's why we need our blue blue time sheet couple of days and and ela actually asked for that before before we even knew for sure that this was a set in stone

050schedule proposal um but but it's what it takes at the beginning like switching to hybrid took a couple days to let's re let's shift our mind and get into the new game um that's what it is and then once you start to develop your curriculum in that manner it becomes essentially second nature i don't know if that answers your question but i do know that um our seventh grade ela team is already it has already done this um and they are just looking forward to having the time to make it through all of our scope and sequence and develop it all the way through yeah i guess i just don't understand so you're saying it's different work so i might do an i might be doing one set of work and my friend is doing

051different work but that doesn't create more work for a teacher so i can i think i bet can best give you an example of um a non-fiction unit for example um and i'm sorry that i can't speak to the science or the social studies but but i can use language arts because that's my strong suit we have access to leveled texts so i can pull an advanced honors high school level um text that is on a certain topic and from the same source i can get this would be news ela i can get a text that has the exact same topic but scaled vocabulary to grade level and from that exact same source i can get the below grade level so there is no extra work other than click click um to adjust the text

052and then and so i guess are there extra clicks for sometimes sure but again it's it sounds so challenging on the onset because it's different but once you get into this kind of work it becomes second nature just like for example and i just spit so i apologize um just like one second nature for us to modify our assignments for students who are below grade level that are in our regular education classes and we have some students that are reading and writing at second and third grade level we have to have a an ability to differentiate there and that becomes as you do that work second nature and so will this okay thanks um i'm just gonna end with a couple things some of you might be wondering you know why i sound so passionate

053about this and why i have so many questions my daughters both went to neil armstrong and we're both in the honors classes and they the feedback i have gotten from them is that it wasn't challenging at all from a parent's perspective they never came home with any homework they just weren't challenged i don't feel like it prepared them at all for the high school or the honors classes there and if that was an honors class i mean and this is probably where you guys are coming from with the whole thing it's like that's an honors class that's not preparing them i mean what's happening in the other classes right so i'm excited that you guys are trying to add the rigor and increase it and make it for everybody um i i really hope you

054succeed at it and i really hope you do it because our students need it they need to be challenged they need to prepare for this and as a final note i would have been a lot happier if you just spun this like we're changing every class to an honors class every expectation we had for the honors class is what we're going to have for everybody instead of you know the reapers but thanks thanks for the presentation i appreciate that and i i have to say like we don't disagree that the rigor needs to be bumped up so um we're in agreement there and i also don't mind the questions because it makes me really think about like is this the right thing or not and so i don't mind all the questions that you all

055have so keep them coming i have a couple questions when dave was talking about the tag cluster how does that work in a in a a day at your school what what does that look like so um we have awesome counselors who do all of that um just for transparency but um so are you talking about like what their schedule would look like in a day to know how does how how do those kids get together are they being pulled out of class i mean how does just give me an example of how that's gonna work yes i got it okay so um what we have in our in our synergy system is like we have little little icons at the top that will show like if a kid has modified work because of a

056iep or 504 or and then tag is one of those as well and like avid there a whole bunch of them so what our counselor will do it's not a pull out but our teachers are aware of it and so they know okay so i have a cluster tag students in here i'm going to need to do something a little bit more for those kiddos so when dave said you know five or six or seven kids that's per classroom and then you know it's not it's not a pull-out and it's not doing anything other than accelerating uh where they're at academically it's also providing that that accelerated mindset so and we have to remember that if we have 20 tag students at 7th grade level some of those are identified tag and math some of

057those are identified tag and reading and some are identified tag intellectually gifted and so it's basically cluster grouping based on that tag identification okay um i i will say that i think uh having only 20 students or is it 40 students total in a building seems to be low yes i mean that that's what it seems to me um one of the things that i would like and i don't know if this is okay or not but i would like after the first trimester to see the data of how the kids are doing in reading and math um what's what's happening it's not on your shoulders it's on all our shoulders but not last year but the year before the the math and the reading scores were really just so disappointing and so i think

058getting after the first trimester some data on are we on the right track here are we doing what and i know you will do that within the school but as board members um you know we're also very interested in and do we need to provide more money what do we need to do to make sure these kids are on track because um the percentages were really um not good um you know for i don't know two years ago or a year ago it wasn't last year was the year before yeah and anyway thank you i'm excited for your team and for you know the presentation i'm looking forward to seeing the good things thank you thank you we are excited too and i appreciate those comments and we will we'll have data but also change

059takes time so just be patient with us but we will we'll show up nars has had her hand up for a while go ahead nursey thank you thank you juliana and christie for your um for your vision towards this initiative i do agree with kate i know that change takes time and um so i just had i have a couple of questions one is and you might have said this so i apologize is this type of model that's being viewed and implemented with what you've all shared are there other models like this nationwide district-wide that um so it's more like we're doing so that's one question so i'll stop and then i'll answer my other questions ask the other questions um i wonder if ted might speak on that a little bit with his experience

060in hillsborough as far as honors classes hillsboro at the middle school level does not have any um for the language arts so-called honors english i did some research around beaverton i couldn't see what their middle schools had but each of their high schools have uh just freshman english for just freshmen it says all freshmen take english whether you're at the ib schools of sunset mountainside uh um what's the other one um ib southridge and then if you're in the ap's class schools whether it's westview or beaverton high school they are just freshman english they don't start an honors type class until at the ib schools like sunset until your junior year you have have to ask teacher permission for the sophomore level at sunset high school and then banks the school to your west has

061eight when i looked at their schedule just eighth grade english and seventh grade english they didn't have a separated course either so those are just in the local areas and then another school is sherwood at their high school just freshman english is where they start so they all kids were starting at the same level based on what i saw from the beginning of this school year in the local area thank you my next question is uh the following and it's also just based on having had daughters in the school district and then also just being prior to my role as a board member just being an advocate for latinx parents and community members what does the transition look like for our students coming out of eighth grade into the high school in particular for those

062that want to take honors or ap courses what is that educational look like for the students and for the parents i'm so i'm curious about what that bridge is going to look like in particular for parents that obviously have an interest in their children continuing on to higher ed and to be as prepared as possible for university and college work i can share very quickly my experience with uh in particular one daughter who um it's paid a pretty much daughter a b from k through through 12 but it was a struggle to advocate for her transitioning from eighth grade to the high school where um the high school counselors were giving her the easiest courses possible and not necessarily the honors or the ap courses my husband and i wanted to make sure that it

063was not based on implicit bias but our theory proved that it was based on implicit bias by the counselor in regards to um seeing a brown face and a brown girl and what girls should be taking or not taking my husband and i were always very diplomatic and took the high road and modeled for our daughter as we met with a counselor that um that she was material for advanced work and honors role and that story repeated itself among the latino population we asked the counselor a very basic question do you have children he said yes he was very proud of his own daughters and i asked what did you do to prepare your daughter he said to take ap and honors courses i said so why are you limiting our daughters to take these

064courses so let her prove herself we did that so our daughter could continue to advocate for herself she's actually right now just you know because i do believe in forest grove and i do believe in professional development and all of that for our faculty i mean for our teachers um she's studying to be a teacher um started her master's program on saturday and we'll be doing her teaching work and so i think she said in hillsboro she's going to be working under miss aguilar you know so um i share all of that because i was having technical issues blogging in but i did hear a couple of um testimonies about critical race theory i think the crt and i think that's what this is all about at the end of the at the end of

065the conversation at the end of this journey is that if we don't change policies and procedures um also within the system within the transition from eighth grade to the high school then we're going to end up getting the same results because we're still going to have unintentional implicit bias kick in and our brown kids are going to be treated the same but if they don't know how to advocate we're going to continue um not having that sense of belonging for them to be able to do that rigorous that rigorous work i just happen to be juliana like your mother a very feisty person so i'm just sparing all of that because of that um the other thing that i want to do that i'm curious about you had mentioned uh juliana the data teams so

066um like val i was thinking okay who are the data teams exactly and is up um is this is this putting more work on the data team people and who are they and like kate do we need more money to be able to come up with that data team because that's a lot of work to be able to be assembling all that data so those those are my observations and my question and i also hope that this program and and i believe that with your leadership it'll it'll work but it probably is going to have to be tweaked here and there and it's probably going to be upset parents too so how are we going to manage all that so that's that's my two cents so let me start with the transition the high school

067piece and i'll let juliana talk about the data teams so there's a lot of work been going on over the last three years regarding um how do we one begin to provide support for kids so that they can move up so that they can extend themselves and that's basically the whole premise of the avid program is basically to find those kids who are in the middle and provide them the support so they can take the advanced placement courses but along with avid which we continue to build in the school you also have the leadership programs they've now got the juntos program and then a new a leadership program that we're just starting this year called latinos in action that is basically getting started to take and provide opportunities for students there's a community service portion

068of it but there's also another big push just to expose kids to what's their next step so there's actually quite a bit of work going on there as we've hired in and i'll talk about a little bit later the extra counselors the idea here would be for to get them away from kind of reactive services and more towards these proactive services that you're talking about in our sale of actually working with kids and parents to counsel them what's your next step what would you like to what do you need to be working on if we can get the counseling at younger grades freshmen sophomores so that they're taking courses that make more sense so we actually have quite a bit of work um going on as far as trying to transition and get kids to

069take more rigorous um materials so that's that part of it i'll let juliana kind of answer the data team part of this and deformers and all of the logic behind that yeah so as much as i want to take all your money i'm not sad if you want to give me money um data teams are just a part of great teaching really and we embed it in our late start so we meet as departments for data teams and so what teachers will do on their cycle is that the first time they'll meet and discuss what's the standard they're going to teach and how are they going to assess it and then the kids get a pre-assessment you find out who already knows the pieces on the assessment who doesn't know like what needs to be

070filled in and then there's a plan um so okay so then the kids take the test and you can analyze that data and then from there you decide what are the instructional strategies which kids need the extension which keep kids need intervention and everything in between and so this happens every couple weeks we meet specifically on this and then um and then there's a post test to see how it went um so it's just right within our departments and happens during our late start so it's not any added time necessarily and it doesn't necessarily need extra funding beauty of it is it that it creates that community togetherness of building the extensions and scaffolding down so that one teacher isn't developing all of that solo the team is strategizing what do we do for the

071students who meet what do we do for the students who are almost there and and so on and so forth um so that's kind of the beauty of sharing the workload via collaboration parker dr david parker i have one more thought and it doesn't have to be answered right now and i know you told me you're not a doctor but sorry it's just out of respect um so i know what's going on nursing um it's just it's just what happens it's a cultural thing dr buffaro so anyway um just kidding so here's my uh my thought i'm just planting a seed dave as you had mentioned all the amazing work that is happening when our kids transition to the high school the juntos and you know the avid and you know i don't know if

072we'll get trio and all the other programs um don't have to answer it now but i'm just wondering eventually if we can talk about this later and have it be an agenda item and how is that all going to be packaged it's not high school because everybody gets busy with the five different programs but is it actually gonna be working for the kids right because it's like different bridges that don't go to the same road i've seen that over and over in in my career so is that a position that we have on the retention specialist or whatever you know the miracle work or whatever so just putting that seed there for a future conversation no i think that's a good idea and i know i had some questions about what do we do for

073making sure that all kids are doing fafsa and when do we meet with them and all of those so why don't i have all um talk with the high school about coming back to present to the board kind of how how this is all coming together i have one more question um i wanted to ask about the reading scores were so low at 25 two years ago how are you going to teach i mean i know you have language arts but um if you have kids that are two years behind or four years behind how are you explicitly going to teach to catch those kids up uh i'm not sure the reading scores for s back we i believe we're at 54 so um math was 26 reading was 12 higher yeah i i think

074that two years ago we hit 54 or 53 and the previous year we were a couple points in that range um for a few years we've been floating in the 53 to 56 percent with sbac ela at the middle school um so your question is how will we bring those lower level students up is that correct so so that's part of bringing that rigor for all um instead of just designing curriculum that is um for an average we are going to build for rigor and scaffold so that students can all students can attain a rigorous education and that means that yes building in supports that's part of the mtss process is looking at what are our universal supports that we have for all students and then what intensified supports can we build and i believe

075juliana mentioned that um advisory is one place where we can can do that and i will actually let her carry from there but um i just wanted to make sure that reading was between 53 56 the last last few years minus last year which we just don't even talk about last year so it's fine yes last year was a weird year um so well we will do some things during advisory but yes it will definitely be built in and kids rise to high expectations they totally do and we've seen it and um if they're if they're in need of some of those fluency skills um we'll build that in we'll build in time for them to practice that you know i'll probably just say right now juliana technically isn't even on the job yet so

076the um i i think our conversation today was kind of why why are we thinking about the honors i do think there's some really great conversations for us to have and for them to bring back a plan for us of how we're going to i know the board is concerned about i'm concerned about the reading scores the math scores um science i i think but i i want to give them a chance to kind of put together some of that thinking and maybe bring back to us kind of after talking with their staff they haven't really even had a chance to meet with their staff um around some of these issues yet so i don't want to get them too too too deep into the promises yet until they have a chance to kind of

077meet on that if you don't mind i'll i'm sure they would be happy to come back and talk a little bit more maybe early in the fall yeah i i i'm sorry if i got you know into the details but i do think that um danielle um that's at the high school and and i support her when she says that we have to be teaching k through 12 reading um and if those kids did not get those explicit phonics um pieces we have every teacher needs to be teaching reading it it's just not including in math and science etc we really have to focus on that so that's my last comment so i i i would say i'm going to make just a few comments i know we've been on this for a while but

078um so my when christy spoke and she said you know when they said honors is going away i mean i'm kind of an honors person i i taught years and years ago at forest grove high school honor science you know and um and i when i was at banks i uh advocated for honors programs there so i'm i'm kind of an honors person and you know when i look at it i saw i look at the uh the course course outline for the high school i think i counted 62 honors or ap or dual credit classes at the high school and you know and i think about this for any student who wants to take on us i mean i it doesn't matter in fact i would self-select allow students to self-select into the course

079one of the things that we had when i came to banks was that teachers were assigned you know checking off the kids could go to honors classes we we did away with that and so student self-select if you want to try the course you can try the course um and um so i you know i i'm a little nervous about how this rigor is going to play out i mean i've taught i've taught honors courses i've taught regular courses many many years ago and it's challenging to meet the needs of all of those abilities in a in a mixed ability classroom it's very very challenging and so i'm concerned about the rigor as and it's been mentioned you've mentioned it i mean everybody's mentioned it today and so i'm i'm very concerned about the level

080of rigor and i'm going to throw one thing in here as well which is um you know timelines and and and grading policies you know the ti i think currently the timelines and testing policies don't instill student academic responsibility and so i'm going to throw that in there as well and so you know and that's not a 7 8 issue that's a 712 issue so you know i'm i'm concerned i mean i i i understand i i can you know we can cite research that you shouldn't have honors classes but we could also cite research that says you shouldn't limit class sizes and we don't follow that here and so i'm just going to throw that out there and i'm i'm hoping that what you've described is going to work and we'll be watching closely

081so that's that's that's my comments so and i think with that unless anybody brad's raising his hands i i don't have that long to comment but uh as mark but but i i would just say you know i've seen things i've been in the district for 38 years i've seen things come and go and people get excited then they don't then they're not excited i would only suggest that data teams have been a part of what we've done for the for a long time in this district but as a leader i would have it kind of the end in mind about what you would think would be successful implementation of the changes in the next two to three years sometimes we start a change process like this without a clear idea where we want to

082end up and i would say that yeah test scores those are obvious benchmarks but what are the other areas that you want to see and maybe make sure that you've outlined those areas so that you can determine whether you're making progress or not you know mark and i have talked about honors and we've it's been a big part of forest grove high school over the years but i would say as a past administrator just be clear about what success looks like and about where you want to be for kids so that you can articulate with that with your staff and then i'm going to leave it at that so but you did a good job tonight i appreciate it thank you yeah thank you okay one thing said there mark that i just want to

083clarify because we are not suggesting that we not do honors at the high school level i know we're not making any suggestion like that what we're saying is we're not the association of middle level educators puts out a best practices for middle schools and honors would not be on that best practice um that's all that we're trying to say here well and i understand that dave but when i look across the country i do see honors courses in other middle schools and so as with most research there's some that follow and some that don't right and they make local decisions about that stuff that's all i'm saying okay right okay with that i think we'll i think we'll move on in the agenda here if i can get it up here let's see okay thanks

084very much for the presentation um okay we have 10 action items this evening so um we'll start the first one is the 2021 22 2022 budget adoption and i believe uh eileen is presenting that one thank you mr chair um tonight we have for you the 2122 budget document as approved by our budget committee in may um annually the board is required to adopt the budget and appropriations prior to july 1st so tonight we have for you uh three resolutions one is to adopt the budget one is to make the appropriations and then the last one is to impose and categorize the tax um so if you have any questions i'd be happy to answer them i don't think there's any questions thanks very much eileen thank you mark do you have all those motions

085in front of you i do i'm gonna so there's there's gonna be three i'll read one and then the way it'll go i'll read one we'll have a motion uh and then we'll have a second and then we'll vote on that we'll do that for all three so here's the first one um this is resolution adopting the budget uh be it resolve that the board of forest grove school district hereby adopts a budget for fiscal year 2021 22 in the total amount of 130 million thousand six hundred and sixty seven hundred sixty seven dollars this budget is now on file at the forest grove school district located at 1728 main street in forest grove oregon so that is uh what what um i'd like to throw out there is there a motion can i say

086so moved yes and i'll say a second okay perfect and then we'll do a uh verbal uh vote here i'm i'm a yes uh narse yes kate yes well yes and brad yes okay thank you this is the second um item under the budget this is a resolution imposing the tax be it resolved that the following ad valorem property taxes are hereby hereby imposed upon the assessed value of all taxable property within the district for tax year 2021 and 2022 at the rate of 491 [Music] or except um the one making appropriations is the appropriations by like the general fund special revenue the um i think the title and the resolution are getting combined right now missing the resolution making the appropriations in yes okay sorry that's right i went down too far be it

087so this is the resolution making appropriations we get resolved that the amounts shown below are hereby appropriated for the fiscal year beginning july 1st 2021 for the following purposes and the document is online it outlines the areas the general fund capital projects special revenue funds et cetera so that's online so is there a moment second and moved in second and so uh we'll do a vote i'm a yes uh val yes kate yes north sea yes and brad yes okay thank you that's the second one now i think we're going to combine these two [Music] okay yes okay so this is a resolution imposing the tax be it resolve that the following ad valorem property taxes are hereby imposed upon the assessed value of all taxable property within the district for tax year 20 21

08822 and the rates are i think it's 4914 per 100 per thousand of assessed value in in in the amount of 6 or fifty seven thousand four hundred thirteen dollars for debt service on general obligation bonds that's one and the second one is resolution resolution categorizing the tax yet resolve that the taxes imposed are hereby categorized for purposes of article 11 section 1 1b as subject to the education limitation permanent rate tax worth 4 914 per thousand excluded yes it's 4.9142 sorry mark okay 4.91 okay thank you my glasses are bad 4.9142 per thousand i couldn't figure out why all those numbers were there if it was okay excluded from limitation general obligation bond debt service of six million seven hundred fifty seven thousand four hundred and thirteen so those are two resolutions is there

089a motion to approve those so moved okay second second okay so we'll do a uh verbal vote here narse yes uh kate yes yes brad yes mark hey i'm a yes so we're that's thank you very much we are now on to uh item number two the 2021 viking house sale and this is um i think eileen yeah thank you um so tonight we have the 2020 2021 viking house sale uh the house was placed on the market on june 3rd and on monday june 7th we looked at any offers that had come in over the weekend we did have two offers one was for 628 000 and one was for 625 000 um which is well above the asking price of 595 000 for the house and so tonight what we have is recommending

090to the board to approve the sale of the 2020 2021 viking house at 628 000. okay thank you is there a motion uh on there i'll make i'll make a motion that the board of directors approves the sale of the 2020 2021 viking house for 628 000. okay say seconded okay so um vote brad yes val yes mercy yes kate yes and i'm a yes as well so that motion passes thanks on to the item number three this is fidelity insurance and um eileen it looks like uh thank you so tonight we have the follow-up of the conversation from last month on the fidelity insurance this is covering primarily employee fraud and our current insurance policy is a million dollars we did work with um alicia wsc assured partners um on seeing what other opportunities

091are to increase that um coverage the other option that we have is to increase the million dollars with another layer from travelers insurance of an additional million um for 3000 hundred and it's about dollars a year so um at this time just getting um the board's approval on whether you would like a million dollar coverage or if you would like us to purchase the secondary million on the fidelity insurance what are you doing yeah go ahead um most other districts only have up to the million dollar coverage they don't have a secondary policy this doesn't include and doesn't cover any cyber issues or cyber um things that happen so it's it's primarily just employee fraud um the million dollars is pretty consistent on what i'm seeing in other places uh so it's really about what

092your um comfort level is on whether we have a million or if we layer it with a second million so eileen this doesn't have anything to do with cyber no so it's just employee fraud right so an employee embezzling money from an account et cetera that's it right and if it was over a million eileen then we would be we would be liable we would be out right okay okay and what you're saying is that most districts are at a million dollars i would rec i feel comfortable with a million dollars if it's just employee fraud yeah what i was thinking that it was also cyber attacks and those kinds of things so as one board member i would feel comfortable with a million dollars to stay in line with what other districts are doing

093i feel comfortable with that but eileen um what about cyber is that a whole separate insurance issue that we would need to cover ourselves correct um right now we're working with alicia at assured partners and pace on our cyber liability insurance um pace only has it's a million dollar policy that we could get with them and they only have a million dollar aggregate so for cyber um within the whole pace structure so that school districts community partners and other government entities that they cover they have a five million dollar cup bridge limit total for the year so once they exhaust that then our cyber insurance is no longer for that year because it's under that whole pace umbrella um we've been working with alicia over the last few weeks both enrique and i on trying

094to find alternative cyber coverage and see what we can do to have additional policies layered on top of that one um she's still getting us quotes but that is another conversation that we still have to have okay thank you so if we stay at a million there's no no real motion tonight then i i would still need a motion for our auditors um because they would request that the board uh review our fidelity coverage okay so i would move that we stay at a million dollars as at our current rate i'll second it a second okay so it's been moved and seconded so i'm i'm a yes uh brad yes uh nursey yes kate yes and belle yes okay thanks eileen thank you um okay on to number four microsoft licensing uh renewal and this

095is um enrique pena uh thank you chair everett um today the the action i'm before you is to approve the renewal of our microsoft licensing which we have to do each year uh so the renewal of our licensing with microsoft basically covers our licenses for operating systems uh for office suite uh for client access licenses uh and security suite licenses like for the antivirus software that runs on our computers we go through the organization for educational technology and curriculum which is oetc they have a contract rfp that they put out with microsoft which is a sole provider for the renewal of our agreement with them and our renewal is for fifty one thousand eight hundred and sixty three dollars and seventeen cents which covers us for the 2021-2022 school year uh the funding source will

096be through the the general fund so our recommendation is for the board to approve the purchase of our licensing renewal with microsoft for 2122 from the oetc through their contract enrique is this part of the part of your current budget yes this is part of our current uh budget thank you thanks enrique any other questions for enrique okay i'll i'll move that we um approve the microsoft licensing uh renewal for 2020 2021. second okay moved and seconded um i i we just need to say for 2122. did you say 2021. 2122. yeah okay one second that 2122. okay um let's see do a vote val yes uh norsie yes kate yes um brad yes and i'm a yes as well thanks enrique thank you uh let's see this is the next item is uh cima

097contract for for 2020 2021 and this is a revision from mr o'neal yes sir we are requesting the board approved uh revised mou for the 2021 school year originally it was approved for 80 000 however due to increased amount of translation interpretation needs required during comprehensive distance learning and for hybrid thus far this year the actual amount needed for these services exceeded the amount approved we are requesting the board approval for an additional thirty thousand dollars for translation and interpretation needs for from sema for the remainder of the school year okay comments or questions all right i'll move that we approve the sema contract for contract revision for 20 20 21. an amount of 30 000 and i'll second it yeah okay moved and seconded so um i will be a yes vote um marcy

098yes val yes brad yes and kate yes okay that motion passes thank you john thank you uh one more here it's a see my contract for the next school year 2021-22 so yes uh board chair um we are requesting a board approval of a hundred thousand dollars per the attached mou for translation interpretation services for the 21 22 school year services provided include translation for school events parent conferences and other school curricular needs the district has worked with sema since 2006. so my only question john is it it looks like for next year we've we've anticipated additional costs right and so we've bumped it up 20 because last year was 80 and right at the start of the year and this year we're going for 100 right out of the shoot is that do you

099think that any sense of whether that'll be enough or you probably don't know i hope so okay i i truly do okay all right i have a question uh what do other school districts do i'm familiar with sema because you know where i work we also contract out but we are the the highest not as needed as a district is it um would it be who else to have our own person that's a great question narcy and we've talked about that over the years um in fact you know having served as interim principal this spring for um tom mccall it was all hands on deck so we have a lot of bilingual staff that can help with translation services however like our registrar our bilingual registrar malinka was assigned to a classroom after she got

100the office duties up and running to help a teacher with um as a classroom instructional aide and then when we got done with hybrid she'd come back and that was true with so many of our staff members so it really limited the number of hours that our bilingual staff who have a very high developed skill set for translation services um we're providing immediate direct services to teachers and students in the classroom you know during the learning so the long way around your answer is um we've talked about it but um dave parker has um he's really good with numbers and uh he's looked at how much that could buy and um it's it's go ahead dave i don't i mean the biggest problem that we have is is that what this buys us is access

101to lots of people if we spent a hundred thousand dollars on either two translators it still just gives us two and the thing that sema by contracting with them most of the time we can handle the translation on our own but it's it conferences ieps where they can deliver multiple people at once that we seem to have the biggest problem because we have looked at if we could build this the the expertise inside our district it would be valuable it's just this still serves a purpose for us because we can get more people during specific times of the year thank you dave okay good question any other questions okay uh i'll move that we approve the sema contract for 2021 2022 in the amount of 100 000. oh second okay i'm a yes val yes

102brad yes mercy yes and kate yes okay yeah motion passes thanks okay john again this is uh you this is create contract for 20 21 22. yes sir so as you know creates a long-term long-time alternative education program that serves up to 33 students per year we have 32 students that are enrolled currently most of the students served are of high school age and currently right now 100 percent are however up to eight slots traditionally are reserved for middle school students that are in need of a temporary educational placement as determined by the middle school administration team create provides a valuable alternative resource and it is now housed in forest grove and as we pivot to um back to in person this fall they will also partner with cornelius city library to offer services at

103that location as well so students are served by this program are our district's most at risk student populations and have been unsuccessful at the comprehensive middle school and high school programs and have typically exhausted other alternative learning options at the high school level um so they operate on a one-year contract that's why it's before you this evening and they do have one student from banks and they had one student from gaston from much for much of this year but we did get notice from oregon department of education that we needed to conduct a site visit a lot of the site visits throughout the state were done online the high school principal myself went there june 8th and we visited their new location over by the um uh forest grove aquatic center and uh we had

104a great conversation with olivia alcare our executive director of create services and i'm pleased to report you know with the most challenging year i've ever seen um for our most at-risk students we did have a graduate from the create program who walked and participated in the graduation ceremony this year so that was a shining moment for the program but we looked forward to getting back to in-person services because that's where the real connection is in person with a very low staff to student ratio and i just want to take a moment to commend olivia alcare and her entire team for working under the most extreme circumstances and trying to keep the kids involved the barriers this year obviously online learning environment and also high employment opportunities for our students this year so it was very

105challenging to keep kids engaged to say the least but we come before you tonight for another year extension um and the um create contract for the 2021-22 school year is before you deceive me okay john the the rate is is the same the eighty percent so that hasn't changed i mean i'm looking at it so that's always okay thanks nurse did you have a question yeah you know um i just wanted to echo what uh john was talking about about the great work that i think olivia is is delivering and and doing and um the advocacy she does for the students whether they succeed or not on how well she connects them with other non-profit organization so she's very well known in our community for doing that work and she speaks very highly of um

106district as well foreign school district i um just want to confirm uh john the the are they housed in the uh in the house in is it vienestar where they housed exactly thank you yes vienna star um is where one of them is housed and then the other one the name i i'm sorry escapes me it's right across from the safeway parking lot it's um an apartment complex and these are really nice facilities the one across from safeway smaller more intimate but um you've got to see um the other one over by the city pool it's very big very nice um great technology and the high school helped them with 20 chromebooks this year and we're going to allow them to keep them this fall for use to see how we transition back to in

107person it's called the uh john it's the jose arciaga thank you a low housing income uh right across safeway so um that's also another great partnership with the nonprofit on providing that space which is really nice because the parents are right then and there so the kids are not wandering off they're actually in these particular facilities so um just wanted to say thank you for doing that great work along with olivia oh our pleasure our pleasure thank you okay um is there a motion on this item i moved that we approved the 2021-2022 create contract as presented i'll second that so i moved and seconded um nursey yes well yes kate yes yes and brad yes yes okay all right um let's see we're on to number [Music] item action item number eight this is

108odysseyware 2021 2022 subscription uh mr o'neal thank you um so this is an annual item that we bring to you um the subscription price of 71 000 for odysseyware contract plus an additional ten thousand dollars for summer school requires that it's approved annually by our school board staff at neil armstrong middle school forest grove high school community alternating learning center and create all utilize this software to some extent uh to award credit while there are other online vendors available odysseyware has been highly regarded by teachers and our local online curriculum and allows it to be modified using the software to meet our own essential standards for granting credits teachers parents students and administrators are familiar with the software and this has been a vital component to our online programming especially during recent distance learning requirements

109our entire 712 online program utilizes the software with a high degree of experience and efficacy this online software curriculum is also very affordable uh compared to other vendors furthermore with odyssey where we have 24 7 access for up to 100 students at any given time which significantly reduces the cost and maximizes resources we also have 50 additional licenses for summer school so you might be looking at saying wait a minute this is the same you know ten thousand dollars for um summer school why isn't it going up significantly well we had this conversation with brian and karen at the high school and we're gonna have thanks to the summer academic supports sponsored by the state this year that gave us over a million dollars we're going to have multiple avenues honestly we're being the backbone

110to much of it but we're also going to have in-person um classroom instruction in addition to um live teaching of specific courses during the summer again that million dollars helps us with um achieving these outcomes so that's that was my number one question why isn't it a lot more for that ten thousand we think that will suffice for this summer john i was wondering why the quote is different than what the agenda item is asking for i'm not sure quote says 75 500 is what i'm saying on my packet and you're asking for 81. totally yeah i'm i'm sorry i wrote up 71 000 plus 10 000 for summer school so it should be 85 000 or 7 it should be 81. 81 000 1000. what that's what the quote should say so the quote

111says john 75 000 is which one's correct i would i'm not sure um eileen um if you can um pop in for a second thank you i know i'm sorry i'm putting her on the spot she's like john are you serious i apologize john i haven't been part of this contract yeah i i i would say we need 81 000 um but again i'm not sure why there's a disparity so i'm wondering if we can wait till the next board meeting i think we can okay let's see i'm going to suggest that we do yeah yeah we have a separate quote john did they give a separate quote for summer school no the contract says seventy five thousand five hundred okay thanks i need to do some research we have until the we can bring

112it back to 28. yeah if that works let's apologize been kind of busy sorry we'll just do that no worries i just couldn't figure out no i apologize i was kind of blindsided i'm like what oh my goodness okay we'll bring it back all good thanks we'll deal with it at the next meeting that's fine okay thank you so number nine is uh item number nine here is the neil armstrong middle school planned course statements and this is a second reading uh with um prepared by juliana um so i we've we've gone over this but julianna you may have just a few comments before we before we move on this um the only one i wanted to comment on was um i updated the ethnic studies one to uh mirror what the high school has

113so some of the language cleaned it up a little so that it would align better with what the high school has and um has been doing for a couple of years already so you might have seen that change okay all right any questions or comments for juliana okay hearing none um i'll move that we approved that we approve the uh the planned course statements as presented second okay moved and seconded i'm a yes uh brad yes kate yes val yes and nursing yes okay thank you yeah thank you julia now we're under number 10 which is band camp and instrument purchase for grades five through twelve and this is angela and john yeah so we're asking the board to approve the purchase of banned instruments per the attached list with seventy thousand two hundred twenty

114nine dollars for peacock seventeen thousand three hundred for wwbw and eleven thousand six hundred twenty nine dollars with steve weiss for a total purchase of ninety nine thousand one hundred fifty nine dollars to be paid for using ka enrichment grant and the 912 recovery grant and i'd just like to give a little bit additional background the band camp will be open um august 9 through 12th and then also 16th through 20th with a performance that the entire board is um invited to on the 20th um and we're projecting we're again we're angela's been working tirelessly getting out the digital registration it's been a team effort dave warner and this like this agenda item eileen has been amazing helping us put this together but um we're projecting 30 grade 5-6 students to attend the band camps

11537 eighth grade students and forty nine twelve students for a hundred students and then the jazz band um august second through six with a performance on the six the evening of the six and it's eight hours a day eight to four fifty kids thirty from grades five through eight that was one of the planned course statements that you just approved um and then 20 students for 9 12. so we're excited uh for that jazz band and then the marching band for uh 26 268 dollars that is going to take place august 23rd through the 27th with a pro performance on the 27th and those camps will run for again 8 to 4 p.m and it'll have 70 students 25 from grade 7 8 and 50 from 9 12. and with full disclosure we're going to

116monitor how much money we spend overall and we will likely come back with an additional request for probably fifty thousand dollars more instruments um uh to help replace thirty and forty year old band instruments primarily um throughout the system so this is a huge chunk this is legacy money this is going to help our students for the next 20 to 40 years um and you know for some of these instrument repairs the repairs are just more instruments or you can't buy new ones so anyway that's what we have before you this evening and again um eileen sorry to put you on the spot you know phone a friend with the earlier but i just want to um highlight uh she's been awesome and so has uh cathy kathy um bonson in getting all these before

117you and next board meeting will come with orchestra um before you and mariachi order we're all working as fast we can to get these camps and uh resources in place angela did you have anything to add just that it was also a huge chunk of work for stuart uh our band teacher to get these bids because you know of how bids work it's it's a lot of work when you're teaching full-time too so shout out to stuart yep wilson i think this is a great use of some of those funds um how how are you guys going to decide where these instruments go after the summer camps that is really a great question if you take a look now this is this is just um like today we were interviewing um for band teacher at

118tom mccall um you know um with the potential of esser money or additional money but um band um you can see in that price quote uh val um you can see band those are the instruments under that and then marching band are just those three instruments obviously we're pulling from the other groups and several students play in multiple bands um and then the jazz band is broken out as well so um the one with the dark like the very first one yamaha intermediate ob um is highlighted and it's red and that red means what page are you on i'm on the the attachment page 68. okay thanks you're welcome so again kudos to eileen and eileen if i get this wrong please feel free to um correct me but um 6414 that's the highest priced

119um bid but you can see we've um almost across the board go with the lowest price bid i just want to call out that um footnote at the bottom of that bid even though b-cock costs more for some items their value is better as they are local they have a repair shop with high quality quality qualified technicians and we will have a one-year warranty guarantee with them they will come out to the schools frequently and we have an existing relationship with them the other companies won't do this so stuart strategically chose peacock for the items that are more fragile more sensitive and therefore need regular maintenance and adjusting like wind and string instruments so john i think our question is like how are we going to determine if these are going to the high school

120to nams or to tom mccall do you have that figured out i think that's what she's trying to answer initially well the band's tricky the marching band is the high school okay the jazz band is the middle school so for instance for the band program of the 46 399 dollars i thought you might ask this 42 399 of those instruments are coming out of the high school grant and only 4 000 are coming out of the k-8 enrichment so we're going to try and balance that with the number of instruments and the greatest area of need now again we're we're relying upon stewart who's very familiar with this um more than anybody and then for the jazz band 23 332 will worth of instruments will go to the high school by 3160 will go to

121um uh the uh five eight or uh i'm sorry seven eight and marching band the full amount 26 268 but when speaking with stewart um if we have additional monies the bulk of the monies that we come back to you for will be at um 5 eight level so um again we're we're totally trying to not go over you know the grant parameters in these two grants that we have and balancing the other needs um and staff requests john that might be something good for stewart to do is just provide the board with information on where these instruments will land i mean we'll do okay i would think that would make that that's a good question so yeah absolutely and i can um val it what we could do is um sometime during the summer

122um hopefully we've written the um camp so that if that new ben teacher comes on board we'd like to invite them to work in the program so that we can go ahead and get that feedback in that synergy with those band teachers to determine okay and look at the instruments you know everybody that's in that program so uh we can easily get you that list of these new instruments where they landed obviously the bulk of this purchase is coming out of the high school monies okay and so the bulk of it has to go to the high school okay right maybe some of the old instruments though could go to the lower levels because if we want to build this program back up we got to start you know younger like at least atomic hall

123so i just think that's something to keep in mind for building that program and you know giving giving the students that opportunity at a younger age absolutely thank you okay any other questions or comments is there a motion on this one so moved i i can make the motion that we approve the purchase of ban instruments per the attached list with seventy thousand two hundred and twenty nine dollars for peacock seventeen thousand three hundred for wwbw eleven thousand six hundred and twenty nine with steve weiss for a total purchase of ninety nine thousand one hundred and fifty nine dollars to be paid for using k through eight enrichment grant and the nine through twelve credit recovery grant second okay okay we'll do a vote i'm a yes um kate yes um no narse yes yes

124and brown yes okay thank you thanks john okay let's see that is the end of the action items for this evening sounds like we'll have more next time um so the next agenda part of the agenda is um future board items and so uh the first one here i think there are two the first one is the school resource officer memorandum of understanding and this is david parker thanks chair everett let me hang on one second and reorganize my screen here last meeting we presented some of the data around students and parents coming into this meeting tonight i'm going to present what we found out from our engagement of parents and then give you a quick orientation to the intergovernmental agreement draft that we're bringing forward that we're asking the board to consider it's future

125board action so next board meeting june 28 would be where you would um take this under consideration either approve it or not approve it so i just wanted to get us started on that i've also got um osvaldo is here he did some of our engagement so if there's any questions he's also available to answer again we took and we went out to our parents with the same exact question that we asked our students and asked our staff members and that's this right here at the end of this you'll there's also a link to the report so over the next two weeks you'll have an opportunity to go look at all of the different thoughts that people had and where they were rated [Music] uh the survey opened on may 27th and it went to

126june 10th we sent this went out via our normal communication channels in email it also went out as an auto dialer we held two in-person sessions that we sent out auto dialers for for our second language parents and osvaldo held a session on june 7th at nams in person and then another session on june 9th in person and basically uh the in person allowed for um spanish-speaking folks to hear about this they at the end they can fill out a paper form or they could also go and utilize thought exchange the same as everybody else but we did do two in-person sessions um from all of this we had 112 participants about 121 thoughts and about 2500 different ratings the breakdown of kind of students 32 were the high school about 9 were neil armstrong

127and then 10 from tom mccall and then from more than one school you'll see there's about 30 percent um race and ethnicity about 54 of the respondents were white currently in our district were about 45 percent white so that's a little bit over represented 16 are latino and the largest not largest but one of the preferred not to answer was 20 so it's a little hard for us to see exactly who um who all of our respondents were um most of our parents felt like um the the question my students are safe my student school is safe the vast majority about six percent disagreed with that though this was the wordle that kind of came out of it these are the words that have the highest ratings from all of the different thoughts quickly someone

128crisis law and enforcement these were some of the highest rated thoughts that we got to and i'm to i'm going to move through these pretty quickly and like i said you're going to get the report so you can read through all of them later um but this is pretty representative of what we saw um ranked number one was positive interactions with students and parents more positive interactions with police and community the better um i will said these are people's thoughts so again we saw research the last time around that talked to some of the and some of the thoughts aren't in line with that research but i just i want to point out these were what people thought and then people rated them police interactions i think positive peace police interactions are a great thing

129it shows the students it shows the student that the officer is a person too um they're not all bad as they are often portrayed school resource officers should be at our schools not only for safety but also to build a positive relationship with students um you can see this kind of goes on um i feel it's the first line of defense we have for emergencies in school i wouldn't feel like my child is safe without the sro and these were the basic same themes student voice relationships safety mental health and well-being equity sro responsibilities and expectations and then other and when you get to the final report and you start looking you'll be able to click on each of these themes and then see the different thoughts that were there so this first one these

130are the highest rated thoughts from this theme of student voice i'm a graduate of force grove myself and the resource officer has always been a positive experience and a necessity in my opinion it's important to have a deterrent for students and staff whether we like police officers or not they're an integral part of modern society making sure our students interact with police in a safe and familiar environment is very important i feel that there needs to be more focus on protecting the victims of the school incidents and less focus on protecting the repeat offenders because my son was beat up at school and the offender who had other issues with other students was the focus and not the protection of my son um these are the top-rated thoughts in the relationship theme positive interactions with

131students and parents the more positive interactions with police and the community the better police interactions i think the positive police interactions is a great thing the sro at the high school for the last 10 years has been exceptional i have interacted with all of them and i believe that they are needed um and these there's lots of these thoughts that are in the same basic realm safety this one was again this feeling that having an sro at the school increased the safety school resource officers should be at our school not only for safety but also to build a positive relationship with students i feel more comfortable knowing someone who is trained to act quickly to stop threats is on location when needed and the rest of these kind of they're in that same vein this

132is the um part of this product that tries to look at um the groups of respondents who are on who have differences and then what do they both agree on so in this first group here we've got 39 folks who are agreeing with side a here and that is police interactions i think are positive these interactions are is a great thing it shows the student that the officer is a person too the sro at the high school for the last 10 years have all been exceptional so that's side a side b over here would be none of the district's money should be allocated to support the sro it's hard enough to drive consensus to invest in education without it being diverted to other government agencies now the 13 folks there rated that a 5 and

133our group a rated it very lowly information should be sheltered from the sro unless warrants are issued by the courts our schools don't need to be backdoors for the police to subvert the personnel rights of our students or their families so those are the two groups that have some different opinions what they both agreed upon are rated in a similar way i feel it's important the sro is carefully selected and has been trained to work with children adolescents and in a school environment i fear inappropriate use of force an inappropriate role in school discipline efforts by untrained or under-trained law enforcement in schools so that was an area that both of those two groups could agree upon here's another differences slide um again on site a it's our kids and our staff school staff deserve

134to be safe knowing your sro and that they are available helps kids and staff feel more comfortable while decreasing risky behaviors the sro's primary function should be student safety a student who feels safe will learn better so side b over here they have a different opinion their opinions were sro should not be authorized to touch students other schools have had challenges with those who feel authorized to perform violence makes you think they'll try to build relationships makes you think they'll try to build relationships with kids and why they try hard with the students and not fg citizens kids hear about current events they know what's happening why do we expect them to feel safe with an sro my daughter has not spoken to an sro and she's in the fifth grade what they agree upon

135was again that same um and again there's software that puts us together so i didn't i don't pick these the software picks them out i feel it's important the sro is carefully selected and has been trained to work with children adolescents and in the school environment so again that's the place where the two different groups could agree upon this lastly it's the same basic difference again keep the students safe sros are specially trained to work with schools on the differences side consider the impact on perceptions of security among students of color and those with mental illness such students often feel targeted by police it's important that all students feel safe at school regardless of race ethnicity immigration status disability i worry that law enforcement escalates situations officers are not adequately trained on de-escalation and they

136tend to aggregate a situation the way my student views police is important but unfortunately i'm not seeing that so those are some of the um different opinions that that are coming back to us right now um again i've got the link here to the full thought exchange report coming up but now i want to just talk briefly not briefly but i want to go through what are we the draft of the inter governmental agreement and what are the changes that we're making to it because again i i think as i hear people talk i i don't disagree with any of the comments that have been made i think those are all concerns for us so the first thing the purpose um i put a link to the draft it's also in your packet you can

137see what the draft is there the purpose is basically there's three things foster an efficient and cohesive program that will build positive relationships between police school staff and students promote a safe and positive learning environment and then decrease the number of youth formally referred to the juvenile justice system having an officer that knows how to work with kids is important in me as a former principal calling an officer off the road and then having someone who already knows your kids knows your family there's different ways that they react and so the sro is a way um for us at least to make sure that they understand kids we'd have three basic goals here that we would take data on foster a positive school environment based on respect for all students knowing them all by name

138strength and need educate students staff and families on relevant law enforcement topics age of consent child abuse we do have there are situations in our districts surrounding the law and crime that happen weekly and having an interaction a liaison between the police department and our organization will happen whether this is um approved or not approved we there just will be an interaction and then strength strengthen the community relationship by creating a safe school environment providing a law enforcement resource to school administrators teachers and students to reduce crime so those are the goals of the program that that we've worked out with the city um the city went through and called um various cities around us to find out how they were funding and what the cost it would be of the sro and they've come

139back and they changed it most of the other cities around us were not charging as much money so the price has been lowered to 54 600 which is basically the cost of a average police officer for nine months and there's some other details that you'll see in the the iga i didn't put all of the specifics there about what part of the salary table they're looking at but the basic just is our the cost for the next um year would be 54 6. changes that we would be looking at one would be officer recruitment we would be involved in the officer recruitment when that opportunity presents itself we would provide preference for officers that are ethnically linguistically and culturally diverse education has also had them having some higher education that's what we're doing here is

140educating kids so them having more experience in that world is a good thing for us training requirements there's a big list of training requirements that we've added to the iga some of them the police department needs to provide and that would be nationally recognized training on being an sro the district would provide some of the social emotional learning um things that we're doing and also they would be providing the um anti-bias and equity training for the officer the uniform we heard this from our students which is they would like the officer to be in a more casual dress they would be polo shirt regular regular pants the officer would still have their bulletproof vest on underneath their polo and they would still have their sidearm because that is kind of the minimum recommendations from the

141police department school discipline sros will not be involved in school discipline this will be something that we'll have to um if this contract is approved we will sit down with our administrators and talk this through i think that area has been a little gray um over the um past couple of years and this will be something that will have to re-establish exactly when the officer is involved in the discipline and when they are not the basic just is if they're not violations of law then that's not the officer's um job the that's the job of the administrator to take care of data collection we'll have the this is a place that up to this point we don't have very much data so we will start taking data the sro will submit monthly reports minimally on

142the law enforcement calls on the school property number of presentations lessons delivered staff families the topic and the number of participants and the number of investigations because we need to start figuring out um what how many interactions the sro is having if there's other data that you would um like us to keep we can also deal with that and then release of student information um they're technically they would be a they're part of the organization but just like all of the folks in our organization you're on a need to know basis and really the only information that we would be sharing with the sro is really around contact information which is they need to get a hold of parents or something to that extent program review we've written in um some program review into this

143id um intergovernmental agreement we'll gather we'll go back out again in may next may we'll gather feedback from students families caregivers the sros certified staff classified staff and administrators on their experience with the sro program and fgsd and that will happen again next may this mou and the sro data reports will be reviewed by you we'll bring it to back to you the data and the information that we got in may from them next year we can modify or revise this on a yearly basis so if there's things we want to change in the agreement there is built into the to the agreement uh termination clause so there is a way if you decide later to step out of it for whatever reasons you deem important that's still we have that ability and then um

144both the pd and the um we can adjust the the mou and we wrote it for three years but um you know that could also be changed too i mean it just seemed like we um needed a time period to um write this in and if we're going to be adjusting the year after year three years seemed like a a good starting period so those are all of the elements that are written into the iga that has in your packet and um before i get to the questions part i just wanted there was a lot of i've had a lot of interaction with folks around and we heard it from the parents and from our students around like what are we doing mental health-wise and i just remind wanted to remind the board kind of

145our investments over the last two years in mental health the majority of these investments will be we'll see fully next september but we've currently invested in seven additional counselors to approach our asca standards we've got two student success coaches now who are basically working with teachers around how do we create um classroom environments that are um have social emotional learning that we're taking um that into account we've got 2.0 mental health coordinators who are helping families connect with outside resources we've got a behavioral health and wellness coordinator who's trying to put all of this together into a system that works we've got we've added 12 almost 13 fte of classroom and building supervision i was all part of our student investment account and specifically these are folks who are getting advanced training and de-escalation and

146social emotional learning pieces we're developing the mtss system which is how each school will begin to work with students identify kids who need more help in attendance academic academics behavior social emotional learning and eventually equity we have a partnership with youth contact who are kind of our community-based family therapy and then we've also purchased software panorama that we'll use to actually make these decisions based on student data so i just wanted to remind this is probably it's over two million dollars worth of investments in mental health and wellness besides what we're doing um with the sro and with this i'm going to open this up to questions we've got about two weeks the june 28th is where this will come up for action and i'm sure there will be community members who want to express

147themselves through public comments but i'll take some if you have questions about the draft of the inter governmental agreement or the engagement series we're able to take that dave this is narse hey i know that um henry has did a powerpoint presentation um a few weeks ago and have has there been any interaction with our city councilors because they're also a big stakeholder here uh and we uh such as the hillsborough school districts the few probably about 24 hours a few last days there's an article uh that just came up about what a hillsborough school district is doing in regards to the sros as well because this is sort of a national thing going on at this particular point so i guess i'm just posting a question about i'd like to see what the commitment

148of the city council's city council in forest grove is as well i do get uh worried about um just a historical situation with policing in our country and i would be here all night if i could get would get into the details of of all of that i know you mentioned the um bilingualism and so forth and so on i think it's really important to uh have us also think about the trauma informed is very important um as well and i'm just and i don't mean to like create more work but i feel like we don't have a lot of options here what are other alternatives possibly besides a sro um what does that look like um what are other districts doing what could we be doing that could be creative as well um anyway

149those are just what i'm thinking out loud at this particular time those are the thoughts i'm thinking about okay um so i'll have to touch base with um jesse and the city councillors and i'll try and in the next week or so put together some information i don't know what's possible but i'll um go and do that so this um this iga is drafted off of hillsboro so this is exactly what hillsboro is doing they are running their sro program they've added in the data they've added in some check-ins they've added in making sure that they provide kind of purpose for the sros so this is exactly what hillsboro is doing right now the the mental health and wellness part my last slide there we've got two million dollars worth of investment into um social

150emotional learning and trauma informed so there's there's really nothing i can't think of anything more that we would be doing um in that direction that we're not already doing we actually just need to get to next year and start seeing some of that play out i agree um i just finished going through the article that hillsboro then came out of the newspaper but i do think that they invested a lot more time because i i uh communic i have communication with their school board members yeah they've been at it for several months almost like six to nine months where we just started this conversation maybe a month or so ago so um i do get worried about us adopting something similar because our town is different um than hillsboro i do think that they do

151have some good best practices and they have good foundations but we're missing that city council commitment um yeah so i i i don't know i just wanted to put that out there that we have not invested as much time as the school board in the district and hillsboro has spent as we have are you finished uh narcy because i i have a couple questions or are you up i'm done okay um i i want to agree with um narcy i i don't think we've we've adequately put together spent enough time on this and um the email that was sent to to us by jennifer norman um there's a whole bunch of articles which of course i read them all except for the one i there was 200 pages and i i didn't get through that

152but um i will read it before the next meeting but when i look at the sro and i look at some of the comments that were made and i also look at the survey with only 16 percent hispanic that have participated in the survey and then this one comment i met up down is the perception of safety for one group of students valued more than the feelings of fear and persecution in a difficult in a different group of students do we have enough data information to know how our diverse population feels um i do think we need to have somebody and one of the things that i saw in there is they recommended having a higher safety hire a safety counselor who works with the teachers and parents and the students um the piece that

153concerns me is that i don't think we've adequately had enough time and all of the articles seem to re look at children with um children that are um part of our diverse population they're the ones that end up being in the pipeline in the judicial system and one of the questions i wonder and i know that this this is probably hard to get at but do we know in the last you know five years ten years how many of our fourth group high school students ended up in the judicial system and um you know that's that's something that i wonder about i mean it's not really relative at this time but one of the the opening statement with the the um the mou or muo or whatever it's called i don't know what the term

154is right off the top of my head but um it says um hold on a minute uh i wrote all this stuff down i can't read my handwriting for a bit um but it was talking about the relationship of communication um with our community and um and and how important that is and how we develop that and i am really concerned that um and and it's just been in the last year and it's because of what i hear and what i've read and what i'm understanding but there are serious issues that have been brought up in the last year with the police department and it's been related to hispanics to blacks to women and it's been uncovered by by community reporters in that and and it's really caused a sense for me um of wondering

155what's happening in the police department and i'm concerned that they need to do some in-house reflection equity training etc etc and i would prefer to let them take care of bringing themselves up to um to standard and hire someone that's a safety counselor for the high school i i i'm really concerned um and i was concerned about comments when i read and and i don't know i haven't seen this report by jennifer norman where she said they had 53 responses in the last nine months that they asked people about all kinds of issues that our administrators were allowing um the police to discipline the students at school um you know some of the other questions i had you know what does the student engagement looked like uniforms of weapons was addressed that record keeping was

156addressed a review process by students and parents and the community member members i think is important but originally i was all in favor of the sro at the at the heist at the high school and i don't think i think that they are in turmoil and um i i think that they need to get their organization um and a plan out so that they can really relate to the um to the issues that that are hispanic and children of color at the high school because in all the reports that i've read the majority of kids that are tracked are our diverse population and i'm not sure the city police department has the skill set i mean it would be fine if they came aboard and um joined our group but you know an eight-hour one-day

157session equity training is is not enough and so i would prefer to look at something like hiring you know a safety counselor um i i and i don't think we've we've spent enough time talking about this i think there's a lot involved in this and i know it's just one more thing on your plate but um i i just i want to be careful about how we go about this and i definitely would not um i would do a one-year contract and um i i i don't know i'm just not in support of jumping on this right now thanks for your comments kate i would just clarify one thing which is in the training there they're not doing um equity training one time in the year it actually it goes every month um they meet

158with the school as they're going through their equity training but thank you for your comments um those are all i just have one question for kate kate are you reading what's going on in forrest grove's in the city of force grove or is this a national trend you're talking about it's both brad it's it's both um but you know in forest grove the issue with what happened at that family's house with the four children and the black lives matter flag and and that it was it was it was the lack it was it to me okay it's a personal opinion but it was that the city was covering up that's the way i perceived it they were covering up and then they got caught and then it was the identification at a black lives rally

159in june last year where they misused the equipment and then it was the um way they went about and that was targeting women and then it was how they got rid of a female police chief and so i um i'm beginning to you know and i have never had any i've always had real positive experience with the police department but i am a white older woman i am not a hispanic person and i i i'm concerned and um you know i i just think that periodically we all have to step back and say you know am i doing a good enough job am i really um and how are they going to bridge that you know it's not me to create the situation so you know who you're talking to right i know who i'm

160talking to and i care i care about the kids but i am not hispanic and more than 50 none of our kids are hispanic how do they feel i would i would only say that the data that david's collected is probably more germane to what's going on at force grove high school than those incidents that went on and i understand the whole situations that's gone on gone on in our town but that in terms of the mou i would have some questions about trying to generalize what went on there to the mou but with that said i will take that into consideration your comments i think one thing that we need to think about as well as sort of an umbrella approach is that we just recently came up with an equity statement right and

161it specifically talks about what was talked about earlier which is that a critical race approach which is policy procedures so it's really digging into uh issues of diversity and equity in general you know baller was asking good questions earlier to juliana and really about those policies and procedures which i really appreciate and i think from my perspective it's what's happening here now um kate as you mentioned um what you know we it's i also have a big red concern flag about 16 percent only of of hispanics latinx have voiced their uh input their concerns from my perspective again personal perspective is that um our community particularly latinx hispanic population in forest grove school district is very poor low income there's fear there's the undocumented situation so to have our people come forward and share all

162of their stories or the parents or the children it's probably most likely not going to happen because of that fear because of that pover the poverty and al all of the uh issues um within our so that's sort of against not against our district but it sort of works towards they're not just going to come forward and say hey this happened to my child or so forth and so on nationwide from my perspective and it goes back to reading and i don't have the article in front of me and i would have to go and dig it but i used to do president intervals in portland you name it you know working with police in schools and so forth and so use there's been studies that if l does not read well or to or

163he or she or they need to be reading by i think is sam second or third grade the likelihood of getting into the criminal pipeline it's very high and they use that data to actually build prisons and those children tend to be brown boys black children um [Music] i went to a um state of sale a state of uh oregon the the school of uh what is it called the um oregon state um had some sort of k through 12 session i think it was right before co-op it hit and they were actually showing us data about children of color not dropping by being pushed out of k-12 systems throughout oregon the youngest suspension i was shocked that children were being suspended from school at second and third grade in some of our districts not

164a forest grove but some of other districts to me that's just more it's it's a it's a it's a reality that's happening in in our country it's a reality that's happening in oregon i think this is my perspective perspective having lived in washington county for many years currently grew up in where i'm at right now with my parents um just doing some family stuff stuff mom i'm in a meeting give me a minute i am so sorry my mom is like this is why i don't work from which goes if you have people waiting for you right now i'm like mom they're gonna have to wait this is important work for me and there's actually a teacher from the school district here in madras and jefferson county i so i'm so sorry um you know

165mom say it's her house so she comes in sorry dave she rules right now but anyway what i'm trying to say is that we have most recently the community police advisory commission and i'm actually representing foreign school district in that commission and it's it's they're not they're intense meetings at times because we do have representatives from the elderly homeless latinx from every different non-profit that you can imagine and there are issues going on in our community as you share kate now to be honest i mean to be fair to the police department in regards the investigation continues to to happen right now with the whole racial issue that happened um with during the halloween time with with the latinx family that was the experience those children they go to our district had with our police

166department right so i'm just bringing all that out because i it's a bigger picture i also i'm going to come clean i do have a lot of implicit bias towards police officers i have three brothers three brown brothers um all it all started in the school districts with sros because of their implicit um bias criminalizing their behavior white boys will be white boys boys will be boys latino kids it means trouble or black kids i do trainings and all this so anyway i'm just bringing up my perspective here that we do have issues at forest grove and we have issues in washington county and we do have issues throughout the whole state we're not unique i do believe that henry is trying his best um but he's inherited um a lot of work and i

167don't know how long that's going to take that's all i wanted to say and i know we're not going to make a decision today but i just think it's good to dialogue about it i think one of the things jumping in mind i will try and put together a a place where you can go back and look at all of the data because of we we do have a lot of um data from our students and from our parents and it would be great for folks to go take a look at it so i'll try and put that into one place and send that out just so you can get to all of these things in one spot okay any other comments or questions all right so this comes up for a as it's scheduled

168now it comes up for a vote that uh in two weeks on the uh mou and um i guess that's where we leave it this evening we've got uh two weeks um dave you're gonna send that to what you i think you said the link or something will be sent to us i'll just try and summarize all this stuff just so you can get to there's a lot of data to look at here there's a lot of opinions to to review so i just want to put it into a place where you can get to all of this quickly and be able to go through and look at it so i yeah i mean i i would i would just say that we've been thinking about this since january i think um i think that

169there have been conversations whether it's from community comments or board meetings but this has been on the radar since about january and and it has been i think the month of may where most of the data was collected in the meetings maybe it was a little earlier than that so it has not been nine months but it has come to us um since really i guess maybe there was some community talk about this in november maybe uh maybe as far back as that in terms of community comments to the board so i believe that this item has been with us for some time um and whether you know folks think that the the the information that was presented tonight is enough or not enough i i think that the districts tried to work hard to

170get the voices of anybody who had a voice in this um and i think that's what the report tonight shows so um you know i think it comes up for a vote in two weeks unless unless something you know i think that's where we're at with this so with that i think we'll leave this topic and i think there's one more dave that you have for um for us for future items i think yes um it looks like uh dave hollinsworth who is a board member at northwest regional esd have resigned his position so there's two folks here doug dougherty and eliza force knight who have put their names in to um resume to to take over for for dave so in two weeks it'll be an action item you'll see all of their um

171it looks like um they put in kind of information on the candidates although there wasn't a lot of information on eliza but um the information's there and then the next board meeting will uh take a vote on which one we would like to that's correct right kathy yep that's correct we have to vote before july 1st if you have questions just let me know and i can ask lauren at the esd i think you probably know doug dougherty he's very he's been on there forever so okay okay thanks kathy and dave so we'll vote on that that'll be an action item uh at the next meeting as well so um let's see future board items or board discussion i don't unless it's open to anybody who has a future board item or uh uh something

172other other to say this evening well there is there anybody who has some uh comments before we move on okay hearing none uh and then there's just also in your report is some information so the june 1st 2021 enrollment port report was included in the packet and then also uh the finance report so the report for may 2021 was included in the packet for your review okay and with that there being no further business i'm going to adjourn the meeting at eight looks like 8 18 p.m so have a good rest of your evening everybody and thanks for attending thanks everybody